Master Gardener Program Research Articles

Evaluation of Master Gardeners of Greater Kansas City

The Master Gardener Program sponsored by the Univ. of Missouri provides the metropolitan Kansas City area with information, demonstrations and programs designed to educate the general public about gardening topics and suggests solutions to current or anticipated problems. The main objectives of this evaluation were to identify the satisfaction level of clients (public) and the Master Gardeners from the program, demographics of Master Gardeners, how the program has changed the quality of life of the Master Gardeners and to identify any constraints. An evaluation committee consisting a social scientist, horticulturist and Master Gardeners were formed to develop the process and tools necessary for a comprehensive evaluation. It was decided that each facet of the program should have its own separate evaluation. The committee met several times to develop evaluation tools (survey questionnaires), to gather information from clients and the Master Gardeners. The results indicate a high level of satisfaction from clients and the Master Gardeners. The program had made positive changes in lives of Master Gardeners. The results provide guidance in decision making for further implementation such as it was found that the program should give a strong emphasis on providing new or advance horticultural information to Master Gardeners through continuing education.

The Master Gardener Program: Do Benefits of the Program Go Beyond Improving the Horticultural Knowledge of the Participants?

Texas Master Gardeners participating in an Annual Master Gardener Advanced Training Conference held in College Station, Texas, in June 2000 were asked to complete a survey investigating the impact of the Master Gardener program on perceptions of quality of life and motivations for becoming a Master Gardener. A retrospective pretest/posttest was used to compare the gardeners' current perceptions and their perceptions prior to becoming a Master Gardener. After becoming Master Gardeners, participants reported statistically significant improvements in areas relating to quality of life including physical activity, social activity, self-esteem, and nutrition. Comparisons between demographic characteristics and perceived quality of life scores showed no significant differences. Reasons associated with gaining horticultural information were the primary motivations for becoming a Master Gardener.

Demographics and Volunteer Experiences of Oregon Master Gardeners

The last statewide survey of the Oregon Master Gardener (MG) Program was completed in 1992. Since that time, the program has expanded from 20 to 27 counties and increased by over 600 new volunteers. Compared to other MG programs around the United States, Oregon is the tenth largest in number of volunteers and seventh in hours volunteered. Considering the size of the Oregon MG program and changes seen in annually compiled statistics, a better understanding of who the Oregon MGs are and what they think about their personal volunteer experience became critical. We developed a survey tool to understand the Oregon MG demographic composition and personal volunteer experience. Compared to the 1992 baseline survey, the general trends found in the 2001 survey suggest that Oregon MGs are younger, joining the program with more college education, live further from cities and towns, and are more often employed. Still, the commitment level to volunteering is similar to, or has exceeded 1992 levels.

Evaluating On-line Training Modules in the Oregon Master Gardener Program

In conjunction with two noncredit, on-line training modules for the Oregon Master Gardener Program, a team of educators and web designers developed an evaluation tool to help determine the effectiveness of these modules for training Master Gardeners. The evaluation tool includes questions on technical issues, organization and presentation of the module, navigation throughout the module, content and user satisfaction. Data collected from participants via the tool in 1999 on the basic botany module, highlighted areas that needed improvement including reducing the amount of on-screen reading (organization and presentation) and an inability of participants to access video clips and animations (user satisfaction). Overall, participants gave both modules high marks in each of the five categories. Major modifications made to the soils and fertilizers module in 2000 were likely responsible for the improved organization/presentation rating (2.4 in 1999 to 1.9 in 2000 where 1 = highly positive ranking; 5 = highly negative ranking) and the user satisfaction rating (2.5 in 1999 to 2.0 in 2000). Both years the overall acceptability of the course was high 1.45 (1 = highly positive ranking; 5 = highly negative ranking) and 1.80, 1999 and 2000 respectively, and has encouraged the team to continue developing on-line training modules for the Oregon Master Gardener Program.

Translated Content from the Oregon Master Gardener Program for Entry-level Nursery Employee Education Programs

Meeting the needs of changing clientele can be achieved by modifying current extension programs such as the Master Gardener program. In Oregon 90% of the nursery industry workforce is comprised of Hispanics who speak Spanish and have a limited understanding of English. Translating the content of selected chapters from the Oregon-Washington Master Gardener Handbook into Spanish creates a new training tool that can be used throughout the industry. By providing technical training in the basics of plant science, nursery employees will have a better understanding of the work they are doing and gain job satisfaction.

