New York Botanical Garden
Overview
New York Botanical Garden, was an NCCRS member from 1979 to 2010 and renewed their membership in January 2012. Since its founding in 1891, The New York Botanical Garden has been a nationally and internationally recognized research center and resource of major importance to the plant sciences. The William and Lynda Steere Herbarium maintains a collection of more than 7.3 million dried specimens. The Garden publishes three scientific journals and several book series through NYBG Press, operates the Institute of Economic Botany, the Institute of Systematic Botany, and the Lewis B. and Dorothy Cullman Program for Molecular Systematics, and offers a cooperative doctoral program in plant taxonomy. The Garden’s LuEsther T. Mertz Library is one of the most comprehensive botanical and horticultural libraries in the world. The library is noted for the importance, breadth, and accessibility of its holdings, which include well over 1 million items in 72 languages covering 800 years of botanical and horticultural history, comprising 550,000 books and journals; 52,000 nursery and seed catalogs; 40,000 pieces of art and illustration; thousands of vertical files, reprints, and photographic materials; and more than 6,700 linear feet of archival material. The Library serves the Garden staff, students, professionals, and the general public in all aspects of plant studies.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information on the top right of this page.
Titles of all evaluated learning experiences
Descriptions and credit recommendations for all evaluated learning experiences
- Formerly Horticultural Therapy Activities Analysis and the Group Process (THR 407)
Upon successful completion of the course, students will be able to: identify at least three benefits of conducting an activity analysis; examine activities regarding the physical, cognitive, social and affective needs of clients; define administrative needs for conducting activities in specific settings; differentiate between goals and objectives; demonstrate how horticultural therapy activities can be adapted or modified; structure activities with measurable objectives; identify types of groups encountered in horticultural therapy programs; apply leadership styles as indicated by group needs and dynamics; choose and design appropriate documentation tools; and create and deliver an activity analysis for a specific program and population.
This course is taught in a traditional classroom environment with required site visits as part of the certificate program. Methods of instruction include: lectures, class discussions, readings, individual and group design and presentation, case studies, assigned reading and individual research. Prerequisites: Introduction to Horticultural Therapy (THR 301), Horticultural Therapy in Physical Rehabilitation (THR 403), or approval of Program Coordinator.
Upon successful completion of the course, students will be able to: differentiate and define types of gardens: healing, meditation, contemplative, restorative and therapeutic gardens and assesses their appropriate use and application for a special population; account for the special needs of clients when designing a horticultural therapy garden/space in order to maximize its therapeutic effectiveness; evaluate and modify the design process, specifically to: assemble and communicate with a design team to facilitate the process, provide information necessary to develop a design program, assist with and evaluate site inventory and analysis; read and evaluate plans, sections, and elevations for circulation, patterns, esthetics, plant selection, ADA standards, etc., and conduct site visits and post occupancy evaluations; research and apply creative solutions to address specific needs; and evaluate and adopt creative solutions to address specific needs.
This course is taught in a traditional classroom environment with required site visits as part of the certificate program. Methods of instruction include: lectures, class discussions, readings, individual and group design and presentation, case studies, assigned reading and individual research. Prerequisite: Introduction to Horticultural Therapy (THR 301).
Upon successful completion of the course, students will be able to: identify the causes and describe the characteristics of atypical children and adolescents including the following conditions: learning disabilities, mentally challenged, people with Down Syndrome, autism, visual impairments, behavioral disorders, and visual impairments; explain how horticultural therapy can be utilized to meet educational, social, physical, emotional, vocational and recreational goals; identify learning styles and design horticultural therapy activities that can develop perceptual modalities-visual, auditory, tactile and kinesthetic; design creative horticultural therapy programming for youth who are low functioning or difficult to motivate; develop goals and objectives for various age groups and developmental levels; design a unit plan on a horticultural theme; write a lesson plan for a horticultural therapy activity; examine the use of horticultural therapy in pediatric settings; define the role of the horticultural therapist as an interdisciplinary team member in programs for children; and perform a literature review of scientific, refereed journal articles concerning horticultural therapy for youth.
Upon successful completion of the course, students will be able to: describe the demographic makeup of the older adult population in the United States and how therapeutic service needs are affected; identify common chronic diseases and impairments that occur during the aging process; identify losses and issues affecting adults as they age-both physical and cognitive; compare current models of aging and how they affect living situations for older adults; explain how horticultural therapy can be used to meet the social, emotional, physical and cognitive goals for older adults; identify common types of dementia, the stages of Alzheimer's disease and compare and contrast the differences in cognitive functioning associated with each stage; adapt horticultural tasks and methods to meet the needs and treatment goals of this population; describe evaluation tools in horticultural programming with older adults; identify the roles of interdisciplinary team members in programs for older adults; and perform a literature review of scientific, refereed journal articles concerning horticultural therapy for elders.
Upon successful completion of the course, students will be able to: discuss etiologies and characteristics of conditions frequently treated in a physical rehabilitation settings including: Cerebral Palsy, Multiple Sclerosis, Guillain-Barre syndrome, spinal cord injury, cardiac rehabilitation, traumatic brain injury, orthopedic conditions, and stroke; explain the psychosocial effects of physical disability on the human condition; define the roles of the team treatment members in physical rehabilitation settings; demonstrate an understanding of the clinical process in a rehabilitation setting including assessment, documentation, development of appropriate goals and objectives; and create a treatment plan based on a case study and develop horticultural therapy activities to support the treatment plan.
Upon successful completion of the course, students will be able to: evaluate tools, equipment, supplies and structures for use by participants with diverse needs; adapt tools and equipment to maximize client participation in horticultural therapy activities; describe the therapeutic qualities of plants and provide examples; assess potential risks and safety precautions of: plants, horticultural materials, physical environment and participants' conditions when planning horticultural therapy activities; describe culture, requirements, propagation methods and safety of plants discussed in class, including: herbs, vegetables, fruits, grasses, annual and perennial flowers, tropical plants, aquatic plants, trees, shrubs, perennials, bulbs, corms and rhizomes; select plants and design activities to meet treatment goals for a variety of populations; outline the planning aspects and time frames necessary for successful indoor and outdoor horticulture projects.
Upon successful completion of the course, students will be able to: identify types of horticultural therapy programs and their missions, goals and anticipated outcomes; examine components of programs: facility, staff, volunteers, materials, activities, documentation methods, evaluation methods, and types of record keeping; write program goals for the various types of programs; develop strategies for recording, documenting, and evaluating the effectiveness of horticultural therapy programs; examine budgets: types of expenses; start-up costs; potential funding sources; income generating ideas; write a program proposal and prepare a budget to develop a horticultural therapy program for any institution, facility, agency or group; recognize the legal aspects of providing horticultural therapy services as an independent contractor; review proper record keeping and accounting practices necessary for a small business; develop techniques for marketing your services to existing and potential sites; and compose a "request letter" for funding of a proposal.
Upon successful completion of the course, students will be able to: define horticultural therapy and the role of horticultural therapists; examine the therapeutic relationships between people and plants; trace the history of horticultural therapy to the present; describe the benefits of horticultural therapy; compare three horticultural therapy program models and give examples of settings in which they take place; identify the populations that can benefit from horticultural therapy; explain how horticultural therapy is used to treat specific conditions; demonstrate the processes and outcomes of horticultural therapy from the perspectives of the client and therapist; develop skills and techniques to ensure optimum therapeutic benefit; perform a literature review of scientific, refereed journal articles concerning horticultural therapy; and identify organizations and resources for professional development and review the process of professional registration with the American Horticultural Therapy Association.
