4 pages., Via online journal., Interactive web-based questions were developed for students to review
subject matter learned in an online plant propagation course. Articulate Storyline
software was used to build nearly 250 review questions with five different testing
styles to ascertain proficiency in subject areas, including the biology of propagation,
the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the
supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors
and students worldwide. Users received immediate feedback for each question
answered correctly or incorrectly. The system remembers where one leaves off,
which enables starting and stopping multiple times within a chapter. Means of preand posttest responses to nine content knowledge items showed that students
perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields,
including horticulture, botany, systematics, and biology. They can also be expanded
to overlay multiple objects and trigger events based on user response. Since inception,
the website hosting these online reviews averaged 156 unique visitors per month.
Students have reported this to be a useful tool to prepare them for course exams.
7 pages., Via online journal., The purpose of this study was to determine college students’ understanding of invasive species and their support for plant and animal pest control and eradication methods. Surveys were administered at a university and community college in Texas in biology and agriculture departments. A total of 533 respondents participated in the study. Most students said they were not part of any type of environmental organization and felt they were not very informed about invasive species issues. More students reported learning about invasive species in high school than in college courses. The average score on knowledge questions related to invasive and native plants and animals was 32%. Most students underestimated the negative impact of invasive species but many were aware of costs to manage those species. Reliable reported sources of information included environmental organizations, college courses, and the Internet. Pearson product-moment correlations showed positive relationships between students who had college class instruction regarding invasive species and positive attitudes toward management of invasive species. Positive relationships were also found between instruction and an awareness of invasive plants or animals. Respondents who were knowledgeable of invasive species in the community had more positive attitudes toward the management of invasive species. In demographic comparisons, differences were found with males, upperclassmen, and those identifying as Caucasian or other having more knowledge of invasive species and more positive attitudes toward their management.
Campbell, Julie H. (author), Henderson, Jason J. (author), Wallace, Victoria H. (author), and University of Georgia
University of Connecticut
Department of Extension, University of Connecticut
Format:
Journal article
Publication Date:
2018-08
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10327
7 pages., Via online journal., This study examined how different presentation formats affected knowledge gain among school grounds managers. Results indicate large-group participants (presentation to ≈50 participants at a turfgrass field day) had greater knowledge retention than small-group participants (presentation to 6–10 participants at an interactive workshop). Small-group attendees had more flexibility to discuss issues that affected them directly and may have focused on those issues instead of the targeted information. Large-group meetings were more ridged in format and attendees were less able to deviate from the main subject matter being presented. However, the value of the small-group meeting should not be discounted, especially when athletic field grounds managers and staff require information specific to their situation. When disseminating more general information, the large-group meeting format is a better means of delivery.
Waliczek, Tina M. (author), Parsley, Kathryn M. (author), Williamson, Paula S. (author), Oxley, Florence M. (author), and Texas State University
The University of Memphis
Austin Community College
Format:
Journal article
Publication Date:
2018-08
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10330
9 pages., Via online journal., Negative impacts from invasive species present a global problem. Consequently, invasive species biology has emerged as an important subdiscipline of conservation biology. One of the goals of invasive species biology is to educate the public about impacts and potential control of invasive species. The purpose of this study was to determine if a lecture, a lecture and laboratory learning model, or both influence college student learning gains and whether increase in knowledge results in changes in attitudes about invasive species. A pre- and posttest instrument that measured knowledge and attitudes of invasive species was administered to several different classes of students at a university and community college. One group of students received a lecture and laboratory curriculum between the pre- and posttest (the lecture and laboratory treatment group). A second group of students received a lecture between the pre- and posttest (the lecture-only treatment group) and a third group received no instruction between tests (the control group). The lecture was in the form of an electronic presentation, whereas the laboratory curriculum included a case study, a visual aid, and a scavenger hunt to educate students about examples of invasive plant and animal species. In all classes and groups, there were at least 2 weeks between administering the pre- and posttest. Results showed that the control group scores were not different between the pre- and posttest. However, both the lecture-only and the lecture and laboratory treatment groups had scores that changed after receiving the curricula. In addition, there was an effect of curricula on student learning for the three conditions. The differences between the group that received no curricula vs. the two that did indicated that the curricula were effective teaching interventions to help students become more educated about invasive species.