Junior Master Gardener Programs in Minnesota

A new gardening curriculum, developed by Texas A&M University, the Junior Master GardenerSM (JMGSM program, has been taught in several locations in formal and informal settings in Minnesota. Two projects are outlined here, one an after-school program offered through a community education program, and the other a traditional elementary school setting. With hands-on activities and leader presentations, students learn horticulture as well as language arts, science, mathematics, and social science and are encouraged to volunteer in a community service project within each unit. Students reported they shared the information with their family and friends; most indicated more of an interest in gardening and horticulture after the classes. Teachers may find the curriculum helpful in developing environmental sensitivity and career interests in horticulture.

Developing a Plant Clinic Database as an Educational and Predictive Tool for Master Gardener Programs

The North Carolina Cooperative Extension Service's New Hanover County Center provides the Plant Disease and Insect Clinic staffed by the Horticulture Extension Agent and Master Gardener volunteers. Residents bring in samples of weeds, diseases, and insects for identification and control recommendations. After the problem is diagnosed, a record of the information is used to construct a database that includes the date, phone number, crop, diagnosis, and control for each sample submitted. Between January 1993 and December 1999, Master Gardener volunteers entered more than 4,000 entries into a searchable/sortable electronic database to identify patterns of plant disorders. The database should be a useful tool for predicting local disease and insect cycles and aiding Master Gardeners in answering questions at the clinic and over the telephone. In addition, examination of historical records and entry of data into the database are excellent learning opportunities for new Master Gardeners.

E-mail Discussion List is Rated Equal to Fact Sheets and Bulletins in Educational Value

A survey of e-mail discussion list participants found 84% rated the program as a valuable or very valuable educational tool. Most participants, 82%, thought it was equal to or more valuable than printed materials such as fact sheets or bulletins. Participants cite advantages as rapid response, unique, specific information not found in other sources, and a sense of connectedness to the Master Gardener program. Disadvantages include too much e-mail, frustration with participants who do not look up easy traditional questions, chitchat, and nonhorticultural postings. A summary of messages by subject shows tree and shrub questions are asked most often.

An Innovative Master Gardener Program

ABSTRACT A survey of Newark Master Gardeners (N = 41), indicated that most of the respondents rated ten out of fourteen topics “excellent” to “very good” in terms of usefulness and coverage of subject matter. No component was rated below “good” which indicated a positive evaluation. A majority of the respondents expressed a desire for more hands-on activities, more visits to demonstration and related locations. Most (90%) of the respondents were high school or college graduates. The occupational categories indicated a wide and varied background for master gardeners. A majority (51.2%) of the respondents were 45 years or older. Friends, relatives and neighbors were the main sources of recruiting volunteers for the Master Gardener (MG) program. Over two-thirds (68.3%) of the respondents volunteered for MG for self-improvement. For more information about becoming a MG and to find the nearest MG program in your area, please call or write to your State's Cooperative Extension office.

572 Basic Botany On-Line: A Training Tool for the Oregon State Univ. Master Gardener Program

At Oregon State Univ. (OSU), a team of educators and web designers developed a noncredit, on-line training module for the OSU Master Gardener program. The on-line module consists of the botany component of the annual Master Gardener training. It is comprised of text from the botany chapter in the Master Gardener handbook, an on-line discussion group, on-line quizzes for each section, a clickable glossary, links to additional educational resources on the web, a few animations, and numerous photographs and line drawings. To evaluate the effectiveness of this learning tool a group of 24 Master Gardeners (all graduates of the Master Gardener training program from previous years) tested the module via their home computers. Additionally usability testing was completed with a group of eight Master Gardener volunteers. These participants navigated through the course in a computer lab setting while they were observed by the development team. Participants from both groups completed an evaluation regarding technical issues, organization and presentation of the module, navigation throughout the module, and content as well as user satisfaction. Overall participants felt this was a useful training tool for the Master Gardener program and that it would be a useful addition to the annual training. They also noted that features such as the on-line discussion group and accessibility of e-mail made them feel connected to the other on-line learners as well as to the course instructor. This module will be used as the primary training tool for the botany component of the annual training for over 75 new trainees in 2000.

685 Junior Master Gardener Programs in Minnesota

Development of a new children's horticulture curriculum, the Junior Master Gardener program, from Texas A&M Univ. has lead to several youth projects in Minnesota. In Chisago County, Minn., Master Gardeners have instructed 4-H leaders who taught weekly sessions to elementary age children. Older teens have been leaders in this project as well. In Hennepin County, Minn., the program has been used by teachers and Master Gardeners in a formal classroom setting. Additional programs in Anoka, Rice, Winona, and Washington Counties, Minn., have used this curriculum. Leaders say the strengths of the program are the extensive and detailed list of projects, the impact on the local community when children do the service component, and children's learning of the scientific concepts that are the basis of the program. Cost of the materials and distribution are negative features. Further program examples will be highlighted and detailed at this workshop.

