VanDerZanden, Ann Marie

Problem-based learning has become a popular pedagogical strategy for teaching problem-solving skills as well as subject content. However, implementation of this strategy is time-consuming. Use of the Internet and computer software could aide the creation, use, and maintenance of these teaching tools, encouraging more educators to use them. This study focused on 45 Iowa State University students enrolled in Horticulture 342, Landscape Installation and Maintenance. Students were assigned a series of four online, ill-structured case study problems based in a realistic residential landscape. Results indicated students understood the need for developing problem-solving skills, especially as they relate to future employment opportunities. However, students were concerned with obtaining the right answer, not with developing a strategy for solving problems. Students rated the statement about determining the best solution highest in importance (4.75 in 2007, 4.90 in 2008). Conversely, they rated a statement about determining what standards and judgment criteria should be used to evaluate possible solutions of least importance (3.75 in 2007, 4.20 in 2008). Students identified the value of the solution to the customer/client (4.63 in 2007, 4.80 in 2008), how well the cause of the problem was addressed by the solution (4.46 in 2007, 4.30 in 2008), and any potential negative consequences (4.33 in 2007, 4.40 in 2008) as the important factors that influence decision-making on the job. Students rated the online learning environment as adequate and they rated the overall experience as 3.94. Frustrations were primarily technical, including problems connecting to the system. Students liked the variety of resources available and that case information was consolidated in a single location.

The past few years have been difficult for rose growers in the Midwest due to an increase in Japanese beetle (Popillia japonica) populations.Japanese beetles can cause damage to many different parts of the rose plant. Their first target is normally the rose bud, feeding on pollen. Damage appears as a small, round hole going through the side of the flower bud.Buds that are able to fully open are normally the next target. The damage to the flowers is a small hole in the flower petals. As beetle populations increase and after the first bloom of the rose is finished, they begin to attack the foliage. Typical damage to the foliage ranges from small holesin the leaf to complete destruction, resulting in an unattractive plant in the landscape. In recent years, because of the Japanese beetle problem, homeowners are eliminating roses from the landscape. An efficient way of getting rid of these pests is needed.

The Iowa State University undergraduate horticulture program has been nationally ranked as one of the best in the nation. Regular and systematic outcomes assessment is one means to evaluate the program for purposes of sustaining this level of excellence. The purpose of this study was to conduct a survey of horticulture graduates to determine preparedness when entering the workforce, departmental effectiveness, and to evaluate how well graduates met departmental learner outcomes. A 59-question survey instrument was distributed electronically to a proportional sample of 221 horticulture alumni who graduated between 2000 and 2006. The response rate was 47%. Results showed that graduates found jobs quickly, and a majority (76.7%) noted that their first and current jobs were highly related to their degree. Furthermore, 41.8% rated themselves as adequately prepared, 37.9% as more than adequately prepared, and 15.5% as exceptionally well prepared for their first job. Respondents also ranked their abilities related to the 33 learner outcomes questions as good to excellent.

Addressing the needs of Latino workers can help improve working conditions, job satisfaction, and productivity of both employees and the companies hiring Latino workers. The study reported here assessed educational needs, communication gaps, and technical skills of Latino workers working in the horticultural industry in Iowa—an ethnic group that is relatively new to Iowa. Focus groups were conducted with Latino workers and produced topics for educational programming and suggestions that could improve communications between predominantly English-speaking managers and Spanish-speaking Latino employees, and the horticultural knowledge of the Latino employees.

Globalization affects many aspects of American society, including higher education. Many institutions of higher education realize the need to help students become global citizens and thus require an international perspectives course as part of their undergraduate curriculum. The goal of this research was to evaluate the Horticulture Travel Course (Hort 496), which includes an international travel component, to determine whether it meets the university and College of Agriculture's expected learning outcomes and competencies in international and multicultural awareness. A 23-question survey instrument consisting of open- and close-ended questions was mailed to 116 former Hort 496 participants. Forty-three percent of the questionnaires were returned and were usable. Survey questions were designed to gather information on student demographics, previous international travel experience, learning outcomes achieved through participation in the pretrip preparatory class and the study abroad experience, and how these experiences influenced career development. Responses indicate that both the pretrip preparatory class and study abroad experience helped participants achieve the course learning outcomes. Furthermore, student presentations and guest speakers, and interacting with locals and planned tours immersed students the most in the pretrip preparatory class and study abroad experience, respectively. A majority of participants observed recognizable differences in agricultural management or production practices between the United States and the country visited. Participants also noted that Hort 496 had a positive affect on their communication skills, interpersonal skills, and personal growth.

