About Our Cover video that would introduce potential students to a wide range of horticultural commodities and disciplines, showcase a wide variety of Careers in Horticulture: The Video potential careers, and highlight horticulture across the country. Where are the students? How can we al., 1990; Hershey, 1990; Hershey, 1991; Many things have come together to make attract them to horticulture? These questions Midden, 1990; Smalley, 1991; Staub and this the right time for the ASHS “Careers in are not new-we have all asked them many Braunschweig, 1990; Stearns, 1991; Taylor Horticulture” video. The Society’s interest times over the past decade. The answer to the et al., 1990; White, 1991; Widhalm and has grown stronger in view of the declining first question is easy. Many of our prospec- Rhodus, 1991). There has been strong sup- enrollment of students and the increasing tive students are in middle and high schools, port for educational efforts such as these need for trained horticulturists. Money be- colleges, and universities. The answer to the from the working groups in the ASHS Edu- came available for the video through the second question is less clear. Three things cation Division. Our teaching efforts are pro- Society’s Venture Fund. Improved video must come together before we see enrollment ducing positive results. Our alumni report technology has made it possible to produce a of horticulture students rise significantly: 1) that we are doing a good job of preparing professional quality video at a reasonable a strong industry that promises a future of them for the industry. Trinklein and Wells cost. We were excited about doing the project exciting jobs for skilled workers, 2) solid (1989) surveyed horticulture alumni from and were familiar with the work of a profes- educational programs that keep students in- the Univ. of Missouri, Columbia, and re- sional videographer who was interested and terested and teach them the skills they need to ported that 82% of the respondents felt their available. succeed in the industry, and 3) an aggressive horticultural education helped them analyze recruitment program that lets potential stu- and solve problems and 60% felt their horti- The challenge dents know that horticulture is a good career cultural education was well balanced be- choice. tween theory and practical learning. We set out to produce a video that will It is no secret that the horticulture industry But where are we on recruiting? Swasey capture the excitement of horticulture in a has a great need for skilled and creative (1988) detailed the Univ. of Delaware’s pro- way that will appeal to middle and high workers. Dorrance (1989), for example, cedure for recruiting students into a graduate school students. Our goal is to include a wide summarized Vermont’s need for skilled hor- program in garden administration. Rhodus range of commodities, a broad sampling of ticultural workers. Business journals cite (1990) reported considerable effort on the horticulture’smany scientificdisciplines, and horticulture as one of the positive compo- part of individual schools using many tools many of the current and future career possi- nents of the nation’s lagging economy (Katz, and approaches, but cited no collaborative bilities that horticulture offers. 1991) and even as one of the “10 careers on efforts and no national focus. National ASHS From the viewpoint of ASHS, the video the verge” (Morris, 1990). The nation’s ris- educational forums (Albrecht, 1990; Stack, must be inclusive and accurate. It must com- ing rate of consumption of fresh fruits and 1989) and industry publications (Hundley, municate that horticulture is a viable career vegetables (Dunlop, 1991) and ornamental 1988; Meister, 1989) have addressed the choice in all of our geographical regions, and horticultural crops (Johnson, 1991) suggests challenge of student recruitment and have that there are exciting horticulture jobs in a great potential for increased domestic pro- suggested the need for a national effort. The production and marketing, research and de- duction and creative marketing strategies. challenge of student recruitment is a major velopment, and education and extension. The The potential in floriculture alone is great. priority for all of us, and it is time to work video must communicate that horticulture is The Society of American Florists (1991) together on behalf of the future of horticulture. a good career choice for students with talent, reports that the combined floriculture and training, and desire. ornamental horticulture industries comprise Reaching youth through video From theviewpoint of our target audience, nearly 10% of crop agriculture and that the the video must be short, flashy, fast-paced, United States floriculture industry has grown Our next generation of horticulture stu- and segmented. It must portray horticulture at a steady rate of 8% per year for the last dents has grown up in a world in which in a way that competes for the attention of a several years. The U.S. Secretary of Agricul- information is disseminated increasingly generation interested in money, sports, and ture, in recognition of this industry’s poten- through visual media and decreasingly an upscale lifestyle. tial, recently created a position (filled by H. through print media. Young people are at- Marc Cathey) to investigate the marketing tracted to visual media. Consider the popu- Testing of available horticultural videos and research needs of the floral and nursery larity of MTV, home movie rentals, and the industry. video diversions offered in stores and shop- There are a surprising number of horticul- Our horticulture education programs could ping malls. tural career videos offered by educational benefit from some updating in methodology Many of the tools we use for teaching are programs and professional associations. Each to keep the attention of the students of the now available through the video medium. A is valuable because those produced by schools 1990s (Connor, 1989). The transition is well quick check of educational supply catalogs generally describe the strengths of the re- underway, as indicated by a brief review of shows that the number of teaching videos has cruiting institutions and those produced by some of the posters and presentations at the increased dramatically in recent years. The professional associations focus on specific last two ASHS national meetings (Baker, tools we use for recruitment, such as our commodities or disciplines. But we need an 1990; Biggs et al., 1991; Dana, 1991; Duray brochures, posters, and information packets, all-encompassing video to present a com- and Davies, 1990; Ferguson, 1991; Haque et can all describe and show pictures of horti- plete picture of horticulture. culture, but video can bring horticulture to The videos on the market differ greatly in life through a medium that young people production style. To assess the effectiveness Received for publication 3 Feb. 1992. Accepted know well. of existing styles, and to more clearly define for publication 27 Mar. 1992. Student recruitment videos for horticul- the style of the current project, we showed 1- ture are not new. Several horticulture depart- mm clips of three widely available videos to ments have produced their own recruitment 60 Members at the 1991 ASHS Annual Front Cover: Scenes from the filming of the videos and commercial videos are available Meeting at Penn State and to 50 growers and ASHS Careers in Hortrculture Video. from several commodity groups. For several college students. Those surveyed preferred a years, ASHS has considered producing a 15 to 20-min format with an “MTV ap- (Continued on page 486)

386 HORTSCIENCE, VOL. 27(5), MAY 1992 (Continued from inside front cover) and all the local horticulture industry mem- yards of cords. We generally used a minivan bers who went out of their way to help in this for ground transportation and flew to some proach” (hard visual shots connected with project. The enthusiastic cooperation we re- locations. strong music background). Several people ceived has been tremendous and the video Most of the filming is now completed and also gave us valuable suggestions on loca- could not be done without it. our ratio of footage : finished product is tions, industries, and careers to consider in » 80:1. For comparison, a 50:1 ratio is typical our filming schedule. What is required for a quality video? in the film industry. We are now editing our Two surveys of youth will also impact footage in preparation for the master edit, a this video’s style. First, the Future Farmers of Video production has become much easier process that costs $250/h, with a ratio of 1 h America conducted focus groups with high in recent years with the introduction of “user master edit : 1 min finished product. It is well school students to gain input toward upgrad- friendly” equipment. The resources needed worth the expense, as master editing provides ing their programs and appeal. They found to make a quality video, however, exceeds special effects like split screens, dissolves, the top three interests of high school students high-tech equipment. In addition to a solid and multiple speech and music tracks. to be sports, earning money, and recreation idea, a supportive granting agency, and the (including music). Second, we showed stu- help of countless horticulturists in both in- How does it look? dents our l-min film clip survey that was dustry and education, this project required conducted at Penn State. We compared input dedication and commitment. Horticulture has something for everyone! from fifth-grade vs. 10th-grade students, ur- The footage shows flowers, fruits, and veg- ban vs. rural locations, and various regions of Cooperators etables, but it also shows other crops (e.g., the country. The comments and suggestions bonsai and topiary, native plant materials, of the students will be taken very seriously We gratefully acknowledge the efforts of hops, herbs, and cut flowers); equipment and will have an-impact on how our finished Ellen Paparozzi, Univ. of Nebraska, who (e.g., fork lifts, tree buckets, tree spades, pear product looks. provided input on the design of the project canning, apple fresh pack, and watering and coordinated the midwestem film trip and booms); technology (e.g., tissue culture, Limitations and opportunities input from the ASHS Educational Media molecular genetics research, automated fruit Committee. The project was also greatly grading, and automated plant production with Every project