(APC Handbook – LINK 2 – Form B)
Academic Planning Council
In-depth Program Review [Form B]
Form B is due on or before October 15.
Please supply the following information
Program
Environmental Horticulture (formerly
Ornamental Horticulture)
Department
School of Agriculture
Current Academic Year
2015-16
Date of Last In-Depth Review
September 2006
Name of Program Contact Person
Michael Compton
Position of Program Contact Person
Director, School of Agriculture
To be completed by the program/department
1.
In a paragraph, briefly describe your program’s Mission Statement and how it relates to the
University Strategic Mission.
The environmental horticulture program will prepare graduates that value and use creative and
critical thinking, are effective communicators and act as responsible, ethical and competent
horticulturists. This will be achieved by combining a solid liberal arts education with professional
curricular and educational opportunities aimed at combining the important theoretical and
practical aspects of the horticultural and biological sciences with the managerial skills necessary
for preparing students for a successful career in environmental horticulture.
The mission of the environmental horticulture program relates to the fundamental mission of UWPlatteville and the entire UW System specifically by:
 Enabling students to broaden their perspective, intellectually more astute, ethically more
responsible, and to contribute wisely as an accomplished professional and knowledgeable citizen
in a diverse global community;
 Providing baccalaureate degree programs and specialized programs in agriculture;
 Providing an environment to promote scholarly activity that supports the program and
prepares students for their profession;
 Seeking to serve the needs of all students; and by
 Serving as an educational, cultural and economic development resource to southwestern
Wisconsin.
2.
List your program’s long-term (5+ years) goals as reported on at your last APC review and describe
how your program met those goals. If there was a need to modify those goals, briefly explain
why.
The following goals were outlined in the last APC review.
(APC Handbook – LINK 2 – Form B)

Create separate Woody Plant and Herbaceous Plant Courses
These courses were approved during spring 2007 and offered for the first time during fall
2007. Both courses are offered annually during the fall semester.

Development of Landscape Construction and Advance Landscape Design Courses.
These courses were approved during 2010 and offered beginning fall 2011. Landscape
Construction is offered annually during the fall semester whereas Advanced Landscape
Designed is offered in the spring semester of even years.

Development of Plant Propagation and Nursery Management Courses and Emphasis.
We decided postpone the development of these courses due to Dr. Compton’s
appointment as director of the School of Agriculture and insufficient student enrollment.

Update facilities at Pioneer Greenhouse and Pioneer Gardens Complex.
o Addition of hydroponics equipment at Pioneer Greenhouse
A $19,000 UW-Platteville laboratory modernization grant was received during
2008 to install a walk-in cooler, and construct Vertigro® and string hydroponic
systems to grow herbs and tomatoes. Hydroponic production is discussed in
introductory and advanced courses. Fresh herbs are marketed to UW-Platteville
catering to generate revenue to offset the costs of purchasing supplies for Pioneer
Greenhouse.
o
3.
Continued development at Pioneer Gardens
Pioneer Gardens serves as an outdoor laboratory for experiential student learning
activities in several classes including herbaceous plants, woody landscape plants,
landscape management and landscape construction. Because of its youth, much
work was needed in this area for installing plants, hardscape materials and raising
funds. Working with UW-Platteville Foundation we have raised over $415,000 in
cash and in-kind plant contributions to develop themed garden areas including
the Children’s Garden, Rose Garden, Woodland and Shade Garden and
construction of a Pond-less Water feature.
At this point in your long-range planning, list your program’s most important (5+ years) goals and
briefly describe the resources your program will need to be successful, as well as any concerns or
issues your program is facing. Also briefly address how these goals support your program’s
Mission Statement.
(maximum of three)
Long-term Goal One
Increase enrollment to 50 undergraduates by 2020
Resources Needed
Expertise to develop a marketing and outreach plan to recruit
students.
Issues or Concerns
Identifying experts to help develop plan.
(APC Handbook – LINK 2 – Form B)
4.
How Goal Supports
Program’s Mission Statement
Accomplish our goal to increase our ability to prepare more
knowledgeable and highly-skilled graduates to the
horticulture workforce.
Long-term Goal Two
Update student learning outcomes and assessment tools
Resources Needed
Time and expertise
Issues or Concerns
Identifying experts to provide training and assistance in
developing effective tools for assessment
How Goal Supports
Program’s Mission Statement
Improves our ability to provide an outstanding education.
