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Designing Curriculum for the SER-UW Native Plant Nursery Mary-Margaret Greene, Master of Environmental Horticulture Background The Society for Ecological Restoration UW’s (SER-UW) native plant nursery began in 2013, aiming to grow native plants for student restoration projects as well as become an educational resource to students and the public. For the last year, I have written and taught curriculum to improve the Nursery’s mission to become a source of horticultural, experiential education at the University of Washington. To support our mission of providing education to students and the public, I wrote three types of curriculum for the Nursery: 1.5 hour classes on native plant topics that I then taught to the public; mini- lessons to teach before volunteer work parties; and a quarter-long curriculum for Nursery managers to use to teach their undergraduate interns. Educational Theory Active learning and experiential learning are both loosely deSined as incorporating activities and interactive components to education. Studies have shown that incorporating activities, discussions, and other interactive components to lessons can help students’ overall performance in class .1 Experiential learning has also been shown to particularly beneSit women, minorities, and low-income students. 2 The Nursery is a perfect place to implement active and experiential learning, as it requires constant hands-on work; all the Nursery needed was curriculum to format those tasks in a more educational direction. The curriculum I wrote strives to incorporate experiential learning components to increase student understanding of native plants and native plant production. Works Cited 1 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. 2 Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: how and for whom does increasing course structure work?. CBE-Life Sciences Education, 13(3), 453-468. With special thanks to the UW Botanic Gardens Education Department and the Campus Sustainability Fund for organizational and Ginancial support. Students attend lecture component of evening class, Photo Credit Courtney Bobsin Volunteers help weed young seedlings at the SER-UW Nursery, Photo Credit Ceci Henderson Students par?cipate in interac?ve ac?vity in evening class, Photo Credit Adam Le Doux

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DesigningCurriculumfortheSER-UWNativePlantNursery

Mary-MargaretGreene,MasterofEnvironmentalHorticulture

BackgroundTheSocietyforEcologicalRestorationUW’s(SER-UW)nativeplantnursery began in 2013, aiming to grow native plants for studentrestorationprojects aswell as becomean educational resource tostudentsandthepublic.Forthelastyear,IhavewrittenandtaughtcurriculumtoimprovetheNursery’smissiontobecomeasourceofhorticultural, experiential education at the University ofWashington.

Tosupportourmissionofprovidingeducationtostudentsandthepublic, IwrotethreetypesofcurriculumfortheNursery:1.5hourclassesonnativeplanttopicsthatIthentaughttothepublic;mini-lessonstoteachbeforevolunteerworkparties;andaquarter-longcurriculum for Nursery managers to use to teach theirundergraduateinterns.

EducationalTheoryActive learning and experiential learning areboth loosely deSined as incorporating activitiesand interactive components to education.Studieshaveshownthatincorporatingactivities,discussions,andotherinteractivecomponentstolessonscanhelpstudents’overallperformanceinclass.1Experientiallearninghasalsobeenshownto particularly beneSit women, minorities, andlow-incomestudents.2 TheNursery isaperfectplace to implement active and experientiallearning, as it requires constanthands-onwork;alltheNurseryneededwascurriculumtoformatthosetasksinamoreeducationaldirection. Thecurriculum I wrote strives to incorporateexperiential learning components to increasestudent understanding of native plants andnativeplantproduction.

WorksCited1Freeman,S.,Eddy,S.L.,McDonough,M.,Smith,M.K.,Okoroafor,N.,Jordt,H.,&Wenderoth,M.P.(2014).Activelearningincreasesstudentperformanceinscience,engineering,andmathematics.ProceedingsoftheNationalAcademyofSciences,111(23),8410-8415.2Eddy,S.L.,&Hogan,K.A.(2014).Gettingunderthehood:howandforwhomdoesincreasingcoursestructurework?.CBE-LifeSciencesEducation,13(3),453-468.

WithspecialthankstotheUWBotanicGardensEducationDepartmentandtheCampusSustainabilityFundfororganizationalandGinancialsupport.

Studentsattendlecturecomponentofeveningclass,PhotoCreditCourtneyBobsin

VolunteershelpweedyoungseedlingsattheSER-UWNursery,PhotoCreditCeciHenderson

Studentspar?cipateininterac?veac?vityineveningclass,PhotoCreditAdamLeDoux

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