The Transition from State to Local Funding for Virginia Master Gardener Volunteer Management

Management changes brought about by 1996 budgetary action shifted local Master Gardener (MG) program management from state-funded local agents to a structure of coordinators consisting of locally funded agents, locally funded nonagent coordinators, and volunteers willing to take on additional responsibilities. The Virginia Cooperative Extension (VCE) MG volunteer program is currently available in 76 unit offices. The unit programs are managed by 46 MG coordinators, including 8 locally funded agents, 8 locally funded technicians, and 30 volunteers. Currently, there are 2747 MG volunteers (trainees, interns, and MGs). To provide consistent, state-level direction and leadership to this less experienced group of local coordinators and to prepare them for their jobs as MG program managers, current management materials were extensively revised and expanded and new resources were developed. These efforts to ensure that everyone understood the purpose and focus of the VCE MG program resulted in revision of MG program policies, development of new volunteer training materials, establishment of a state-level MG planning and work team, new management guidelines, in-service training for coordinators, an administrative website and electronic discussion listserv available only internally to agents and coordinators, and a state MG newsletter focused on the role of MGs as community leaders and educators.

143 Benefits and Values of the Master Gardener Program

Current and former Missouri Master Gardeners were asked to respond how strongly they agreed or disagreed with a list of benefits provided by the Master Gardener program. The survey instrument was an adaptation of Rohs and Westerfield's (1996) Master Gardener Societal and Personal Benefits survey. Questions were assigned to one of the six principal components of volunteer motivation developed by Clary et al. (1998): Understanding, Values, Enhancement, Social, Protective, and Career. Master Gardeners who are currently active volunteers in the program were more likely to respond favorably to many of the benefits provided by the Master Gardener program. Respondents most strongly indicated their agreement that the Master Gardener program, more than any other similar organization, provides benefits related to new learning experiences, exercising knowledge, skills, and abilities, categorized as understanding (U). The overall mean for U was 4.35 on the 5-point Likert scale, a significantly higher score than any other category according to Duncan's multiple range test. Benefits related to personal growth and self-esteem, labeled enhancement (E); those related to altruism and humanitarian concern, labeled values (V); and guilt reduction over being more fortunate than others and addressing one's own personal problems, labeled protective (P), formed the second tier of benefit importance. Benefits related to preparation for a new career or maintaining career-relevant skills, categorized as career (C) were next. Benefits concerning relationships with others, classified as social (S), concluded the list.

146 The Master Gardener Program in Wisconsin

The Master Gardener Program in the state of Wisconsin is growing rapidly and has been in existence since the late 1970s. There are several aspects of our program(s) that make us unique. First, we are one of the very few states to service all counties within the state, not just our heavily metropolitan areas. Second, we have two major program types along with some unique county programming. We have the basic Master Gardener Program, which covers the major aspects of horticulture—this gives the learner 36 h of training with an expectation of 36 h of volunteer work in return. We now offer the general program in districts (extension has six clusters of counties in Wisconsin)—such that the counties within a district (usually around 16) will have the chance to offer the course at least once every 3 years. That is because the general course is offered once a week (3 h in the evening) for 12 weeks; and thus the basic course is offer spring and fall. If some of the counties within a particular district do not choose to participate, then other counties around the state can take part. Most of the 12 programs are high quality 2-h video productions followed by a 1-h ETN program, which is like a big conference call—everyone has an interactive session with the specialist who developed the video. The specialized program is a series of four 36-h (six 6-h days) training over a 4-year period, which covers flowers, fruit, vegetables, and turf, along with trees and shrubs. This program is offered in our four largest metropolitan areas and is still done all by live lecture. Finally, we require update training for our MGs if they want to continue to be members in good standing (wallet-size cards are issued). This involves 10 h of specified educational opportunities and 10 volunteer hours per year. We also have a day-long educational conference each spring as well as cooperating with Iowa and Minnesota to offer a 2-1/2 day workshop on the alternating years of the international conference. This is hands-on training, held usually the end of June, and rotates among the three states. We now have a stong MG association which has nonprofit status and is an integral partner with us here at the university. Not only do MGs receive members in good standing cards annually, they also receive certificates for 150, 250, 500, 750, and 1000 h of service as well as a 10-year certificate.

