ASHS 2025 Conference

The Department of Horticulture and Natural Resources at Kansas State University offers a horticulture course for non-horticulture majors introducing students to an overview of the subject matter. This in-person, 16-week course provides hands-on learning and may be a tool to increase awareness of the horticulture industry while recruiting students to enroll in additional horticulture courses. Enrolled students were surveyed at the beginning of the semester and again at the end to evaluate changes in their self-efficacy and interest in horticulture as a future career and/or hobby after participation in the course. Twenty-nine students participated in both surveys over the two semesters data was collected. Survey responses required participants to indicate on a scale of one through five how strongly they agreed (5) to disagreed (1) with each statement in relation to the course. The data from the two semesters was compiled to create one dataset. Responses for each question were averaged and the differences between pre and post surveys were calculated to evaluate change. Results indicate positive change from pre- to post-survey in each area, though the differences were most notable in three categories. Student interest in pursuing horticulture as a hobby and as a career increased by one and two scale values respectively shifting from neutral or disagree to agree in both areas. Another area that showed this level of change was the prompt “I plan to recommend this course to others”. The difference from pre to post was one scale value shifting from neutral to agree. These results, along with the other positive results suggest the course may provide opportunities to increase student interest in horticulture and recruitment of new students to the program. Future students will be surveyed as the course is offered to add to the dataset informing the efficacy of this course as a recruitment tool.

University campus trees provide valuable ecosystem services to the surrounding community while directly and indirectly supporting numerous United Nations Sustainable Development Goals. The purpose of this project was to develop a GIS-supported tree inventory, in conjunction with a service-learning course, to support Tree Campus USA initiatives and maintain a collection of woody plant materials on the Texas State University campus. Horticulture students in a Woody Plants course applied their expertise through use of the ArcGIS FieldMaps mobile app to record the tree inventory on campus. GPS functionality allowed students to digitally map tree location points that contained identification, size, health and maintenance recommendations for each tree. The data were made accessible for select specimen through mounted QR codes on the trees. While the benefits of urban vegetation have been widely studied, tree inventories can provide guidance to facility crews for appropriate planting and maintenance based on the needs of the local environment. Furthermore, the data obtained through a campus tree inventory provided a tool to support campus sustainability initiatives and information demonstrating the economic and environmental values campus trees provided.

Up to 40% of the food supply in the United States is wasted, but much of it could be repurposed as fertilizer. Learning modules were developed to introduce undergraduate students to the concepts surrounding food waste and extreme weather, the potential for a future circular bioeconomy that integrates the food-energy-water-waste-nutrient nexus, and the use of organic fertilizers in hydroponic systems that such processes will require. “Food Waste as Fertilizer” learning modules were integrated into the instruction of undergraduate coursework in horticulture at Kansas State University (KSU; HORT 705 Hydroponic Food Production) during Spring 2024 and Arizona State University (ASU; ABS 314 Applied Plant Physiology and ABS 464 Desert Horticulture) during Fall 2024. Impact of the modules on changing student perceptions and knowledge were evaluated with pre- and post-surveys administered just before and after the module intervention. Matched pairs were analyzed using the Wilcoxon Signed Rank Test for the ordinal data. At KSU (n=17), the learning module resulted in a positive shift in perception of students in response to 1) their interest in using organic fertilizer during hydroponic production, and 2) reporting that using organic fertilizers would be standard practice in the future. Other knowledge and perception survey items were not different between the pre- and post-tests. At ASU (n=15), students showed 1) a greater interest in applying organic fertilizers and 2) increased confidence in their ability to successfully grow hydroponic crops using organic fertilizers. Additionally, students recognized that optimizing processing methods and growing conditions could enhance the quality and performance of organic fertilizers. These findings suggest that "Food Waste as Fertilizer" learning modules successfully enhanced students’ understanding and confidence in using organic fertilizers in hydroponic systems. The positive shifts in perception at both KSU and ASU demonstrate the potential of such educational interventions to promote sustainable horticultural practices. Additionally, students recognized the importance of optimizing fertilizer processing and growing conditions, highlighting the role of innovation in improving fertilizer performance for future horticultural practices.