has limitations. The filming enhanced by the expertise of Bob Logsdon, robotic booms and conveyers); computers possibilities for a horticulture video are al- Iris Multimedia, Burlington, Vt., who spe- (e.g., computer-assisted landscape design, most endless when all the commodities, dis- cializes in agricultural education video pro- business management and inventory control, ciplines, careers, and geographical locations duction. Leonard Perry and Logsdon have and greenhouse environmental control sys- are considered. We obtained enough funds to been involved in every filming and either tems); art (e.g., landscape and floral design); film in just four to five locations around the Paparozzi or Lois Berg Stack were involved and related disciplines (e.g., entomology, country. These locations were determined in all other major trips. engineering, and plant pathology). largely from the suggestions of our Society’s Horticulture is portrayed as research, pro- Members. Our time span from start of film- Time required duction, and marketing, but alternative ca- ing to finished product is Aug. 1991 to July reer opportunities are also highlighted: horti- 1992, requiring us to juggle locations around The time input required for such a project cultural therapy, community garden man- the winter season. is remarkable. Consider an average filming agement, zoo horticulture, and botanical We filmed interns at Longwood Gardens day: two locations of 3 h each, with two to garden and park management. (Kennett Square, Pa.) in the summer; Wash- three interviews per location, plus various We are not certain how young students ington apple and grape harvests, Nebraska cover shots, plus 4 h driving time. For filming will perceive horticulture, but we have a good pumpkins, and Iowa nurseries in the fall; alone, three people × 10 h per day × 38 idea from the youngworkers we interviewed. Florida citrus and landscape industries in the filming and travel days = 1140h. We estimate When we asked, “Why have you chosen winter. We took full advantage of each trip to that this time can be doubled when accounting horticulture as a career?’ young workers film additional sites with multiseasonal inter- for project planning and coordination, film answered that they make enough money to est. For example, on our trip to the northwest- episode preplanning, and postfilming pro- support their lifestyles, but they chose horti- em United States, we filmed nursery plant duction. That accounts for a conservative culture primarily because it provides inde- tissue culture and a garden center in Wash- estimate of 2280 h (57 work weeks) and does pendence on the job, a healthy environment, ington and a nursery in Oregon. Our Florida not include any estimate of the time spent by good physical activity, an opportunity to be trip provides unique footage from Walt Disney ASHS Members who contributed ideas, on- outdoors, diversity of tasks, creativity, con- World. The footage from our trip to the site contacts who helped coordinate filming, stant challenge, and fun. Their answers will midwestem United States includes some of or those horticulturists who were interviewed be an inspiration for us all. Consider the the most creative horticulture career possi- and filmed. woman working at the Omaha Zoo, which bilities: zoo horticulture in Nebraska, horti- contains the world’s largest enclosed rain cultural therapy in Kansas, and greenhouse Equipment required forest. She enjoys her job because she has the plug production in Iowa. Tomato and turf opportunity not only to work in horticulture, production footage was contributed to our Each trip required -150 lb of filming but also to educate people about the need to project from Oklahoma. We were able to equipment. We used a Betacam SP camera protect wildlife and the environment. Or con- make several short trips around the north- compatible with broadcast-quality tape re- sider the man who learned horticulture from eastern United States for additional footage, quired for making 1/2-inch tapes for distri- his grandfather in the Philippines and dreamed including cranberry harvest and small-fruit bution to potential students and schools and of working ln the United States. Now he tissue culture in Massachusetts, farmers’ 3/4-inch tapes for broadcasting on television. works in the Battery Park section of New markets and horticulture students in Ver- We used a high-quality recording deck and York City and he speaks to us in the video mont, landscape architecture and computer- monitor. Our lavaliere microphones were with the Statue of Liberty in the background. ized instruction in Pennsylvania, interior- able to pick up voices clearly while avoiding scaping and park horticulture in New York wind and other background noise. A remote Marketing “Careers in Horticulture” City, potato production in upstate New York, microphone enabled us to film distant shots, and seed production and handling in Maine. such as an arborist pruning a tree from a The video will be finished by July 1992. We would like to thank all the ASHS bucket. We also carried lights, 4- to 6-h The national premier will be at the ASHS Members who suggested filming locations battery packs and rechargers, a tripod, and 60 Annual Meeting in Honolulu and the interna-

