Thesis--Auburn University, 2010. / Abstract. Includes bibliographic references

Strawberry cultivar performance affected by various cultural practices was investigated in two production systems. The first study investigated strawberry yield, fruit quality, and production timing of eight cultivars when using black and red plastic mulches in a high tunnel production system. The high tunnel increased air temperatures and advanced strawberry fruiting by four to six weeks compared to local openield production. The second study investigated plant growth, yield, and fruit quality of 10 cultivars fertilized with organic or conventional fertilizer and irrigated once or twice daily with the same total irrigation volume in a container system. Strawberry cultivars varied in their yield and quality variables including soluble solids contents, firmness, and titratible acidity in the two production systems. Mulch color, fertilizer type, and irrigation frequency had varying effects on the growth microenvironment, fruit yield, and certain quality variables.

No description available.

No description available.

The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the public’s perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students’ involvement with experiential learning (p < .001). Further analysis of the data displayed that 67% of the variance in scores can be attributed to method of instruction received. In addition, focus groups were conducted to assess student knowledge gain and perceptions of agricultural production. Focus group responses were analyzed and grouped into the following themes: 1. The interesting and dynamic nature of agriculture and the lessons 2. Stereotypical preconceived notions of agriculture 3. Desire to learn more about agricultural topics 4. The role of experiential learning (and lack thereof) 5. Increase in knowledge, awareness, and appreciation of agriculture Results revealed that the participants who experienced the hands-on approach to the lessons had a more lasting and richer learning experience than those who did not participate in a hands-on approach. The results also indicated not only an increase in knowledge among students, but a willingness for future agricultural education opportunities and a deeper appreciation for agriculture.