Florida’s massive environmental horticulture industry generates over $10 billion annually and employs over 100,000 individuals, with 33% identifying as Hispanic/Latino. The landscaping sector plays a crucial role in this industry, yet many positions lack formal certification, leaving training dependent on in-house instruction that varies in quality. Teaching Best Management Practices (BMPs) and Integrated Pest Management (IPM) practices to landscape professionals often involves navigating language barriers, varying levels of formal education, and limited training time. To address these challenges, a team of UF/IFAS Extension agents secured a USDA-NIFA IPM Extension grant in 2021 and developed a bilingual (English/Spanish) landscape reference booklet rooted in the principles of cognitive load theory and adult learning. Grounded in the KISS (Keep It Simple, Stupid) model, the booklet emphasizes clarity, brevity, and relevance—hallmarks of effective educational design for working adults. The tool features simple language, annotated photographs, and minimal text to reduce extraneous cognitive load and enhance information retention. Visual cues and side-by-side translations support dual coding and help bridge comprehension gaps. Finally, the booklet is pocket-sized and waterproof allowing for in-field deployment. Since its April 2024 publication, the booklet has reached a wide audience, with 366 copies distributed through Extension outreach of which 216 were distributed after a 1 – 2-hour class in English or Spanish on the topic. Its impact became evident as 164 individuals completed Qualtrics post-class surveys, with 99% (162) planning to use the information in their home landscapes and 63% (103) intending to apply practices on the job—44% (72) of whom believed the booklet would directly support BMP adoption among multilingual teams. Post-class surveys reported 80% (131) increased BMP knowledge. A 3–6-month follow-up survey confirmed sustained impact, as 85% of respondents (41 of 48) reported applying the information, and at least 83% (40) implemented one or more BMPs. Beyond its educational success, the booklet has gained traction within the industry. The UF/IFAS Bookstore sold 100 copies, generating $1,600 in revenue, while Extension Agents and industry trainers have formally adopted it as a standardized training tool. By starting with the basics and addressing language barriers, this initiative is empowering Florida’s landscaping workforce, fostering sustainability, and synergizing resilience. This project demonstrates how applying the science of simplicity can increase the effectiveness of Extension materials, particularly for linguistically diverse audiences. The format is easily replicable, adaptable to other horticulture topics, and well-suited for Extension’s fast-paced, field-based educational environments.

Podcasting is an underutilized extension format, and little information exists as to its efficacy as a teaching tool. One extension podcast is Growing the Valley (GtV), which focuses on tree fruit and nut production in California’s Central Valley. Topics cover research updates, best management practices, and discussions of current events. Irrigation and nitrogen management episodes were made available for an online, on-demand continuing education credits for a certification program in California focused on reducing nitrogen losses from agricultural fields. A optional short survey was embedded in the credit program to gauge user’s knowledge of topics discussed in the episodes before and after listening. Results indicate that GtV listeners showed significant gains in knowledge, suggesting that this format is an effective educational tool for extension personnel.

A survey of the structure and contents of introductory horticulture and/or plant science classes was developed to understand common content, laboratories, and resources used across the U.S. The survey was distributed by email to 267 universities and colleges comprised of 1864 and 1890 Land Grant institutions, public state universities, colleges, technical schools, tribal colleges, and private institutions. Responses were received from 104 institutions, a 39% response rate of which 30 responses did not complete sufficient information to be included. The majority of responses came from Carnegie R-1 or R-2 institutions (51%) which had research programs along with undergraduate programs. Of the respondents, 42% were from designated horticulture departments or units, 26% from combined plant science units, 17% agriculture departments, and 14% responded “other.” Of the respondents, 47% offered degrees in horticulture, 21% a degree in plant sciences, 11% a degree in agriculture, and 21% “other.” Faculty instructing an introductory horticulture or plant science course were most commonly tenure track (64%) or nontenure track (35%) instructors. Full professors were the most common faculty instructors (45%), followed by assistant professors (20%). For 87% of the respondents, the course served as a degree requirement, was required for upper-level courses within the program (78%) and was commonly a university general education accepted course (59%). Two thirds of the courses had a required textbook while the remaining course had an optional textbook or had no textbook. The mode of learning was face-to-face (53%) or hybrid and asynchronous on-line (14%). The majority of courses (68%) were lecture-based delivery. The approach to the course was science based (55%) or a balance of science and practical technology (45%). The ranked topics covered in the course (from most frequent to least frequent) were plant growth and development, environmental effects, plant anatomy, plant nutrition and fertility, plant physiology, plant classification and nomenclature, plant chemistry, plant genetics and breeding, and history of horticulture. The rank of disciplines taught or emphasized in the courses were greenhouse operations and management, ornamental and nursery production and operation, landscape management, vegetable production and management, fruit production and management, arboriculture, and turf production and management. These results, and others presented, will help instructors in introductory horticulture and plant science courses develop course content that is commonly used across the U.S. and could be used to establish standards for learning outcomes.