Long-term Goal Three
Seek accreditation with the National Association of Landscape
Professionals
Resources Needed
Cost is $2500
Issues or Concerns
Cost and Time
How Goal Supports
Program’s Mission Statement
Being accredited gives national recognition to our program,
helps with recruitment, allows students the opportunity to
seek certification within the industry, and gives the program
access to the latest technology through various publications
improving our ability to offer an outstanding education and
better prepare students for careers in the landscape industry.
If your program was reviewed by any outside accrediting bodies since the last APC review, please
identify the review body and briefly summarize the results in 1-2 paragraphs.
Information Required by the Assessment Oversight Committee
5. Please provide the following information.
A. Program Assessment Plan
i. List your program’s learning outcomes.
Goals and Learning Outcomes
Graduates of the Environmental Horticulture program will:
1. Demonstrate effective oral and written communication skills.
Outcomes:
 Students will enhance and value their written and oral communication skills with liberal arts
and science-based knowledge
 Students will improve their self-confidence and comfort level during public speaking
 Students will be able to communicate with their peers in the environmental horticulture and
botanic fields using professional terminology
(APC Handbook – LINK 2 – Form B)
2. Exhibit working knowledge of ornamental plant species in Midwest landscapes, greenhouses,
athletic fields, and public and interior spaces.
Outcomes:
 Students will possess working knowledge of current plant nomenclature for important
ornamental plant species
 Students will possess working knowledge of the care, use and placement of ornamental
plant species in a variety of settings
3. Demonstrate an in-depth comprehension of the horticultural and biological sciences, and be able to
apply their knowledge as it relates to environmental horticulture in a variety of settings.
Outcomes:
 Comprehend and apply knowledge of plant physiological processes on plant growth and
development of natural and bioengineered plants in production and landscape settings
 Comprehend and apply knowledge of genotypic and environmental influences on plant
growth and development
 Comprehend and apply knowledge of the influence of soils and soilless growing media on
plant growth and development in protected and unprotected environmental horticulture
 Comprehend and apply the basic principles of integrated pest management to control
weeds, pests, diseases and physiological disorders of ornamental plants
 Comprehend and apply the basic principles of landscape design and management
4. Possess the ability to think creatively and recognize, analyze, diagnose and critically evaluate
problems and practices, as well as employ problem solving techniques individually or using a team
oriented approach.
Outcomes:
 Demonstrate an ability to observe, investigate and evaluate problem situations to achieve
clear and concise deductions
 Possess the ability to apply a logical, stepwise approach to solving practical problems
 Demonstrate an ability to collect and analyze information and compose professional,
technical reports
5. Possess a comprehension of the administrative and managerial skills necessary when managing and
operating a horticultural business.
Outcomes:
 Competent in the application of computerized technology
 Comprehend effective management of employees and colleagues of diverse backgrounds
 Comprehend effective management and attainment of non-human resources
 Recognize and compare efficient and optimal production practices for sustainability
6. Be professionals and leaders in society and environmental horticulture that act in a courteous,
ethical and responsible manner.
Outcomes:
 Seek and participate in campus, community, professional and international opportunities
 Comprehend the need to act ethically and responsibly in professional and personal matters
 Appreciate the contribution of colleagues regardless of rank, race, gender or sexual
orientation
(APC Handbook – LINK 2 – Form B)
a. Indicate when the last time each learning outcome was assessed.
Each outcome has been assessed annually.
ii. Program assessment tools.
1. Internship employer evaluation survey.
a. Successful results occur when over 80 percent of employers respond that a student
demonstrates at least an average competence for an individual outcome when
compared to a typical first year employee.
b. This tool is administered every semester when students are registered for an
internship.
c. Results:
In general, a majority (over 95 percent) of employers have indicated that the
Environmental Horticulture curriculum has effectively prepared our students to
demonstrate competencies equivalent to a typical first year employee in all six of
our student learning outcome areas. Furthermore, over 90 percent of employers
rate our students as above average or excellent in being courteous and responsible
professionals (SLO #6). About 80 percent of employers rate our students as above
average or excellent in demonstrating an in-depth comprehension of the
horticultural and biological sciences and the ability to apply their knowledge as it
relates to environmental horticulture in a variety of settings (SLO #3), and over 75
percent of employers rate our students as above average or excellent in their
managerial skills, their ability to think creatively, and solve problems (SLO #4), and
their ability to exhibit a working knowledge of ornamental plant species in Midwest
landscapes, greenhouses, athletic fields and public or interior spaces (SLO #2).
d. Conclusions:
While over 90 percent of employers indicated that our students demonstrated at
least average oral and written communication skills, only 68 percent rated student
writing skills as above average or excellent. This is one area in which improvements
can be realized. In addition, only 58 percent of employers rate our students as
demonstrating above average or excellent ability to recognize or identify plant
insect, disease and physiological problems. While these are potential concerns, it is
also important to realize that these topics are addressed in depth in upper level
courses that many student interns have not completed before their internship
experience.
