Purpose: Wearable lower body robotic exoskeletons are an emerging technology used in gait rehabilitation to facilitate task-specific overground walking. Despite their proposed utility as a rehabilitation intervention, exoskeletons have not been widely implemented into clinical practice by physiotherapists. This study aims to inform future development of exoskeleton technology through the exploration of physiotherapy student perspectives on the use of the H2 robotic exoskeleton and the implementation of exoskeletons as a therapeutic technology in neurological gait rehabilitation. Methods: A qualitative descriptive study, including fifteen physiotherapy students, was conducted using three equally sized focus groups. A collaborative data analysis process was employed using the DEPICT model. Results: Five themes were identified during data analysis: developing evidence-informed practice, clinical considerations for exoskeleton use, resource demands, device-specific challenges for implementation, and future development. The results suggest there are several barriers limiting novel clinicians' future use of exoskeletons. Conclusion: This study highlights current challenges surrounding exoskeleton implementation into clinical practice and provides direction for future exoskeleton development. ä IMPLICATIONS FOR REHABILITATION Physiotherapy students view exoskeletons as a potentially valuable rehabilitation tool once perceived limitations are addressed. This study encourages collaboration between physiotherapists and biomedical engineers for future exoskeleton development. More research is needed to inform treatment parameters and appropriate client criteria to guide exoskeleton use for gait rehabilitation.

The term Ethnobotany describes the study of people's relationships to plants as foods, fibers, medicines, dyes, and tools throughout the ages. Using the student active technique of experiential learning, undergraduate students enrolled in landscape design and implementation classes at Clemson University planned and installed an Ethnobotany garden in partnership with the South Carolina Botanical Garden (SCBG) staff, volunteers, and Sprouting Wings children. Sprouting Wings is an after-school gardening and nature exploration program for under-served elementary school students. College students and faculty working on this service-learning project contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation. Students enrolled in the landscape Implementation class were surveyed to evaluate their perceptions on a variety of possible learning outcomes for this class. Students indicated that their service learning experience with the Ethnobotany project allowed them to acquire and practice new skills, broadened their understanding of the surrounding community, increased their ability to work in real world situations, introduced new career possibilities, gave students a better understanding of their course work, increased their ability to work on a team, increased their knowledge of environmental sustainability, and allowed them to discover or develop leadership capabilities. In a survey question regarding preference for service learning rather than traditional classes, the majority of students prefer the service learning pedagogy. In addition, most students reported a high degree of initiative for this project in their reflections.