Developing and Implementing a Field Trip Course in Public Gardens

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 509b-509
Author(s):  
Jennifer Campbell Bradley
Keyword(s):  
United States ◽  
Learning Process ◽  
The United States ◽  
Field Trip ◽  
Student Experiences ◽  
Public Parks ◽  
Public Gardens ◽  
Popular Appeal ◽  
Public Garden ◽  
Tourism Destinations

Public gardens, including public parks, botanical gardens, and arboreta are significant tourism destinations with increasingly popular appeal. In the United States alone, the number of gardens is continuing to rise impressively. Undeniably, there is a need for trained and educated horticulturists who can enter the horticulture industry, specifically in the area of public garden management. At the Univ. of Florida, a new course, ORH 4932, Public Gardens was offered. This course was designed with a field trip emphasis to help students visually understand and appreciate the value and diversity of such gardens. Students taking the course had an opportunity to visit and tour various gardens throughout the state of Florida. At the same time, students learned about the history, management, collections, and importance of such institutions to society. This session will explore the value of student experiences in the learning process, present an overview of how to develop a field trip class, and provide information to other educators interested in offering such a course.

scholarly journals Current Status of Children’s Gardens Within Public Gardens in the United States

2015 ◽  
Vol 25 (5) ◽  
pp. 671-680
Author(s):  
Min Hyeong Kwon ◽  
Changwan Seo ◽  
Jongyun Kim ◽  
Moonil Kim ◽  
Chun Ho Pak ◽  
...  
Keyword(s):  
United States ◽  
Online Survey ◽  
Botanical Garden ◽  
The United States ◽  
Current Status ◽  
Natural Environments ◽  
Public Gardens ◽  
The Public ◽  
Public Garden ◽  
Near Future

The purpose of this study was to identify the current status and future development of children’s gardens within public gardens in the United States and to examine their roles as places for children to explore natural environments. This study identified 776 public gardens and examined 163 of those gardens using a comprehensive online survey. The sampled public gardens were widely distributed throughout the United States, although they were located primarily in the eastern and western regions of the United States. We found that 55% of the 163 public gardens that we investigated included a children’s garden at the time of data collection, and 26.4% planned to add a children’s garden in the near future. Children’s gardens found within public gardens were typically in a botanical garden and were added after the public gardens were formed. Most of the children’s gardens had a stated purpose of providing children with environmental education by allowing them to experience the natural environment through play. Most children’s gardens occupied a small proportion, less than 1 acre, of the overall size of a public garden. We also found that demographic and socioeconomic factors influenced the development of children’s gardens within public gardens and public gardens in general.

Power in Hatha Yoga Communities and Classes:Understanding Exclusion and Creating Space for Diverse Cultures

2007 ◽  
Vol 17 (1) ◽  
pp. 51-56
Author(s):  
Traci Michelle Childress
Keyword(s):  
United States ◽  
Learning Process ◽  
The United States ◽  
Hatha Yoga ◽  
Cultural Backgrounds ◽  
Teachers And Students ◽  
Diverse Community ◽  
The Many ◽  
The Relationship ◽  
Diverse Cultures

Power is an important dynamic in the Yoga community that influences who has access to the knowledge of Yoga and how that knowledge is shared. To create an ethic of inclusion in Yoga communities, we must consider the many ways in which people experience Hatha Yoga—especially the experiences of individuals who come from cultural backgrounds other than our own. Because it is difficult to see the ways in which cultures—our own and those of others—are seen, experienced, and responded to, it is easy to imagine that the reason that Yoga classes in the United States tend to be homogeneous is based on some inherent natural truth at work. To create space for diverse cultures in Yoga communities, we must recognize that (1) Both teachers and students bring knowledge and culture with them to the relationship, and that (2) Teachers (and institutions) should be held accountable to their perspectives, biases, and opinions about their own and others' cultural backgrounds. To create a diverse community, there must be an understanding of the human-ness of both the teacher and student, and of the inherent relationship that influences the learning process.

scholarly journals Education Programs in Public Children’s Gardens in the United States

