ASHS 2025 Conference

KY Farm Launch is a new beginning farmer training program designed in broad collaboration with organizations working with beginning farmers in Kentucky. This includes University of Kentucky (UK) Cooperative Extension and academic departments, the Kentucky Center for Ag and Rural Development (KCARD), the Kentucky Sheep and Goat Development Organization (KSGDO), and an advisory board of non-profit agencies, beginning farmers, and experienced farmer leaders in Kentucky. The project team implementing the program is a partnership between UK Cooperative Extension, UK's Food Connection, UK Department of Horticulture, UK's Beef Team, KCARD and the KSGDO. This intensive program meets once per week for 9 months in Lexington area, based at UK's Horticulture Research Farm and Organic Farming Unit, UK's Animal Research Unit, and other privately-owned farms supporting the program. Our goal is for program participants to begin farming commercially within one year of completing the program. The program consists of full day of workshops each week focused on production knowledge, hands-on skill building, and farm business development. All participants complete a 'Common Curriculum' of business and market planning, financial record keeping, risk management, and farmland evaluation and assessment (~8 weeks). The bulk of the program is divided into two tracks that participants select based on their primary commercial enterprise: the Sustainable Vegetable Small Fruit Track or the Diversified Livestock Track. The 'Track-Based Programming' (~24 weeks) is applied, hands on training in essential aspects of commercial production of diversified vegetables and small fruits (Veg Small Fruit Track) or sheep, goats, small flock poultry, and small beef cattle herds (Livestock Track). Additionally, each participant works with the team to develop individualized mentoring plans to help fill any gaps in their knowledge and interests. For farmers without access to land, this program is also supporting the development of a beginning farmer incubator program in a partnership between UK and private landowners. This individually-tailored, cohort-based, hands-on approach is designed to accelerate participants progress to successful commercial farming at goal levels developed through a facilitated mentoring process. The program is capped at 30 farms (individuals or farm family units) per cohort cycle. The program will run for at least two consecutive cohort cycles (2025 and 2026). This poster will focus on the curriculum, learning objectives, methods and preliminary outcomes of the Veg Small Fruit track at the mid-way point through our first cohort.

Open to all attendees.

directly following PIG session, approx 45 minutes no a/v

In today’s rapidly evolving digital world, education has undergone a significant transformation. By utilizing Generative Artificial Intelligence (AI) tools, educators can offer personalized learning experiences, generate adaptive content, and provide real-time support to students. This study integrated Generative AI tools into the HORT 431 Nursery Production and Management course to develop and enhance the “Nursery Business Plan” assignment. The objective was to improve student brainstorming and writing skills through AI-assisted processes while fostering critical thinking, creativity, teamwork, and reflective practices. Students worked in teams to develop their nursery business plans, utilizing tools like ChatGPT and Copilot to generate ideas and create structured outlines. Each team also developed a logo for their proposed business, adding a creative dimension to the assignment and allowing exploration of branding and marketing concepts. Multiple rounds of feedback from AI tools enabled students to refine their drafts and improve the quality of their writing, emphasizing the importance of revision and continuous improvement. Teams submitted reflections on their experiences with AI tools, including what worked well, the effectiveness of different prompts, and the role of human oversight. At the end of the semester, teams submitted their finalized nursery business plans and defended them through oral presentations. Overall, this project provided a holistic learning experience aimed at preparing students for their future careers.

The integration of Artificial Intelligence (AI) tools in educational settings has transformed traditional teaching methods, offering enhanced personalization and efficiency. However, ensuring the safe and ethical use of AI among college-level learners remains a critical challenge, particularly in specialized fields like horticulture. This study explores the implementation of AI practices in the classroom with 15 two-year (associates degree) horticulture students, focusing on cultivating technical competence, ethical awareness, and industry relevance. Students were asked about their previous experience with AI and if they could detect which bodies of text were AI-generated versus human-generated. Students were then analyzed via an exercise by their ability to detect fact accuracy, depth of the topic, bias, and awareness of content ownership. Data was taken by observation and data collection. Results indicate that structured guidelines and instructor-led interventions significantly improve students' ability to responsibly use AI while understanding its limitations and potential biases. The study highlights the importance of embedding AI literacy within horticulture curricula to build student success of using the technology appropriately and fostering a culture of ethical AI utilization. These findings can be used to influence the introduction and usage of AI as a tool in two-year program horticulture curriculum.

