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    Start Over Subject Term teaching methods Journal Title HortTechnology Within Last x Years within 25 Years

    2. An online study tool for reviewing plant propagation terms and concepts

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Wilson, Sandra B. (author), Geneve, Robert L. (author), and Davies, Fred T. (author)
    Format:
    Journal article
    Publication Date:
    2018-12
    Published:
    United States: American Society for Horticultural Science
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10324
    Journal Title:
    HortTechnology
    Journal Title Details:
    28(6) : 851-854
    Notes:
    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.

    3. Clientele perceptions of master gardener training delivered via interactive television versus face to face

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Warmund, M.R. (author) and Schrock, D. (author)
    Format:
    Journal article
    Publication Date:
    1999-03
    Published:
    USA
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 114 Document Number: C11334
    Journal Title:
    HortTechnology
    Journal Title Details:
    <9 (1): 116-121>
    Notes:
    Includes references.

    4. Comparison of presentation method effectiveness for dissemination of pesticide-free turfgrass management information

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    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
    Journal Title:
    HortTechnology
    Journal Title Details:
    28(4) : 536-542
    Notes:
    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.

    5. Curricula influence college student knowledge and attitudes regarding invasive species

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    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
    Journal Title:
    HortTechnology
    Journal Title Details:
    28(4) : 548-556
    Notes:
    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.

    8. Extension Master Gardener volunteers of the 21st century: Educated, prosperous, and committed

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Dorn, Sher T. (author), Newberry III, Milton G. (author), Bauske, Ellen M. (author), Pennisi, Svoboda V. (author), and University of Georgia
    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: D10332
    Journal Title:
    HortTechnology
    Journal Title Details:
    28(2) : 218-229
    Notes:
    12 pages., Via online journal., This present quantitative study documented the demographic base of 21st century Extension Master Gardener (EMG) volunteers in the United States. As the EMG program approaches its fifth decade and momentum builds for national leadership, collaborative programming, and innovative impact reporting, it is important to understand the characteristics of the current volunteers and their coordinators. A national study of EMG coordinators and volunteers was conducted in Fall 2016. Response was strong, representing 71.4% of state programs and 7498 volunteers. Responding state coordinators are primarily white females, have a mean age of 51.2 years, and have served in their position an average of 7.2 years. Most state coordinators (94.1%) have a graduate degree (master’s or higher). Responding local coordinators are primarily white females, have a mean age of 51.9 years, and have served in their position 7.5 years. Some local coordinators (57.4%) have a graduate degree (master’s or higher). EMG volunteers responding were primarily female, white, educated, retired, and of economic means; have a mean age of 64.8 years; and have served an average of 7.7 years. Four generations [Traditionalist (born 1925–42), Baby Boomer (born 1943–60), GenX (born 1961–81), and GenY (born 1982–2000)] were represented in survey responses. EMG volunteers were 14.5% Traditionalists, 73.2% Baby Boomers, 11.5% GenX, and 0.9% GenY. There were significant differences in the age, age at initial training, years of active service, and service hours reported in 2015 (the prior complete program cycle) among four generations of EMG volunteers. Responses from EMG volunteers and their coordinators represented all six extension programmatic regions established by the EMG National Committee. Significant differences in age, years of service, and number of volunteer service hours reported in 2015 exist among EMG volunteers across extension programmatic regions. The majority of EMG volunteers responding to the survey indicated they volunteered in an urban county (80.5%), whereas 17.2% of respondents served in a suburban county and 2.1% were connected with rural counties. There were no significant differences in the average age, years of service, and number of volunteer service hours reported in 2015 for EMG volunteers in urban, suburban, and rural programs. Historical data and the present study share similar trends within demographics, including age, income, gender, education, and race/ethnicity, yet offer important considerations for future program growth and development.

    9. Identification of industry needs and development of professional skills in students of horticulture

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Pearson, Brian J. (author), Moore, Kimberly (author), and University of Florida
    Format:
    Journal article
    Publication Date:
    2017-10
    Published:
    United States: American Society for Horticultural Science
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 12 Document Number: D10350
    Journal Title:
    HortTechnology
    Journal Title Details:
    27(5) : 580-582
    Notes:
    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.

    10. Learning by doing: Applying the concept of pollen viability in a horticulture classroom

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Perez, Kauahi (author) and University of Hawaii and Manoa
    Format:
    Journal article
    Publication Date:
    2017-08
    Published:
    United States: American Society for Horticultural Science
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 12 Document Number: D10362
    Journal Title:
    HortTechnology
    Journal Title Details:
    27(4) : 461-464
    Notes:
    4 pages., Via journal article., Learning by doing plays a critical role in a learner’s conceptual understanding. By actively engaging with a concept, students gain experience and develop an enduring understanding of the concept. The concept of pollen viability is a critical component in the field of plant breeding and can be used to explain various aspects of pollen quality. An inquiry activity was designed to expose undergraduate students in a horticulture course to the concept of pollen viability and its application. The entire class was tasked with collaborating to identify an in vitro germination medium optimized to germinate plumeria (Plumeria rubra) pollen. To determine optimum sucrose and pH concentrations of the medium, student groups were assigned treatments of pollen from two plumeria cultivars that were germinated in Brewbaker and Kwack media of differing sucrose and pH concentrations. Students calculated the percentage of germinated pollen and assessed pollen tube integrity and used these variables as evidence of an optimized medium. Although undergraduates were engaged in authentic research practices during the inquiry activity, lack of time and resources impeded completion of the activity. However, students were exposed to methods and instrumentation directly related to evaluating pollen viability. Moreover, they were exposed to the basic practice of pollen quality assessment that they can use to carry out investigations on pollen fertility. In addition, insight was gained to improve the inquiry activity in the future. Now, well-informed modifications to the inquiry activity can be made to pilot this activity in a formal horticulture laboratory section.