Simnitt, Skyler (author), Borisova, Tatiana (author), Chavez, Dario (author), Olmstead, Mercy (author), and University of Florida
University of Georgia
Format:
Journal article
Publication Date:
2017-06
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10443
11 pages., Via journal article., The study focuses on frost protection for early-season (early-ripening) peach (Prunus persica) varieties, which are an important crop for producers in the southeastern United States. Using in-depth interviews with four major Georgia peach producers, we explore their frost protection management strategies. This information is the first step in developing a comprehensive research agenda to advise cost-effective frost protection methods for peach cultivation. We found that peach producers are concerned about frost impacts on their crops. Although early-season peach varieties are particularly susceptible to frost impacts, producers still dedicate significant acreage to these varieties, aiming to extend the market window, satisfy sales contracts, and meet obligations for hired labor. However, early-season varieties do not result in high profits, so producers prefer to concentrate on frost protection for mid- and late-season varieties. Producers employ a variety of frost protection methods, including passive methods (such as planting sensitive varieties in areas less susceptible to frost and adjusting pruning/thinning schedules) and active methods (such as frost protection irrigation and wind machines). The choice among active frost protection methods is based on factors such as the planning horizon, initial investment needs, frequency of frost events, and the effectiveness of the frost protection method. Problem areas that producers identified included improving the effectiveness of frost protection methods; reducing initial investments required to install frost protection systems; and employing better spatial targeting and configuration of frost protection strategies (to reduce investment costs while maintaining or improving the effectiveness of frost protection). Although the initial investment costs of enhanced protection systems may limit producers from actually adopting such methods, the operating costs of such systems are relatively low and have a limited effect on the decision to employ frost protection during a particular frost event. However, producers use information about critical temperatures for different bud stages, and hence, improving the quality of information regarding frost susceptibility can help producers make better frost protection decisions (and potentially reduce electricity costs and water use for frost protection).
3 pages., Via online journal., Increased global trade coupled with diversified employment opportunities demand college graduates possessing well-developed professional skills. Recent survey results identified the importance of professional skills among candidates seeking employment, with communication being recognized as the most important skill or quality when selecting candidates. The ability to work within a team structure, solve complex problems, and organize and prioritize work also ranked high among industry employment needs. Despite a rigorous focus on discipline-oriented knowledge and skills, development of professional skills in students of horticulture may be overlooked or not fully developed. Teaching methods can be modified to incorporate development of professional skills and discipline-oriented knowledge to enhance student employment preparedness and directly address industry needs.
5 pages., Via online journal., Food security is a growing global concern. To meet the needs of an ever-growing population, food production practices will need to evolve to maximize food quantity and quality. Controlled-environment food production has increased significantly in the United States over the past 5 years, and a component of that production includes hydroponic food crops. In an effort to better prepare a workforce with knowledge of hydroponic crop production, a new course was added to an existing greenhouse curriculum. A service-learning project was integrated in the course that allowed students to experience both growing crops hydroponically and volunteering at a local food bank with a free meal program. Self-assessment showed a significant increase in student confidence in understanding food security by the end of the course. There was also a significant knowledge gained in defining terminology, factors, and the impact of food security in a community. The three guided reflections students completed during the course identified four common themes relative to the course content and service-learning project including the following: community benefits, value of volunteering, local and global effects of food insecurity, and personal growth.
10 pages., Via online journal., Pollinating insects are integral to the health of all terrestrial ecosystems and agriculture worldwide. Urbanization can greatly reduce nutritional resources and habitat for pollinators. However, these losses can be mitigated through targeted landscape practices, such as planting nectar- and pollen-rich plants and managing pollinator habitat in urban areas, especially home landscapes. As homeowners attempt to conserve pollinators through horticultural practices, they often seek the advice and guidance of horticulture retail employees. The knowledge horticulture employees have about pollinators and the recommendations they provide to customers is largely unknown. A nationwide survey was developed and distributed with the objectives to 1) assess employee knowledge about pollinators and pollination biology, 2) discover what plant and management recommendations employees were giving customers pertaining to pollinator conservation, and 3) determine where to focus possible education and outreach, as well as which topics to focus educational programs on. Our findings suggest, among our respondents, that overall knowledge was adequate, with a mean score (±sd) being 8.37 (±3.23) of a possible range of 0–14 points. Uncertified and part-time employees were identified as having significantly lower scores. The subject of plant selection was found to have the largest gap in knowledge, with a mean score of 1.82 (±0.62) of a possible three points. We identified several opportunities for educational outreach, aimed at improving employee and customer knowledge on this important subject.