There has been increased interest in Virtual Reality (VR) applications in academic settings. Instructors aim to create and enhance tangible experiences for students in their courses, especially for online classes. These VR applications can be of significant interest for horticulture courses, considering many core curriculum courses include laboratory or hands-on learning components. Including VR applications for online students to experience these activities has the potential to increase engagement and learning outcomes. Feedback from students in the online HORT 260 Plant Propagation course at Colorado State University indicated accessibility challenges with materials and the ability to successfully execute course assignments taught online. More specifically, they noted the unit on greenhouse mist systems was not as comprehensive or tangible as they needed to complete an assignment on designing mist systems. With this in mind, we developed a VR mist system media component for the course using ThingLink software and annotated 360° images. For our study, students received static, annotated images in a PowerPoint presentation and the VR 360° images which the students could review. Assessment quizzes were created with one pertaining to the static images and the second to the VR 360° images. Five questions in each quiz were identical and asked about mist system concepts, and each quiz had 2 to 3 questions about the ability to understand concepts using the media. The second quiz also asked students to compare the two approaches, their general experience with VR in the classroom, and an open-ended feedback question. In total, 47 students participated between the Spring 2024 (n=7) and Fall 2024 (n=40) semesters. The questions included in both surveys did not yield statistical differences when their answers were compared. When asked about their perceptions of VR material, 66% of the respondents indicated that the VR material made concepts easier to visualize. Students were surveyed about their overall use and experience with VR in the classroom. Of the respondents, 42% had experienced VR before and 81% indicated they would like more VR material incorporated into the curriculum. Additionally, common themes were observed in the open-ended responses, including the desire for further improvement of VR material, an appreciation for increased visibility of concepts, and the desire for access to many forms of media like VR videos. Considering students’ perceived comprehension and confidence in the course concepts, further VR implementation in the course would be a worthwhile pursuit.

Generative AI has the potential to transform instruction, especially in the online environment. As technology continues to change the educational paradigms we have been accustomed to, we need to understand how students utilize AI in the classroom. We describe results from self-reported student surveys in an online plant physiology course. Students could use AI or not to complete their work, however, regardless they had to report after each assignment. The discussions and lab reports are part of the course’s normal assessment activities. Additionally, students reported the time spent completing the assignment, and wrote a summary to include: (1) how did AI help you complete the assignment? (2) What did you do to revise or further improve it? (3) Did you cross-check the AI-generated information, i.e. factual and references? Of the AI tools students reported using, ChatGPT was used most (80%), followed by CoPilot, Gemini, and Google image search. The most common reason for AI use was to help with concept understanding (43%), followed by draft a script or outline (17%), proofreading and improve writing (11%), generate ideas (8%), and identify plants (5%). In fewer than 1% of the cases, students reported that AI helped them with troubleshooting. Students cross-checked the AI-generated information 76% of the time. There was no significant difference in time spent completing an assignment between students who reported that they used AI compared to the ones that did not use AI. Implementation of any new tool in education requires thoughtful planning, consideration, and support. Schools and educational institutions should provide robust training programs to equip teachers with the necessary skills and knowledge to use AI tools effectively and confidently. This guidance should include not only the technical aspects, but also ethical considerations, potential limitations, and best practices to integrate it into their instruction methodology.

As horticulture careers increasingly demand adaptability, communication, and cross-cultural understanding, developing soft skills is essential for preparing future professionals. This study examined how participation in a faculty-led horticulture study abroad program influenced student growth in interpersonal and professional competencies. The program, Flowers and Photography in Europe, combined visits to botanical gardens, public green spaces, and production facilities across Spain, France, and Italy. Students engaged in group travel, horticultural site visits, and guided cultural immersion while completing reflective prompts centered on navigating unfamiliar environments and understanding cultural perspectives. Pre- and post-program surveys assessed student confidence in these areas, while reflective writing provided qualitative insights. Results indicated that navigating diverse environments and interpreting horticultural practices abroad fostered stronger communication skills, cultural awareness, and confidence in professional interactions. Students also reported greater appreciation for the social role of horticulture in global settings. These findings suggest that integrating intentional reflection into experiential learning abroad can help students connect horticultural content with essential career skills, offering a well-rounded model for global horticulture education.

