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Elsa Sánchez and Richard Craig

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

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Jennifer S. Doxey, Tina Marie Waliczek, and Jayne M. Zajicek

-related headaches and lethargy. Although the subject of student and instructor preference in classroom attributes is limited, one study found that professors and students rated positive physical characteristics in classrooms similarly ( Douglas and Gifford, 2001

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Jennifer Doxey and Tina M. Waliczek

Many individuals and businesses enhance the central design of their homes or offices with living interior plants. While the aesthetic values of interior greenery are obvious, some research has suggested that interior living plants may offer some psychological and restorative values, such as reduced tension, better coping mechanisms, and increased concentration and attention. The main objective of this research was to investigate the impact of plants within a university classroom setting on course performance, course satisfaction, and student perceptions of the instructor. The study was designed to include a minimum of two classes of the same coursework, taught by the same professor in the same room. Three sets of two classes each, and ≈500 students were included within the study. Throughout the semester, the experimental class of students was treated by including an assortment of tropical plants within the classroom. Plants were not present in the control classroom of the study. A survey administered to each classroom of students at the end of the semester asked students to provide demographic data including class rank, gender, and grade point average. The professor for each course provided information on each student's grade for the course, as well as overall quantitative information on how well students were satisfied with the experience they had within the course. The results demonstrate value added to the classroom experience and help to justify consideration of the added expense of interior plants in meeting the goals of instructor and curriculum.

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Virginia I. Lohr

they did not know if this opportunity was available for their majors. Only 14% reported that their students were required to take a course related to climate change taught in a different department. Table 1. Postsecondary horticultural instructors

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Lauren C. Garner

represent 10% of the course grade. Before teaching grafting techniques to others, pomology students received a classroom lecture from the instructor, which described the basic principles of propagation, including budding and several grafting techniques

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Coleman L. Etheredge and Tina M. Waliczek

, students are required to log into the class each week during a scheduled time and actively participate in the learning process with the instructor ( Scheiderer, 2021 ). The number of universities using hybrid courses is growing rapidly, allowing students

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Ryan N. Contreras, Jonathan J. Velez, and Rob Golembiewski

images of plants to be observed, and the instructor verbally described key identification characters, which provided both auditory and visual instruction. Students were then led on a landscape tour of the plants, and the instructor reiterated those

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Mary Lewnes Albrecht

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

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T.M. Waliczek and J.M. Zajicek

). Opponents of the service-learning methodology suggest drawbacks to incorporation of activities including constraints due to the time commitment for students and instructors, students not achieving the original objectives of the course, and the projects

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Sandra B. Wilson, Robert L. Geneve, and Fred T. Davies

online course for credit ( Jaschik and Lederman, 2017 ), distance education was found comparable or even superior to traditional classroom teaching ( Driscol et al., 2012 ; Means et al., 2010 ). Many instructors struggle with keeping students engaged