2. Senior exit survey.
a. Successful results occur when over 80 percent of students respond that they can
demonstrate an “effective competence” for an individual outcome.
b. This tool is administered every semester.
c. Results:
In general, a majority of students (88 – 100 percent) believe that the Environmental
Horticulture curriculum has effectively prepared them to demonstrate competency
in all six of our student learning outcomes. Some items of slight concern include
student comfort level in public speaking, and their ability to apply the basic
principles of integrated pest management to control weeds, pests, diseases and
(APC Handbook – LINK 2 – Form B)
physiological disorders of ornamental plants (75 percent of the students believed
that the curriculum does not effectively prepare them in these areas).
d. Conclusions:
While student feedback indicate that they are confident in their ability to
demonstrate satisfactory competence in the six student learning outcome areas, we
will rely more heavily on input from employers as we continue to hone our tools to
measure the outlined student learning outcomes.
3. Job placement data.
a. Successful results occur when over 80 percent of students obtain gainful
employment within one year of graduation.
b. This tool is administered every semester.
c. Results:
Over 90 percent of the students that complete the career placement survey indicate
that they obtain gainful employment. One problem is that only about 60 percent of
graduates complete the survey despite our repeated requests for information.
d. Conclusions:
Student response rate is lower than desired. Work with career center to improve
the survey response rate.
4. Employer evaluation of recent graduates.
a. This tool has not been administered. It is extremely difficult to maintain this data
and administer the tool. We have decided to eliminate this tool.
5. Class learning evaluations.
a. This tool has not been administered. It is our goal to develop a new tool(s) that can
be efficiently administered by our low number of faculty.
iii. What changes to the program (if any) were made in response to the program assessment
results and how have you assessed the effectiveness of those changes?
The student learning outcomes for environmental horticulture were completely changed
two years ago following my participation in the North Central Horticulture Administrators
conference held at Cornell University. During that meeting we constructed a set of student
learning outcomes to be used for horticulture programs nationally. We were one of the first
baccalaureate universities to adopt the new learning outcomes. Therefore, we are still in the
data collection stage and have not made any significant changes to the program other than
those discussed in question 2 (see pages 1 and 2 of the APC section above).
iv. Provide copies of your assessment tools.
Please see the attached appendices.
v. Provide a schedule for the administration of program assessment tools for the next 5 years.
 Environmental Horticulture Internship Employer Evaluation form is administered every
semester when students are registered for an internship.
 Environmental Horticulture Senior Exit Survey is administered at the conclusion of every
spring and fall semester.
(APC Handbook – LINK 2 – Form B)

Job placement data are collected every semester (surveys are administered with senior
exit surveys and each semester for one year after graduation if a student has not
responded).
B. General Education Assessment (NOT APPLICABLE)
i. List each UUCC-approved general equation courses within the program/department.
ii. Provide a chart indicating which general education learning outcomes each of these courses
covers.
C. Progress – Describe program changes that were recommended in past assessment and program
reviews (at both the institutional and accrediting body level) and describe what
progress/changes have been made since those recommendations.
i.
AOC Summary of Ornamental Horticulture Assessment Review
On September 28, 2009, the Assessment Oversight Committee (AOC) conducted an
assessment review of the Ornamental Horticulture program. Dr. Michael Compton, program
director, presented the report. After identifying the program’s student learning outcomes
and the tools used to assess these outcomes—such as internship evaluations and class
learning evaluations, Dr. Compton described the assessment results. Among the findings he
mentioned that written skills, knowledge of plants and knowledge of the horticulture
business need improvement. Curricular changes have already begun to address these issues.
For example, new plant courses have been added, such as AGSCI 2280 Woody Landscape
Plants and AGSCI 3240 Herbaceous Plants. Additional new courses, such as a landscape
construction course, are in the works.
The AOC praised Compton for his outstanding assessment report and encouraged
Ornamental Horticulture to make the changes it believes necessary to improve its program.
ii.
Developing the two plant identification courses (ENVHORT 2280 – Woody Landscape Plants
and ENVHORT 3240 – Herbaceous Plants) has resulted in improved retention of plant
common and scientific names by students as well as providing an opportunity to address the
use of each plant, or plant family, in the landscape and potential pest, disease and
physiological problems.
