curriculum, determining student outcomes, and organizing courses around these outcomes. Therefore, an instructor of a new course, whether a graduate teaching assistant, a new assistant professor, or an experienced full professor, should converse with the
146 WORKSHOP 15 (Abstr. 326–327) Model Plant Systems for Teaching Horticultural Science
Oral Session 6—Teaching Methods/Human Issues 1 27 July 2006, 4:00–5:45 p.m. Nottoway Moderator: Ann Marie VanDerZanden
systematics by becoming more proficient on a particular plant family. To effectively communicate, student instructors must have a thorough understanding of the concepts they are teaching, which is an important outcome of problem-based learning ( Duch, 1996
The Teaching Portfolio is a factual description of a professor's strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a professor's teaching performance. The Teaching Portfolio is a living, breathing document that changes over time. Items in a Teaching Portfolio include a statement of teaching responsibilities, description of steps to improve teaching, instructional innovations, student and teaching evaluations, awards and honors, and a record of students who have succeeded. I will discuss the steps taken at Clemson University to use the Teaching Portfolio.
Many faculty are discipline experts and effective teachers, excelling in scholarly teaching. However, SoTL is the systematic inquiry about student teaching and learning in the classroom, followed by publishing or disseminating those findings to
Poster Session 27—Teaching Methods 29 July 2006, 12:00–12:45 p.m.
Hybrid teaching refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom ( Hino and Kahn, 2016 ). Incorporating online components can allow educators to reach a greater
Introductory horticulture courses are taught in almost every 4 year and 2 year horticulture program across the country, however, purpose, content and approach can vary widely among schools. Survey results will show how different schools use their introductory course (recruiting, foundation, service), class composition, topics most commonly included, textbooks used, standard teaching techniques and new or innovative techniques that have been especially effective.
Abstract
Paul Read, ASHS Education Division Vice President, encouraged a number of us to share our thoughts on the teaching process for the edification of others. Among the courses I have taught over the last 20 years, a course on greenhouse management, including graduate level plant environmental measurements, has engaged my principal effort for the past decade. I have no pedagogical credentials to do so (i.e., teaching certificate), and certainly an educationist of today would consider me hopelessly old-fashioned and unqualified. However, I take solace in the face that Plato, Diogenes, and Confucius—to mention a few—did not have teacher training, computer grading, slide projectors, or television to “improve” information transfer. This probably represents the height of hubris to call upon the shades of some of the greatest teachers in history.