A collaborative project among the Iowa State University Extension Service, a regional gardening magazine, and regional television stations has resulted in a new avenue to deliver educational programming related to horticulture. Gardening in the Zone is a series of 26 2-minute segments that are broadcast weekly from April through September during the evening news. These segments provide research-based information to a large audience that traditional Extension programming methods might not otherwise reach. It also provides a new venue through which to disseminate the Web address for the ISU Extension Web site with links to a number of educational publications.

2006 was the second year students in the HORT 444 Landscape Construction course have installed a new landscape at one of ISU’s research farms. In 2005, students completed an extensive project at the Ag Engineering/Agronomy Farm west of Ames. The project this year was installed at the Horticulture Station, Ames, IA.

The purpose of this study was to evaluate the attitudes and perceptions of employers who have recently hired Iowa State University (ISU) Department of Horticulture graduates in regard to the graduates' preparedness when entering the workforce and their abilities to complete job responsibilities. A 70-question survey instrument was distributed electronically to 107 employers who hired ISU Department of Horticulture students who graduated from spring semester 2004 through summer session 2007. A majority of the survey questions was directly related to expected learner outcomes from the undergraduate curriculum. These outcomes related to abilities in professional skills (19 questions) and general horticulture (six questions). Twenty-four questions asked employers to rank the importance of skills in the areas of general horticulture and business, at 12 questions each. A final set of nine questions asked employers to rank the importance of work experience, attitude, and job preparedness. The response rate was 45.8%. Results showed that 52.5% of employers felt graduates were more than adequately to exceptionally well prepared for the position for which they were hired, and another 42.5% felt students were adequately prepared. Overall, employers ranked graduates abilities in general horticulture (4.22) and professional skills (4.24) as good to excellent on a scale of 1 to 5 (1 = very poor, 2 = poor, 3 = fair, 4 = good, 5 = excellent). Employers ranked all 12 of the general horticulture skills with an average to above average importance (4.26), and the 12 business skills with a slightly lower average ranking (3.84) on a scale of 1 to 5 (1 = not important, 2 = below average importance, 3 = average importance, 4 = above average importance, 5 = very important). In the final group of questions related to work experience, attitude, and job preparedness, employers ranked “good work ethic” as the most important skill, giving it an 4.97 on a 1 to 5 scale (1 = not important, 5 = very important). The remaining eight questions averaged 3.83 on the 1 to 5 scale. Results from this research will be used to modify the existing curriculum and expected learner outcomes to better prepare ISU horticulture graduates entering the workforce.

he number of distance education courses available in American higher education has increased substantially over the past decade. The number of higher education students enrolled in an online course during the fall 2005 term was close to 17% of the total population of 17 million students (Allen and Seaman, 2006). The objective of this research was to develop and evaluate a one credit introductory horticulture course delivered exclusively online. This course has five modules covering the basic horticul- ture topics of: plant identification and characteris- tics; plant growth and development; the rooting environment; selecting plants for the landscape; and putting plants in the landscape. Eleven graduate students (37.9%), nine undergraduate seniors (31.0%) and nine adult learners (31.0%) have com- pleted the course since fall 2006. Evaluations revealed an overall course rating of 3.90 (scale: 1=poor; 5= excellent). When asked what aspects contributed most to their learning, three themes were prevalent: the assignments (40.5%), the lectures (27.0%) and the asynchronous environment (10.8%). When asked what distracted from their learning four themes were evident: difficulty of the assignments and format (17.5%), wanting more in the lectures (15.0%), technical problems (15.0%) and problems with assignment feedback and grading (10.0%).

A collaborative two-part project between Iowa State University Horticulture Extension and the Iowa Nursery and Landscape Association (INLA) resulted in an online, asynchronous training program to prepare green industry professionals for the Iowa Certified Nursery Professional (ICNP) exam, and to provide advanced training through webinars. Since 2008, members have accessed a set of 20 training modules that cover plant identification and content on the written portion of the certification exam. In the 6 years since the modules have been used, the pass rate for the written portion of the exam has increased from 57% (2005–07, 18 participants) to 85% (2008–13, 49 participants). A survey administered to participants between 2008 and 2013 gathered information on participant demographics, interest in learning in an online format, usefulness and applicability of information in preparing for the exam, module usability, and how the modules impacted their learning. Participants felt that the modules were an effective way to deliver content (4.45 out of 5) and reported they were comfortable using a web-based format to learn (4.89 out of 5). Advanced training was delivered to members through three webinar series: five webinars in 2011 and four webinars each in 2012 and 2013. Although attendance to the live webinar sessions was limited, the archived versions have been accessed a number of times.