486 HORTSCIENCE, VOL. 27(5), MAY 1992 tional premier at the ISHS First International Dorrance, A. 1989. Vermont employment oppor- Rhodus, W.T. 1990. Analysis of recent enroll- Conference on Education and Training in tunities in horticulture. Vermont Agr. Dept., ment trends and recruiting strategies in horti- Horticulture in Auchincruive, Scotland. These Montpelier. culture. HortScience 25:1443-1446. premiers will mark the beginning of the mar- Dunlop, G.S. 1991. Public policy issues that chal- Smalley, T.J. 1991. Teaching landscape construc- lenge the fresh fruit and vegetable industry for tion skills to university students. ASHS 1991 keting process. Our hope is that the video will 1992. U.S. Dept. Agr. Annu. Agr. Outlook Annu. Mtg., University Park, Pa., Prog. & be made available to every middle and high Conf. Dec. 1991. Booklet 63-8. Abstr. p. 787. school in the country at the lowest possible Duray, S.A. and F.T. Davies, Jr. 1990. A class- Society of American Florists. 1991. The answer... price.. It is important to reach middle school room laboratory exercise to demonstrate seed the floral industry. (Brochure) children, since our discussions with educators priming. ASHS 1990 Annu. Mtg., Tucson, Stack, L.B. 1989. Recruiting floriculture students: indicate that children make directional career Ariz., Prog & Abstr. p. 1111. A strategy for the future. ASHS 1989 Annu. decisions beginning in the fifth grade. Ferguson, J.J. 1991. Incorporation of agricultural Mtg., Tulsa, Okla., Prog. & Abstr. p. 20. Christine Radiske, ASHS’ public relations databases and software into citriculture courses. Staub, J.E. and K. Braunschweig. 1990. Mutation, director, is developing a marketing plan for ASHS 1991 Annu. Mtg., University Park, Pa., a microcomputer module designed for plant Prog. & Abstr. p. 787: breeding and genetics. ASHS 1990 Annu. the video. She plans to distribute the video Haaue. M., R. Baumgardner, and D. Price. 1990. Mtg., Tucson, Ariz., Prog. & Abstr. p. 1106. with printed material so that young students ‘Computer-aided design and video-disc tech- Stearns, D.T. 1991. Bringing video imaging to the can share their excitement about horticulture nology in landscape design classes. ASHS university classroom. ASHS 1991 Annu. Mtg., with their parents through take-home litera- 1990 Annu. Mtg., Tucson, Ariz., Prog. & University Park, Pa., Prog. & Abstr. p. 793- ture. We look forward to her efforts that will Abstr. p. 1181. 794. help us educate both students and parents on Hershey, D.R. 1990. Sources of plant humor for Swasey, J. 1988. Promotion and marketing of what horticulture is all about. use in horticultural education. ASHS 1990 horticultural programs. ASHS Northeast Re- We hope that the young people who view Annu. Mtg., Tucson, Ariz., Prog. & Abstr. p. gion Annu. Mtg., Orono, Maine. the ASHS “Careers in Horticulture” video 1115. Taylor, K.H.S., G. Cobb, and J. Zajicek. 1990. A Hershey, D.R. 1991. An inexpensive teaching hypercard application for the selection of will be as impressed as we are with American laboratory exercise to induce carbon dioxide southern landscape plants. ASHS 1990 Annu. horticulture. deficiency in plants. ASHS 1991 Annu. Mtg., Mtg., Tucson, Ariz., Prog. & Abstr. p. 1111. University Park, Pa., Prog. & Abstr. p. 725. Trinklein, D.H. and J.A. Wells. 1989. Involving Literature Cited Hundley, M. 1988. Horticulture education: The alumni in curriculum evaluation. HortScience aood news. SAF: Business news for the floral 24;425-426. Albrecht, M.L. 1990. Mainstreaming horticulture industry. Soc. Amer. Florists 5(9):29-30, 32, White, J.W. 1991. Interactive computer/videodisc into public education. ASHS 1990 Annu. Mtg., 34-35. instruction. HortScience 26(6):650. Tucson, Ariz., Prog. & Abstr. p. 1042. Johnson, D.C. 1991. 1992 Floriculture and envi- Widhalm, L. and W.T. Rhodus. 1991. Developing Baker, C.L. 1990. Bridging the gap: Education to ronment horticulture outlook. U.S. Dept. Agr. multimedia educational software. ASHS 1991 employment. ASHS 1990 Annu. Mtg., Tuc- Annu. Agr. Outlook Conf. Dec. 1991. Booklet Annu. Mtg., University Park, Pa., Prog. & son, Ariz., Prog. & Abstr. p. 1126. 6:14-24. Abstr. p. 726. Biggs, M.S., T.D. Sydnor, and N.L. McCaslin. Katz, H. 1991. Business report: Miami. Profiles 1991. Computer-videodisc enhancement of 4(12):16. LOIS B ERG STACK plant identification. ASHS 1991 Annu. Mtg., Meister, R.T. 1989. A symbol: The rickety re- Dept. of Plant, Soil, and Environmental University Park, Pa., Prog. & Abstr. p. 787. search greenhouse. Amer. Veg. Grower Sciences Connor, L.J. 1989. Land-grant undergraduate ag 37(3):94. Univ. of Maine programs: They need revitalizing. Choices Midden, K.S. 1990. Developing environmental Univ. of Minnesota, Minneapolis-St. Paul. p. awareness with young people. ASHS 1990 Orono, ME 04469 12-15. Annu. Mtg., Tucson, Arix., Prog. & Abstr. p. and Dana, M.N. 1991. “Native Plants of Indiana”: 1126. LEONARD P. PERRY Videos for instruction and extension. ASHS Morris, M. 1990. 15 Fast-track careers. Money Dept. of Plant and Soil Science. 1991 Annu. Mtg., University Park, Pa., Prog. 19(6):108-111, 113-114, 116, 118, 121-122, Univ. of Vermont & Abstr. p. 787-788. 124,126. Burlington, VT 05405

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