Previous research has indicated that exposure to indoor plants can reduce stress, improve air quality, and enhance cognitive function. This study builds upon this foundation by specifically examining the classroom environment. In the spring of 2024, the study was conducted to investigate the effects of indoor plants on student well-being and academic performance in university classrooms. Two similar classrooms were used: Room 101 (experimental group, with plants) and Room 105 (control group, without plants). A total of 105 students took a survey at the beginning of the study (Feb 2024) and 91 took the end survey (Apr 2024) with a 78.1% completion at the beginning and 86.8% completion at the end. Demographics presented an unbalanced distribution of gender (66% female, 34% male) and majority of academic year falling into freshman classification (54%). Most participants were aged 18-24 years. Students completed surveys of self-reported depression, anxiety and stress levels using the DASS-21 4-pt Likert scale, and classroom satisfaction. Data set reliability showed a 0.81 Cronbach’s alpha score. After Wilcoxon/Kruskall Wallis analysis, results displayed students in Room 101 reported lower overall DASS scores (p < 0.05) with significantly decreased stress levels (p = 0.025) compared to Room 105. A statistical analysis using Spearman's ρ correlation coefficient revealed no significant relationship between depression and anxiety scores in relation to room types. However, a significant correlation was found between stress scores and room types (p = 0.0498). Common factors in student satisfaction were the lab instructors and the green wall in room 101. These results have important implications for classroom design and educational policy, suggesting that the simple addition of indoor plants and artificial greenery could significantly enhance the learning environment and student outcomes in higher education settings.

Greenhouse Management (HORT 310) at Colorado State University equips students with the skills and knowledge necessary to manage a greenhouse production facility, which 88% of students reported is their career plan (n=156). However, based on historic grades, students struggle with heating and cooling principles, which involve calculations of standard heating and cooling needs given a particular structure and climate. In Spring 2023, a Design Project (DP) was implemented as a learning opportunity to apply the principles and skills gained in the class in a context that matters to students. Over the course of the semester, students research and write about a greenhouse operation that they are designing, detailing their production strategies and citing current research. According to Social Practice Theory, learning is intimately intertwined with context, meaning that one’s identity, with which they are emotionally attached, guides participation. Thus, having the agency to choose relevant locations and crops suggests that they would have greater investment and engagement with the DP because the learning matters, or is meaningfully connected, to their own lives. A DP pre- and post-assessment was administered in Spring 2024 (n=36) to better understand if students’ relationships with the DP improved confidence and learning of fundamental HORT 310 principles, specifically greenhouse heating and cooling. In the post-assessment, 98% of respondents felt the DP assisted in their learning, and of respondents that included a free response (n=20), 20% indicated that they enjoyed the DP. Additionally, pre- and post-assessments revealed improved participant performance on questions pertaining to cooling principles following DP implementation, while performance on heating principles was unchanged. Together, these results support the use of Social Practice Theory as a framework for the development of assignments, such as the DP, that foster student learning and engagement by connecting content to student motivations and interests.

The objective of this study was to survey student perceptions of mastery of learning outcomes in the 100% online asynchronous course Nutritional Management taught at the University of Florida. There are many ways to perceive if students have mastered learning outcomes in a course. Quizzes are one way to measure if students understand concepts and terminology. However, in online courses there is the concern that students may ‘cheat’ and a quiz is not an effective measure of student achievement. Online instructors need to look for other assessments, like assignments that ask students to apply what they have learned to solve a problem. This is easy to measure in-person classrooms and laboratories but more challenging online. This study conducted a mid-term survey to students in the spring 2025 offering of Nutritional Management. The survey asked students about their perceived learning and mastery of course learning outcomes based on two quizzes and two authentic challenge assignments. This study was deemed IRB exempt.

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

A forum for discussion of potential collaborations with regards to technology in horticulture – i.e. biotechnology, UAVs, cameras, sensors, artificial intelligence, etc.

Plant production is challenged by a variety of stressors that limit system health and economic outcomes. Efficient integrated crop management practices have the potential to reduce the impact of these challenges. Application of effective plant protection strategies requires knowledge of the identity of the stressor. A case-study based course was developed providing students with training and experience in the process of plant diagnostics. The goal for the course is to integrate student knowledge of plant biology, soil science, insect pest management, and plant pathology to allow for effective identification of plant health challenges under conditions they will practically experience in a professional setting. Students are challenged to engage in the process of plant diagnostics and management plan development through case studies based in diverse plant production systems. Students additionally gain experience in communicating their results to non-academic audiences. Course participants indicate increased confidence in identification of plant health challenges and communication, as well as increased skill in problem solving in plant systems.

The growing complexity and challenges faced by the US Agriculture industry demands a new generation of highly skilled agricultural professionals equipped with both technical proficiency and practical knowledge. There is also a pressing need to recruit talented students to pursue a degree in plant agriculture and provide quality, hands-on education for those students. Studies indicate that experiential learning activities are a great tool to encourage young people begin careers in agriculture. We established a live crop library on the university farm consisting of agronomic and horticultural crops of Texas. This includes a wide range of vegetable, fruit, herb, grain, and fiber crops. Tropical fruit crops were installed in ground-beds within a greenhouse. This crop library is envisioned as a place for experiential learning, scholarly research, and agricultural outreach activities. The crop library has become a hub for experiential learning activities for both undergraduate- and graduate-level courses in multiple disciplines including plant science, agribusiness, and animal science. Outreach activities geared toward both youth and adults, such as field days, are also being enhanced through the crop library. Quantitative and qualitative data collecting methods are utilized to evaluate the effectiveness of the crop library in enhancing participant’s learning outcomes. Overall, this project provides a stimulus for high school and college students to enhance their knowledge of plant agriculture in Texas. Adult learners gain understanding of new ways to income or assist others in improving their agricultural income. The findings will continue to contribute to ongoing efforts to improve learning outcomes in multiple educational settings.

