To improve the communication skills of students studying horticulture, collaboration between the subject lecturers and an academic skills consultant has led to the inclusion of a writing portfolio into the curriculum of Plant Science and Physiology, a core science component of the Bachelor of Horticultural Science program. The rationale for the portfolio was that, through writing, students would engage more closely with a subject's content and would gain a better understanding of its concepts. The initiatives introduced into the portfolio include the development of nine writing portfolio tasks and model answers, an appropriate grading tool and the integration of the writing tasks into other assessment tools. The focus on writing simultaneously improved students' awareness of the standard and type of writing expected at university, allowed them to develop their written expression, and deepened their understanding of plant science.
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.
-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
( Hurrell et al., 2012 ). For instance, Robles (2012) , ranked (from most important to least important): integrity, communication, courtesy, responsibility, interpersonal skills, professionalism, positive attitude, teamwork skills, flexibility, and work
( Waliczek et al., 2000 ). This study focused on one of those benefits, life skills, by measuring the effects of plant activities on the following five life skill areas: leadership, teamwork, self-understanding, decision-making skills, and communication
Diverse job markets coupled with increased competition have generated an increased demand for college graduates possessing transferrable proficiencies in critical thinking and communication skills. In addition, ever-increasing interconnected global
and knowledge as hard skills, whereas interpersonal skills, character traits, attitudes, behaviors, and people skills are soft skills. The list of some soft skills that employers are looking for include communication (writing and public speaking
-solving skills ( Brooks and Schramm, 2007 ; Eyler and Giles, 1999 ; Pinzon-Perez and Perez, 2005 ), communication skills ( Kalivas, 2008 ; Pinzon-Perez and Perez, 2005 ), group-work skills ( Brooks and Schramm, 2007 ; Pinzon-Perez and Perez, 2005 ), and
communication skills as the most motivating. When asked the same motivation question in relation to the study abroad experience, 40% listed visiting specific sites in country (e.g., botanic gardens, production facilities) as the most motivating factor. Thirteen
showing a dearth of skills in key areas, such as communication, and ability to engage and interact with others ( VanDerZanden and Reinhart, 2009 ). Horticulture involves not only science, but also aesthetics, public education, business practices, and