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Dewayne L. Ingram

, with the support of College of Agriculture administration, hosted a meeting of the leadership of all the horticulture-related organizations in 1991 to discuss the future of horticulture in the state and how they might collectively better impact the

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A.W. Fleener, C.W. Robinson, J.D. Williams and M. Kraska

since many life skills and leadership abilities are developed at a young age ( Gardner, 1987 ). Garden- and plant-based activities provide a means for children to learn skills that can help them overcome many socially limiting obstacles. Skills obtained

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Lelia S. Kelly

In a time of budgetary constraints, new strategies have to be developed if we are to continue to meet the demand for home horticulture information. This on-campus event was developed as one of those strategies. The goal of this event was to provide a train-the-trainer opportunity that would equip selected Master Gardeners to assume a larger role in the delivery of home horticulture information. Training needs were determined and included advanced training in insect and disease management, leadership, presentation skills, and computer skills. Educational materials were provided and “graduates” were given the charge of going back to their county groups and sharing what they had learned. Other goals of the event were to provide an opportunity to tour campus facilities, meet key university personnel, and provide recognition and motivation. Sixty-eight Master Gardeners attended this two-day pilot event in May. On-site evaluations were very positive with attendees ranking the educational sessions most beneficial of the activities provided. Year end reporting from the counties indicated that Master Gardeners conducted 82% more public programs in 2004, 49% more home visits and handled 18% more homeowner calls. Part of this substantial increase in program delivery can be contributed to the training these volunteers received at this event. Personal communication with county directors and Master Gardeners indicate that these volunteers are assuming more of a leadership role in the management of the county Master Gardener

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Pamela J. Bennett, Ellen M. Bauske, Alison Stoven O’Connor, Jean Reeder, Carol Busch, Heidi A. Kratsch, Elizabeth Leger, Angela O’Callaghan, Peter J. Nitzsche and Jim Downer

) page, assist with marketing plans, provide leadership, serve as community liaisons, and provide a wealth of information that customers can access each market day. Today, the market is open on Saturday mornings in downtown Fort Collins, from May through

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Jayne M. Zajicek and Christine D. Townsend

Placing the horticulture student on a path of professional development as a society-ready graduate for the 21st century takes more than technical knowledge. New types of team-oriented organizations are being created that were not even imagined a few years ago. To help empower students to survive in these organizations, the course “Leadership Perspectives in Horticulture” was created. This interdisciplinary course serves as a model for leadership skill instruction by incorporating the component of leadership development into a technical horticulture course. The objectives of this course are to provide academic and historical perspectives in technical horticulture issues, develop skills in leadership, problem solving, and team building, complete a theoretical study of specific leadership models, and blend theoretical leadership models with horticulture issues by completing a problem solving experience. An overview of the course in addition to changes in leadership behavior of students will be discussed.

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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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E.B. Poling

The U.S. land-grant university system has been coming under increasing criticism by a number of extension professionals, as well as senior horticulturists, for its primary emphasis on basic research at the expense of applied research and service to horticultural industries. Once-strong extension/research/producer ties have been weakened, and this could result in further declines in general public support for land-grant universities. New approaches, including a “participatory model,” have been proposed as a mechanism to provide public feedback to land-grant scientists on relevant areas of basic science and encourage implementation of new technologies. However, our present expert/student relationship between research scientists and grower would be altered if the participatory model were to be adopted. Recognizing the limitations of existing horticultural production systems and visualizing new purposes for technology is the work of “experts,” not committees. The experience in North Carolina has been that a commodity specialist with a split research/extension appointment (20/80) is capable of providing leadership and guidance `to the scientific community on the problems and research needs of industry. In the case of introducing North Carolina farmers to “strawberry plasticulture,” the split appointment specialist had a role in: 1) identifying useful technological innovations from outside the university community (“reverse technology”); 2) conducting localized testing on promising new “hybrid growing systems”; and 3) extending new research findings to industry.

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Elsa Sánchez and Richard Craig

). Through their teaching experience, students also develop leadership skills, including in written and oral communication, which can be beneficial in their future agricultural careers ( U.S. Department of Labor, 2006 ). Leadership skills are sought after in

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

are doing well at training our students technically, but our graduates require more training in communications, critical thinking/problem solving, and leadership/management to be competitive in the job market. Matteson et al. (2016) noted that in the

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Fu Cheng, Qingxi Chen, Mengmeng Gu and Donghui Peng

Leadership Working Group (consisting of leaders from ministries or similar agencies associated with different aspects of rural areas), and the National Development and Reform Commission, which all have respective counterparts at various local levels too ( Fig