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Botanic gardens, Cooperative Extension, and land grant universities share a common goal of horticultural or plant science education. Many botanic gardens include education in their mission statements. While academic institutions typically offer

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financial support from the government, one-fifth of garden operating budgets were from earned income, with the largest portion of earned income from admissions and a quarter from contributions. Out of all privately contributed dollars to botanic gardens

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Botanical gardens, by their very nature, harbor high plant diversity and are involved in plant conservation. They are considered living museums that house rare plants, common endemic species, and ornamental flora. One of the main goals of

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Garden Explorations is supported by a grant to the South Carolina Botanical Garden, Clemson University from the Howard Hughes Medical Institute through their Precollege Science Education Initiative program. The program has also received

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Curatorial Practices for Botanical Gardens. 2007. T.C. Hohn. AltaMira Press (A division of Rowman & Littlefield Publishers, Inc.), Lanham, MD. 227 pages. $39.95. Hardcover. ISBN-13: 978-0-7591-1063-2. Many signs indicate that as a discipline

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Botanic gardens increasingly work to advance conservation ( Oldfield, 2010 , among others), and like zoos, many gardens have adopted conservation as one of their primary missions. Conservation horticulture is an area of work that leverages staff

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The Botanical Garden was conceived in 1968 when Dr. Fred C. Davison, President, charged a committee composed of faculty from the plant sciences “to study and present a final proposal for the establishment of a ‘Living Plant Library’ at the University of Georgia.” The epithet, Living Plant Library, was used in preference to botanical garden or arboretum which evoked memories of the original botanical garden at the University that existed from 1832 to about 1855; and/or the Arboretum started on South Campus about 1908 by Dr. T.H. McHatton, Head of Horticulture. Both gardens were extinguished by the path of progress – campus construction.

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St.Louis public schools and the staff of the Missouri Botanical Garden for their interest and participation in this research.

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The University of Delaware Botanic Gardens (UDBG) is at a critical juncture in its development. Momentum of shared interest at the University of Delaware and the College of Agriculture and Natural Resources favors the Gardens' advancement as an institution. Having identified endowment planning as a critical and immediate need for UDBG, the goal of this research was to gather pertinent institutional knowledge from select university-based public gardens throughout the United States that had already created an endowment. Key staff were interviewed during the summer of 2005 at Cornell Plantations, JC Raulston Arboretum, Minnesota Landscape Arboretum, and the State Botanic Garden of Georgia. Valuable insights into the procurement and management of endowments within a university-based garden environment were gained through these interviews. Utilizing these results, as well as input from an advisory Task Force, specific recommendations for the University of Delaware Botanic Gardens were made from within the following topic areas: Organizational Structure, Planning, Current Strategies, The Endowment, and The Donor.

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Botanical gardens continually seek new ways to improve their education programs and increase their audiences. In the case of most university gardens, the larger academic community presents many opportunities. However, what does a university garden do when separated by several hours travel from the campus served? Garvan Woodland Gardens and the University of Arkansas (UA) have developed several ways to address this challenge. A summer school session and Elderhostel program work together to benefit both partners in this alliance. This article discusses these efforts according to their structure, costs, and educational benefits.

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