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Bruno C. Moser

Employers of undergraduates tell us there is a need to turn out students with greater communication and teamwork skills in addition to good horticultural and business training. Field trips are an important tool to expose students to the real world of horticulture. The course “Nursery Crop Production” has adopted a class project that enhances these skills and experiences. Teams of three students each are assigned a production nursery to visit and to bring back documentation to the class in the form of an edited video tape and a written report containing pictures. Their report is presented in class and each student receives a composite video tape and written report of all team efforts. Quality of the reports has been remarkable. Each part of the project (video, written report, and class presentation) is graded independently, with all team members receiving the same final grade. The department has purchased video cameras and editing equipment, which are essential to the success of this educational experience. Student evaluations indicate enthusiasm for this approach and the role of video in the class. Copies of finished projects are returned to each nursery for their information. A collection of these projects is being assembled to provide the Nursery and Landscape Crops Extension Specialist with additional information about the production nursery industry.

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Carolyn W. Robinson and Jayne M. Zajicek

The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program. The Life Skills Inventory included statements for six constructs of life skills including teamwork, self-understanding, leadership, decision making skills, communication skills, and volunteerism. The students were divided into two treatment groups, an experimental group that participated in the garden program and a control group that did not participate in the school garden program. Students in the control group had significantly higher overall life skills scores on the pretest compared to students participating in the garden program but the scores were no longer significantly different between the groups on the posttest scores at the end of the program. In addition, there were no significant differences in the control group's pretest scores compared to their posttest scores. However, the students in the experimental group did significantly increase their overall life skills scores by 1.5 points after participating in the garden program. Two internal life skill scales were positively influenced by the garden program; “working with groups” and “self understanding.”

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Brian J. Pearson and Kimberly Moore

, problem solving, self-management, and teamwork skills ( Crawford et al., 2011 ). Employer needs identified in this survey are not limited to careers in private industry, but apply to all science-based nonacademic fields. In a similar survey of employment

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Dennis T. Ray, Joy J. Winzerling and Michael E. Staten

literature these skill sets are called “people skills,” “human skills,” “interpersonal skills,” “teamwork skills,” “management skills,” and most often “soft skills.” Because of their long-term importance to each student’s employment options and career success

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Lauren C. Garner

. Therefore, the service-learning project aided students in meeting both the course learning objective of learning horticultural techniques and the university learning objectives of developing critical thinking, communication, and teamwork skills and