Student-centered learning and ethnobotanical connections in plant identification curriculum: engaging students in broader scientific competencies

Many students within plant identification courses are disengaged due to the heavy emphasis on rote memorization. We propose a shift of learning objectives in plant identification curricula from content knowledge to emphasize broader scientific competencies within the framework of interactive student-centered learning and ethnobotanical connections. We describe sample activities and learning objectives aligned with disciplinary standards and methods to promote student interest and success. We present examples of student-centered activities such as student-led field presentation of plants, applying the process of science, and service-learning projects. We also present some platforms for introduction and review including interactive problem-solving and games, interdisciplinary and sensory connections, and online tools. These approaches can increase student responsibility, improve accessibility to information, facilitate long-term memorization, and diversify modes of instruction and assessment.