translational areas. After much discussion, we decided to focus on 1) communication, 2) critical thinking/problem solving, and 3) leadership/management skills for all CALS graduates. Task Force membership included administrators, faculty, and staff: Doug Reed
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
). 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
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.
Abstract
Agricultural development requires functional infrastructures, a continued assimilation of old and new technologies, and increased involvement of people who are motivated to create behavioral changes among colleagues and farmers. As educators in graduate training programs, we provide basic horticultural and scientific training. However, we often neglect training in practical farming skills, leadership or administrative skills, communication strategies, and the study of human behavior related to the acceptance of new ideas, concepts, and techniques.
An assessment plan for the Horticulture and Landscape Horticulture majors has been developed as part of a university-wide effort to assess resident instruction. The program mission has been described as the preparation of graduates with a passion for Horticulture/Landscape Horticulture who can contribute to Colorado's agricultural and green industry economy through high levels of: 1) technical competency and skills, including disciplinary competence, and a working knowledge in the appropriate field; 2) management and leadership skills; and 3) problem-solving skills. Assessment methods involved the development of evaluation forms for internships, practicum, independent study, group study, and the capstone courses. Student, faculty, clients, and industry personnel used standardized forms, which varied somewhat for the two majors and seven concentrations, to critically assess and score student and faculty efforts. Internships, practicum, and capstone courses were evaluated for program purpose. The management and leadership skills of the students were evaluated based on their performance during internships by cooperators and also by their activities, as demonstrated through their involvement in university, college, departmental, and community activities. Problem-solving skills were evaluated primarily through student performance in capstone courses, with specific criteria in the internship and in leadership activities of clubs. The expectation is that 70% to 75% of the students will score 3 or 3+ on all criteria established for a rating system of 1–5. Students have generally met this standard and plans are under way to continually upgrade courses and related activities to improve the teaching program
Strong academic abilities and practical work experience are important to employers of horticulture graduates. In greatest demand are students with competent personal and leadership abilities and technical skills. Increased class size and increased university core curriculum requirements hinder our capacity to develop these added skills within our curriculum. However, through extracurricular offerings we can offer students ways to develop skills that are not fully expressed in the academic arena. Student interaction in the traditional horticulture club requires practicing interpersonal relation and often conflict resolution skills. Students learn to work as a team to accomplish goals that they have set for themselves as a group. The Associate¥ Landscape Contractors of America (ALCA) Student Career Days experience offers a highly effective means for reinforcing cognitive skills gained in the classroom and laboratory, as well as supplementing academic learning opportunities with technical activities beyond those offered in the curriculum.
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.”
The Virginia Cooperative Extension (VCE) Master Gardener (MG) Coordinator Manual, a 14-chapter resource book, was developed cooperatively with teams of VCE MGs, coordinators, and agents to enhance coordinators' skills. It includes chapters on risk management, volunteer management, the educational process, current policies, and the volunteer section of the VCE Master Gardener's Handbook. The VCE MG Coordinator Manual was the basis of four local VCE MG coordinator-training sessions in 1998. This evaluation showed that coordinators are using the manual and adapting the suggestions and samples to fit their local programs, despite the fact that more planning time is often required. Those using the manual increased their understanding of VCE goals and the role of the VCE MG and slightly increased their leadership skills. Reading the manual showed a need for information on training VCE MGs to work with agents to design and implement strong horticulture education programs for Virginia communities. Areas for improvement were identified before final publication.
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