Undergraduate Writing Promotes Student’s Understanding of International Sustainable Development in Horticulture 英文参考文献.docVIP

Sustainability 2011, 3, 2470-2495; doi:10.3390/su3122470 OPEN ACCESS sustainability ISSN 2071-1050 /journal/sustainability Article Undergraduate Writing Promotes Student’s Understanding of International Sustainable Development in Horticulture Neil O. Anderson 1,* and Julia A. Kelly 2 1 Department of Horticultural Science, University of Minnesota, 1970 Folwell Avenue, Saint Paul, MN 55108, USA 2 Librarian, Magrath Library Reference Service, 83 Magrath Library, 1984 Buford Avenue, Saint Paul, MN 55108, USA; E-Mail: jkelly@ * Author to whom correspondence should be addressed; E-Mail: ander044@; Tel.: +1-612-624-6701; Fax: +1-612-624-4941. Received: 24 October 2011; in revised form: 16 November 2011 / Accepted: 18 November 2011 / Published: 14 December 2011 Abstract: Promotion of undergraduate student thinking and learning in the realm of sustainable production is a new focus for horticulture curricula. In a writing intensive course, Greenhouse Management (Hort 3002W; University of Minnesota), students focus their learning of sustainability by writing peer-reviewed, 3-phase ‘Worldwide Sustainable Horticultural Crop Production Papers’ on past, present, and future prospects for sustainability. The USA is used as an in-class example throughout the semester while each student focuses their writing on a specific country of their choosing. Their papers focus on eight goals for each country across the three Phases: I—their choice of a country, definition of sustainability, identification of historical production practices, current production statistics; II—current production practices and integration of historical/current practices (ranked strategies); III—finalized sustainable development strategy, design of a future sustainable, controlled-environment production facility. The last two goals (Phase III) provide plant breeders with potential breeding objectives for country-spec