The Ohio State University (OSU) Extension Nursery, Landscape, and Turf Team (ENLTT) is an innovative and interdisciplinary team comprised of extension agents, extension specialists, researchers, teaching faculty, university arboretum staff, and research assistants. ENLTT has greatly improved the process of acquisition, delivery, and support of accurate, practical, and timely educational resources through interdisciplinary and industry partnerships. The award-winning weekly electronic newsletter Buckeye Yard and Garden Line (BYGL) has been the focal point of our teamwork since 1993. An ornamental research circular, authored and edited by ENLTT members, remains the most requested publication from the Section of Communication and Technology, Ohio Agricultural Research Development Center, OSU. Strong partnership with the green industry in Ohio has resulted in the financial commitment of more than $230,000 from the Ohio Nursery and Landscape Association since 1993. ENLTT members have improved themselves as a result of educating each other through weekly BYGL conference calls from April to October, taking study tours, and conducting joint educational programs. Twenty-two commodity or issue teams, such as, Floriculture Team, Vegetable Crops Team, Tree Fruit Team, Forestry Team, Agronomic Crops Team, Sustainable Agriculture Team, and Dairy Team, have been formed in OSU Extension due to the success of ENLTT.
Gary Y. Gao, James A. Chatfield, Erik A. Draper and Joseph F. Boggs
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.
A.W. Fleener, C.W. Robinson, J.D. Williams and M. Kraska
in the garden include decision-making, planning, and problem-solving skills as children are challenged by the questions of what, where, and how to plant. Teamwork is another skill gained as children seek to achieve common goals ( Robinson and Zajicek
Amy Fulcher, Anthony LeBude, Sarah A. White, Matthew R. Chappell, S. Christopher Marble, J.-H (J.C.) Chong, Winston Dunwell, Frank Hale, William Klingeman, Gary Knox, Jeffrey Derr, S. Kris Braman, Nicole Ward Gauthier, Adam Dale, Francesca Peduto Hand, Jean Williams-Woodward and Steve Frank
many challenges. Following effective teamwork principles when building membership can greatly enhance the working group’s productivity ( Himmelfarb Health Sciences Library, 2017 ). Having a critical mass of members and appropriate distribution across
Ricky M. Bates and David A. Baumbauer
Horticulture students often lack practical experience integrating information from diverse sources to solve complex real-life problems. Capstone courses seek to remedy this by giving students an opportunity to demonstrate a range of workplace skills such as teamwork, effective communication, and critical thinking. Sponsored competitions provide educators with an active-learning framework into which the goals of a capstone course can be developed. The Greenhouse of the Future competition allowed undergraduate students to conceptualize, develop, and prototype innovative greenhouse designs in a national competition venue. This article explains the guidelines of the Greenhouse of the Future competition and discusses how the competition was integrated into the capstone course Greenhouse Management.
Roland Roberts, David Bender and Samuel Field
Extension-research teamwork supports Texas High Plains onion grower-shippers in transition from unprofitable labor intensive marketing and culture to profitable mechanical systems that are less stressful to workers. System comparisons include machine harvest vs. lifting and hand clipping; stationary seed grading and bagging vs. mobile field grading and bagging; transplant vs. fall seeding, spring seeding and dry set production. Old marketing systems cost growers $4.30/50-lb. sack, and the innovative system costs $2.59 to $3.00/sack. Old transplant systems average $450 to $500/acre and direct seeding costs $200/acre. Net increase in return to grower management from adoption of new systems range from $1,300 to $1,700. Extension and research conduct economic analysis, cultivar performance trials, seeding technique studies and on-farm demonstrations.
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.”
Heather Whitmire and Mary Haque
The Clemson University Communication Across The Curriculum program is coordinating a creative response for learning (CRL) project to provide students with creative learning and critical thinking opportunities relevant to course content while creating a learning community. Faculty representing numerous disciplines asked their students to respond with creative projects (e.g., drawings, poems, posters, multimedia, sculpture, music, etc.) to the subject matter of the course. Students in Horticulture courses responded by writing poems in a Landscape Appreciation class, designing creative solutions to environmental problems in a Landscape Design Class, and installing an Ethnobotany Garden in a landscape implementation class. The landscape design and implementation classes used a service learning methodology to identify and solve problems in local communities. Following a four-part process of preparation, action, reflection, and celebration, students in the design class completed plans for thirteen theme gardens constituting a Children's garden in the South Carolina Botanical Garden. The following semester, landscape implementation students built the first of the series, an Ethnobotany Garden, using teamwork and university/community partnerships. They also practiced individual creative thinking and building skills through the design and installation of creative projects including a bat house, a stained glass and a broken tile birdhouse, four container gardens, artistic stepping-stones, and a dramatic metal sculpture of a butterfly representing the sustainable wildlife habitat aspect of the Children's garden. College students and faculty working on the Ethnobotany Garden project alone contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation.
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
Brian J. Pearson and Kimberly Moore
-oriented proficiencies and have been defined to include interpersonal and intrapersonal communication, problem solving, critical thinking, teamwork, technology, and information literacy skills ( Candy et al., 1994 ; Guthrie, 1994 ; Harvey, 1993 ; Mayer, 1992 ). When