Pomology 101/PLB173/PLS113 (Biological Applications in Fruit Tree Management)
Pomology 102/PLB174/PLS114 (Biological Applications in Fruit Production)
Ted DeJong in peach orchard
Ted DeJong, Wolfskill Experimental Orchards
I have been involved in teaching PLS 113 and its predecessors for more than 30 years and in teaching PL114 for the past 10+ years. Both courses were originally a 4 unit pomology classes focused on the growth, development, physiology and management of deciduous fruit trees and their cropping. In the late 80’s these courses were abbreviated to 2 unit classes to accommodate students involved in a range of majors who were interested in pomological crops but had difficulty fitting large 4 unit courses into their demanding curriculum. PLS113 has always had both lecture and lab components and focuses on the growth, physiology and management of trees while its sister course, PLS 114, is more focused on fruit growth and development and managing the crop. Both courses focus on the biology and physiology that underpins pomological management practices rather than teaching formulas for tree and crop management. The laboratory aspect of these courses has always been popular with students and has focused on hands-on opportunities to prune trees, thin fruit and experience a number of other pomology management practices in the field.
The new extension course,Principles of Fruit and Nut Tree Growth, Cropping and Management, is an intensified short course, offered annual in the winter, with a focus on the essentials of these previous two courses.
I have also been involved in guest lecturing in other Plant Sciences courses primarily in the area of tree and plant environmental physiology.
HRT 203 (Research Perspective in Horticulture)
I have a co-teacher of this graduate course for more than 20 years. The course is focused on providing entering graduate students understanding of what it means to become a producer of new, scientifically-based knowledge and concepts, in addition to being a consumer of knowledge (a characteristic of most undergraduate education). In addition to analyzing published research and some of the prevailing theories that have been derived from it, a core aspect of this course is the development of a scientific research proposal that is built on a literature-based hypothesis.
I have also been a regular contributor in three other graduate courses giving lectures on integrative tree modeling and fruit tree and nut research to topics.