Pedagogy strategies that include students in the course curriculum can increase student engagement and success. One student-based pedagogy involvement example is involving students in the assignment implementation. This method was adapted after feedback from student evaluations indicated that the topic selection method for semester-long course projects was challenging in the HORT 260 Plant Propagation course at Colorado State University. The course curriculum includes two projects that focus on students writing propagation protocols on specific plant species of their choice. The selection process became a stressor for assignment completion due to the paradox of choice. With this in mind, we revised the assignment, testing topic selection methods for the Spring 2024 and 2025 semesters. The study trialed three topic selection methods (treatments): find their plant independently, choose from a list, or be assigned a plant. Each student experienced two of the three treatments, one treatment type per assignment. We obtained student feedback through voluntary pre- and post-surveys to assess their experiences and satisfaction. The pre-survey was administered after they selected their topic plants, and the post-survey was disseminated after the submissions of the projects’ final drafts. In Spring 2024, 28 students participated in the pre- and 24 in the post-survey. Of the 18 students who participated in both surveys, the post-survey resulted in a preference for selecting a plant from a list rising 11% and preferences for methods where students independently found their topic plant or were assigned a plant both dropped 5%. When students were asked why they chose a plant as their topic, 61% chose based on familiarity, 25% on unfamiliarity and desire to learn more, 11% for “other reasons”, and 3% selected plants they thought would be the easiest to write about. In the post-survey, students noted in the open response that they felt that plants selected from a list were easier to find information needed to complete the assignment and 39% of respondents suggested that picking from a list should be the method in the future. The other most reoccurring comment was that 32% of respondents said interest in the topic plant made the project easier to complete. Based on our observations for Spring 2024 and initial data from 2025, providing a list to select from is the most fruitful way to give students the opportunity for choice while minimizing the possibility of topic choice paralysis.

The annual meeting of the American Society for Horticulture Science is over, and you presented great data. Now what? Publish your data with ASHS. We have three highly respected journals: The Journal of the American Society for Horticulture Science (JASHS), HortScience, and HortTechnolgy. Many people who attend the meeting look forward to seeing the paper related to what was presented at the meeting. There are many reasons to publish with ASHS including this is our national society and these journals are the outreach for our society; we have open access publications; the publishing costs are reasonable compared to other open access platforms; the society has improved the submission and review process; reviews are completed in a timely manner; and the journals continue to have increased impact factors. In fact, JASHS impact factor had increased from 0.95 in 2019 to 1.53; HortScience has increased from 1.10 to 1.87; and HortTecnology has increased from 0.67 to 1.39. This poster will outline the process of presenting at the meeting to publishing the results. It also will compare costs with other open access publications and show the improved submission and review process.

Curriculum mapping is a valuable tool for visualizing how course content and learning activities align with program-level learning outcomes. In higher education, this method enables faculty to design cohesive curricula that foster integrated learning experiences across a student's academic career. While individual course outcomes are routinely assessed, program-level mapping offers a broader view that supports continuous improvement and ensures graduates possess the skills and knowledge required for professional success. At a midwestern land-grant university, the undergraduate Horticulture major program participated in a university-wide pilot project to map and evaluate its curriculum during the 2024–2025 academic year. The initiative was supported by several institutional learning units and a dedicated team of assessment and curriculum specialists. Faculty collaborated to analyze course goals, identify where embedded learning outcomes are being met, and develop a program-wide curriculum map and accompanying narrative. The mapping process focused on identifying where learning outcomes are introduced, reinforced, and mastered throughout the curriculum. Special attention was given to senior-level capstone courses, where embedded outcomes are being assessed through targeted assignments and artifacts. Analysis of specific courses across the map and across academic years will highlight gaps, redundancies, and alignment with employer expectations for graduates. The resulting curriculum map and supporting documents serve as dynamic tools for ongoing evaluation. They guide future assessment efforts, support accreditation needs, and inform curriculum planning at the university, college, and departmental levels. The methodology used to align course- and program-level outcomes with institutional, college and departmental goals will be shown, along with the products of the process, and future plans and strategies for further data collection and analysis will be shared.