2016 ◽  
Vol 26 (1) ◽  
pp. 70-82 ◽  
Author(s):  
Min Hyeong Kwon ◽  
Jongyun Kim ◽  
Changwan Seo ◽  
Chiwon W. Lee ◽  
Eu Jean Jang ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Current Status ◽  
Education Programs ◽  
General Audience ◽  
Public Gardens ◽  
Children's Education ◽  
Children’S Education ◽  
Children Education ◽  
Specific Education

This study examines the current status, implementation, and foci of children’s education programs as a subset of general audience-targeted public education programs offered by public children’s gardens in the United States. Children were a major target audience of the examined public gardens, followed by adults, families, and youth. Public children’s gardens tended to offer more programs overall compared with public gardens without children’s gardens. In addition, there was a greater diversity of children’s education programs offered (classified into 10 topics and 11 activities) in public children’s gardens. The most frequently offered topics were plants (39.1%), animals (22.0%), and art (11.3%). Observation was the most frequently offered activity (17.1%), followed by visual art (14.4%). However, the proportions of offered programs significantly differed across individual public children’s gardens. The subjects (i.e., topics and activities) offered by children’s education programs were more often directed toward younger children. Education coordinators and horticulture directors were asked about desired improvements to children’s education programs. A large number of respondents (50) indicated a need to develop programs with greater topical variety, revealing a desire to diversify programs. In conclusion, the results of this study indicate that it is important to diversify the natural environmental experiences of education programs for children through developing children’s gardens and age-specific education at public children’s gardens in the United States.

scholarly journals University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions

2021 ◽  
Vol 10 (9) ◽  
pp. 346
Author(s):  
Jenny Banh ◽  
Jelena Radovic-Fanta
Keyword(s):  
Higher Education ◽  
United States ◽  
Teacher Knowledge ◽  
Undocumented Students ◽  
The United States ◽  
Student Experiences ◽  
Promising Practices ◽  
Structured Interviews ◽  
College Life ◽  
States Immigration

The United States immigration policy Deferred Action for Childhood Arrivals (DACA) which protects some individuals from deportation was enacted in 2012, phased out in 2017 and is now under court challenges. There are still thousands of DACA students currently in higher education. The article highlights promising practices that professors and universities can put in place to support DACA students in the United States. Several semi-structured interviews were conducted with DACA students and Dream Center Directors in California universities to gauge students’ barriers and bridges to their higher education success. DACA students articulated public policy suggestions that universities and professors can immediately enact and have tangible results. Three themes were revealed in the interview data: the need for teacher knowledge, diversity of DACA student experiences, and for actions. These were explained as (1) knowledge of student’s lives, and, conversely, students’ access to information necessary for navigating college life; (2) the diversity of students’ life stories and experiences of trauma suffered during and after DACA rescinding decision; and (3) actions that should be taken by the faculty, staff, and the university community that would help students succeed academically.

Visions of Victory

2019 ◽  
pp. 186-231
Author(s):  
Thomas J. Brown
Keyword(s):  
United States ◽  
Civil War ◽  
Urban Planning ◽  
Art History ◽  
Political Change ◽  
The United States ◽  
Public Parks ◽  
The Future ◽  
Post War

This chapter situates northern and southern monuments to Civil War victory within longstanding traditions in art history. The triumphal arch came to the United States after the war. Proposals for arches framed debates about the future of antebellum landscapes like town commons and parade grounds, and arches also figured prominently in the shaping of public parks, largely a key feature of post-war urban planning. Increasingly sexualized statues of Nike, or Winged Victory, imagined Union triumph as a more comprehensive consummation than the most renowned successes of antiquity. Early attempts to represent peace incorporated a foundation in social or political change, but peace gradually converged with martial victory. The shift in Union memorials from regeneration to self-congratulation paralleled the rise of Confederate victory memorials. These works partly celebrated the overthrow of Reconstruction and consolidation of white supremacism but also illustrated a deepening national reluctance to engage in critical introspection.

scholarly journals Public Parks and Wellbeing in Urban Areas of the United States

PLoS ONE ◽  
2016 ◽  
Vol 11 (4) ◽  
pp. e0153211 ◽  
Author(s):  
Lincoln R. Larson ◽  
Viniece Jennings ◽  
Scott A. Cloutier
Keyword(s):  
United States ◽  
Urban Areas ◽  
The United States ◽  
Public Parks
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