Plugs of various Philodendron cultivars, such as ‘Moonlight’, ‘Green Princess’, ‘Birkin’ and ‘Imperial Green’ are readily available to Florida commercial foliage growers. Although older generalized recommendations for producing philodendrons exist, specific production guidelines are not available for many newer cultivars. Growing a crop of foliage plants like philodendrons to completion not only provides for development of grower guidelines but also provides excellent research method learning experiences for undergraduate students. Each year, in September, tissue-cultured plugs of various philodendrons are potted up in 15.24cm standard pots using conventional peat/perlite soilless mixes amended with dolomite, STEM, and several different rates of various controlled-release fertilizers (CRF). The pots are placed on greenhouse benches in randomized blocks within a split-plot design under two different shade levels. The controlled-release fertilizers (CRF) should release evenly at soilless medium temperatures up to 30°C. Throughout the production schedule (usually September to March), medium temperatures are measured using Onset HOBO MX2202 Bluetooth data loggers buried in several pots; light level, temperature and humidity at plant height are also measured. All pots receive the same irrigation treatment. Non-destructive plant growth parameters, such as plant height and number of leaves, are collected frequently. Leaf chlorophyll content is measured several times using various different chlorophyll meters. Leaf color is measured with various color meters. Electrical conductivity (EC) and pH for all pots are measured using the standard pour-through method to evaluate the overall fertilizer levels available; these leachate sample solutions are collected and evaluated in the lab for nitrate, phosphate, potassium, calcium, and magnesium concentrations in the leachate solutions using different types of meters. At the end of the six-month growing period, plants are moved to another location, randomized, and then evaluated by student buyers not involved in the production of the crop. This marketing survey allows us to check for differences between treatments that might impact consumer acceptance. Destructive measurements, such as leaf chlorophyll content and/or leaf chemical content can also be measured after the marketing survey. Statistical analysis is also performed on the collected data. Since the data types are varied, students are introduced to several different statistical techniques from standard deviation to variance to correlation to regression. After completion of the production study, student participants often publish manuscripts and give presentations at conferences. Grower production recommendations are also offered.

Covid has greatly impacted the learning style of the college student population. The Covid generation experienced limited in person student and teacher contact and in some cases incompletion of high school requirements. In addition, isolation among other things has caused a rise in student depression and anxiety. Higher ed educators must face the challenge of teaching and facilitating this generation of students by cultivating a learning environment that allows them to thrive.  Many universities have professionals focusing on teaching a new generation of learners. The proposed professional interest group session will focus on tools for students learning, strategies for helping students learn hard content, and relevance of the teaching methods used for teaching Horticulture related topics.

The session will open with an overview of the current climate of learning and teaching different generations and the key difference from Carl Krieger, Director, Residential Education Vice Provost for Student Life, Purdue University followed by a presentation from Sam Wortman, Associate Professor UNL his talk titled ‘Market-based competitions for developing horticultural entrepreneurs and innovators’ will cover how Authentic performance tasks are an important tool for engaging students in higher-order thinking. Dr. Wortman has developed several market-based competitions as authentic performance tasks for horticulture students at the University of Nebraska where they identify a market opportunity, develop a budget, grow or develop the product, and market the product to customers or investors at simulated plant sales, farmer's markets, and pitch competitions. In this presentation, Dr. Wortman will share details of how each competition is structured and evidence for their effectiveness in preparing the next generation of local food system entrepreneurs and innovators. A round table discussion will follow the presentations and facilitate the discussion of techniques, practices, and experiences of horticulture educators in attendance.
Round table topics will include:
1. Methodology and measuring impact
2. Empathetic teaching
3. Hands on or experiential learning

Moderator:
Dr. Moriah Bilenky, Assistant Professor of Sustainable Horticulture
Department of Horticulture and Landscape Architecture
Purdue University

Speakers:

• Carl Krieger, Director, Residential Education Vice Provost for Student Life
• Sam Wortman, Associate Professor UNL

Open to all attendees.