Introduction to Horticulture for Horticultural Therapists
I. Course Prefix/Number: HTC 100
Course Name: Introduction to Horticulture for Horticultural Therapists
Credits: 3 (1 lecture; 4 lab)
III. Course (Catalog) Description
Course provides introduction to horticulture required for understanding of horticultural therapy. Content includes plant classifications and structure, plant growth and development, and appropriate soil composition for indoor and outdoor plants.
IV. Learning Objectives
- Define horticulture, list and describe the different areas of horticulture, and outline the different branches of horticulture.
- Identify who started the binomial system.
- Understand the language used in scientific classification and how plants are organized using scientific names.
- Distinguish between annuals, biennials and perennials.
- Understand the growth habits of woody, herbaceous, deciduous and evergreen plants.
- Understand the environmental requirements for plants to grow.
- Understand the structure and function of the different parts of the plant.
- Give examples of practices commonly used in horticulture to achieve a desired response in plants and explain how and why the practice produces the desired response.
- Identify major plant hormones and understand their role in the growth of plants.
- Use basic horticultural vocabulary to describe how plant growth and development at the cellular level translates into plant growth.
- Demonstrate an understanding of the essential indoor and outdoor plant vocabulary used by horticultural professionals.
- Propagate, grow and care for indoor plants used in horticultural therapy programs.
- Address pest and disease problems for indoor and outdoor plants using least toxic methods.
- Demonstrate elemental understanding of outdoor garden soils, amending and fertilizing for optimal plant health.
- Plant, care for, harvest and use products from the garden in HT programs.
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
A detailed course outline will be provided on the first of class.
VII. Methods of Instruction
Lecture/discussion with extensive hands-on activities in the Garden.
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
- Grow ten different indoor plants and journal experience; deliver our indoor activities with a group.
- Grow 12 outdoor plants (four each of annual flowers, vegetables and herbs used in HT programs). Journal experiences weekly in a manner that will guide future HT program plant selection and use, i.e. bloom/harvest dates, weather, productivity, problems, tolerance to low moisture, general performance, sensory appeal etc.
- Deliver CBG Outdoor Activities at home with patients, family.
IX. Instructional Materials
- Simson S., Straus M., Horticulture as Therapy: Principles and Practice, Haworth Press, Binghampton, NY, 1998
- Hessayon, D.G., Expert Garden Series, selected publications, Sterling Publishing, 1990 and subsequent.
- CBG Activity Plan manuals
- Local cooperative extension publications about outdoor gardening( best localized info)
- Or materials of comparable content
X. Methods of Evaluating Student Progress
May vary with individual instructor but will include: written exams, journal project, program of plantings.
XI. Other Course Information
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.
Electronic video and/or audio recording is not permitted during class unless the student obtains written permission from the instructor. In cases where recordings are allowed, such content is restricted to personal use only. Any distribution of such recordings is strictly prohibited. Personal use is defined as use by an individual student for the purpose of studying or completing course assignments.
For students who have been approved for audio and/or video recording of lectures and other classroom activities as a reasonable accommodation by Oakton’s Access Disabilities Resource Center (ADRC), applicable federal law requires instructors to permit those recordings. Such recordings are also limited to personal use. Any distribution of such recordings is strictly prohibited.
Violation of this policy will result in disciplinary action through the Code of Student Conduct.