Abstract:
Introductory plant materials courses have traditionally been taught utilizing the lecture method. A plant identification course was adapted to include several Student Centered Learning techniques including: having students assist in syllabus development, assignment development and assessment, development of a student and instructor "code of conduct�, and the use of students as teachers. Students also participated in the creation of study materials for exams, writing exam questions, group projects and discussions. Although initial reaction was apprehension, all students eventually responded well to the changes. Attendance was excellent through the entire quarter and student participation was greatly increased. Students report learning more, enjoying the class more and feeling a greater sense of responsibility toward the class, which increased their intrinsic motivation to succeed. It was difficult to give up control of many aspects of the course and the inclusion of these techniques vastly increased the amount of time spent on daily preparation as well as assessment; however, the overall level of participation and satisfaction reported made it worth the time and effort.
Keywords:
plant identification course, student centered learning techniques
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