Author(s):
Plant science programs are increasingly scarce, with many programs being absorbed into more general biology departments and leading to a reduced botanical capacity and lower interest in studying plants by college students. The need for botanical expertise, however, remains high in multiple portions of our society as plants are increasingly used to maintain food security, preserve biodiversity, and build nature-based solutions to climate change in terrestrial, coastal, and aquatic ecosystems. The need to provide adequate training is paramount, but the need to showcase potential career trajectories and build a botanical community is equally important. At Old Dominion University, we are in the third year of a three-year project to reassess how we train students in plant sciences, with three primary goals: 1) to make students more aware of plant-associated careers early in their undergraduate program, 2) to provide students with hands-on experiential learning of botanical concepts throughout the curriculum, and 3) to build a botanical community of students, faculty, and other stakeholders on our campus that is diverse, inclusive, and supportive. Our multifaceted approach has identified both successes and shortfalls as we engage with students at multiple levels. For example, tabling events have been successful in informing incoming freshman students about botanically related activities, but very few students have been interested in participating in a freshman plant focused learning community. Students in our general botany class provided positive feedback regarding the use of short-term internships with local community partners, but overall botanical interest remained similar before and after these experiences. Overall appreciation of plant-based research skills, attitude towards botany, and attention to plants in surrounding areas all improved over the semester. We are in the process of comparing these short-term internships to research focused CURE style labs and will compare to traditional labs in the final year of the project. Finally, students participating in summer research programs reported positive gains in problem solving skills, time management, and self confidence in doing research. Further, many participants have gone on to participate in additional research on campus, attend scientific conferences, and secure post-graduation employment. The opportunity for students to connect with faculty and graduate mentors and develop a lasting community has proven to be the most beneficial. This work continues to enhance existing efforts to improve interest in plant sciences and aims to develop community among undergraduate students from a variety of backgrounds. The implementation of more personalized education may be the key to cultivating diverse plant biologists and reversing the trend of declining botanical capacity, but requires a continued active commitment to exposing students to plant sciences. This maintains certain challenges in programs and universities with limited botanical capacity, but has the potential to provide robust training, opportunities, and community to students who are interested in plant sciences.
Coauthors
Taylor Sloey, Old Dominion University, Norfolk, Virginia; Devani Jolman, Old Dominion University, Norfolk, Virginia; Lisa Wallace, Old Dominion University, Norfolk, Virginia