Information Required by the Academic Standards Committee
6.
Briefly describe how your program is engaged in reviewing its own internal academic standards.
In particular:
A.
What does your program do to ensure that courses, major options, minor options, etc. are
current and relevant? Give examples of two changes that were implemented over the past
5 years in response to these efforts.
i.
There are a number of ways to ensure that our program and course offerings are
current and relevant.
a. Our faculty often attend region and national meetings in which discussions with
peer faculty from other institutions focus on current trends in the industry. One
example is our participation in the National Association of Landscape Professionals
National Collegiate Landscape Competition. This conference is well attended by
(APC Handbook – LINK 2 – Form B)
horticultural professionals representing academia (both 4-year and 2-year
community colleges) and the landscape horticulture industry. We also meet
regularly with our School of Agriculture Advisory Council and discuss issues,
including curriculum, relevant to the agriculture industry.
b. Our faculty and staff work close with student interns and their employer by
conducting site visits and communicating with students and employers regularly.
This keeps instructors aware of changes in the industry and builds relationship with
employers which may lead to opportunities for field trips, guest lectures, evaluation
of curriculum, participation on our School of Agriculture Advisory Council, etc.
ii.
Significant changes to the horticulture program were implemented in fall 2014. The
name was changed to Environmental Horticulture. Informal studies indicated that this
name would be more marketable to potential students and families. Similar name
changes have occurred at University of Florida, Cal Poly at San Luis Obispo, Colorado
State, and University of Maine. In addition to the name change, we added new
courses [Landscape Construction, Advanced Landscape Design and Soils, Crops and
Environmental Horticulture Seminar (cross-listed with soil and crop science)], changed
the name of the business and marketing emphasis (now Greenhouse and Garden
Center Management) as well as the requirements. Lastly, we also changed the
requirements for the Professional Landscape Management emphasis by moving the
greenhouse operation and management course to an elective, adding landscape
construction as a requirement, and adding advanced landscape design as an elective.
B.
How does your program monitor consistency in course content, course standards, and
grading from semester to semester and instructor to instructor? In particular, explain what
group or individual are tasked with this effort and outline the expected course of action that
is to be followed if an inconsistency is discovered.
i.
With the exception of Introduction to Environmental Horticulture, all of our courses
are taught by the same instructor. For Introduction to Environmental Horticulture,
instructors have shared course materials and syllabi to help standardize course
content and standards while allowing flexibility for an individual instructor’s area of
expertise. Faculty and staff in environmental horticulture also meet periodically with
peers from the soil and crop science and reclamation disciplines to discuss course
content, standards and related issues.
ii.
The program coordinator for environmental horticulture is responsible for monitoring
curriculum and instruction within the program. When an issue involving inconsistency
is identified the program coordinator meets with the instructor(s) involved to resolve
the issue. If the issue cannot be resolved at this level, the School of Agriculture
Program Coordinators or School of Agriculture Curriculum Committee may be asked
to provide a recommendation.
C.
Does your program offer any courses in multiple formats (such as traditional on campus,
streaming video, winterim, fully or hybrid online, etc.)?
i.
A majority of environmental horticulture courses are offered using a traditional
lecture/laboratory format on campus. Exceptions include undergraduate research
(ENVHORT 3400 – Undergraduate Research in Environmental Horticulture), special
topics and field courses (ENVHORT 4580 – Environmental Horticulture Internship).
(APC Handbook – LINK 2 – Form B)
D.
If your answer to (c) was yes, what are the two most important differences between the
formats from the standpoint of the faculty? What are the two most important differences
from the standpoint of the students? Explain what measures are taken to mitigate the
differences.
i.
Undergraduate research and special topics courses are typically offered in an
unstructured format with most of the student work being independent. Instructors
meet with the students periodically (weekly, bimonthly, monthly) depending on the
rigor of the project.
ii.
Field, or internship, courses are offered on the job site. Students are supervised by
employers for daily tasks. Faculty and staff “Internship Evaluators” are assigned to
monitor the progress of each student. The Internship Evaluator works with the
student at a distance (Desire2Learn, email, phone, etc.) and performs a site visit
meeting with the student and employer. The Internship Evaluator is provided
flexibility to reduce differences in evaluations among employers of different students.
Once completed, please send Form B electronically to Lisa Merkes-Kress at merkesl@uwplatt.edu.
Form B is due on or before October 15.