142 Missouri Master Gardener Demographics

A survey was conducted of current and former Missouri Master Gardeners to identify the demographics of volunteers and to determine if Master Gardeners fit the demographic pattern of volunteers in general. Sixty-eight percent of survey respondents were active in the program, while 32% were inactive. Females accounted for 65% of respondents and males 35%. Nearly 60% of Missouri Master Gardeners were 50 years old or older; however, those in their 40s comprised the largest demographic group. The majority of Missouri Master Gardeners were married with children. Over 50% had at least a college degree, while 22% had post-graduate work. One-third had household incomes of $60,000 or greater; in addition, just under one-quarter had household incomes between $40,000 and $60,000. The largest occupational group was retired persons, at 26.9%; the second largest category was homemakers at 14.6%. Missouri Master Gardeners are more likely to be from small towns or rural areas than from medium or large cities. They tend to be long-term residents of their communities; 57.2% had lived at their current residence for more than 10 years. Missouri Master Gardener volunteer demographics fit the pattern of volunteers in general, but demographic data proved to be a poor predictor of intent to continue volunteering in the Master Gardener program.

495 Prison Master Gardener Program Contributes to Improved Social and Vocational Skills

Patuxent Institution, a maximum security prison in central Maryland, enlisted Maryland Cooperative Extension (MCE) in 1996 to develop a master gardener (MG) program for inmates as part of its horticultural therapy program. The twin goals are to improve inmate social and coping skills and provide vocational training in horticulture. The program has graduated 30 certified master gardeners over three training cycles. Selected trainees are carefully screened and must complete a preliminary horticulture course before entering the MG program. To earn the MG certificate, inmates receive 65 hours of training, pass a 100-question closed-book exam, and contribute 40 hours of service to the program. The inmates apply their knowledge to a 2-acre garden site that includes a production greenhouse. Placing released inmates in green industry jobs is an important program goal. The program has two unique features: 1) inmates are taught by MG from surrounding counties and MCE faculty. MG volunteers who present subject matter, earn volunteer credit for their participation, gain experience in a horticultural therapy setting, and express a high degree of satisfaction teaching and interacting with inmates. 2) All horticultural crops are produced organically by the inmates (all of whom have a substance abuse history) to demonstrate that life can be nurtured without chemical substances. One self-report research instrument showed that participants had a decreased vulnerability to addiction.

145 Survey of Virginia Master Gardener Volunteer Management

Virginia Cooperative Extension's (VCE) Master Gardener volunteer program in available in 73 of 102 unit offices. The unit programs are managed by MG coordinators who currently include 10 locally funded agents, eight locally funded non-agents, and 26 volunteers. In 1998, the VCE Master Gardener Coordinator Manual was developed for use by coordinators in managing the local MG program. The 12-unit resource book was developed cooperatively with teams of MGs, coordinators, and agents to enhance coordinators' skills. The manual was the basis of four local MG coordinator training sessions conducted in 1998. Before MG coordinator training, local coordinators were asked to complete an eight-page survey about MG program management practices used locally. In addition to basic questions about coordinator status and length of time with VCE, the survey asked about techniques used in recruitment and training; motivation, retention, and recognition; individual and local MG program evaluation; and other topics. Two months after the last training, all coordinators were asked to evaluate the usefulness of the VCE Master Gardener Coordinator Manual, which was the base text for the training. Finally, 6 months following the final training session, MG coordinators were asked to again complete the eight-page survey about management practices used locally. The results of the survey information have indicated areas in which the management of MG programs are strong and can be strengthened in order to provide enthusiastic, qualified volunteer staff to assist VCE in implementing horticultural educational programs in local communities. The results of the survey are helpful in focusing the work of the state Master Gardener coordinator to provide adequate and appropriate training and other resources for local coordinators. The results of the evaluation survey have assisted the finalization of the VCE Master Gardener Coordinator Manual, a useful resource to any state's Master Gardener program management effort.

Analysis of Residential Horticultural Questions Answered by Master Gardeners

An analysis of commonly asked horticultural questions is being conducted by the Office of Environmental Horticulture at Virginia Tech in order to improve the question and answer process between Master Gardeners and the public. Records of questions received by Master Gardeners from a sampling of Extension offices representing all growing areas of the state are being sorted and categorized to identify the most frequently asked questions and develop a electronic resource to assist in answering those questions quickly and with consistent IPM based information. More than 4000 questions have been analyzed and organized in to the following categories: Plant Questions (specific type or species of plant), General Gardening Questions (composting and fertilizing, herbicides and pesticides, soil testing etc.), Program Questions (Extension programs, Master Gardener program), and Animal and Insect Questions. The plants questions have been further divided into the sub-categories. The animal and insect questions have been sorted by species type with the percentage asked of each calculated. This information is posted on a web site and is linked to additional resources for answers. The address is www.hort.vt.edu/mastergardener/Q&A.html. The site contains useful information, links, and opportunities for feedback via e-mail.

Maryland's Home and Garden Information Center: Helping Residents Solve Pest, Plant, and Landscape Problems

The Home and Garden Information Center was created by the Univ. of Maryland Cooperative Extension Service in 1989 to relieve county-based faculty of the growing burden of client requests for help in the home horticulture area. The Center inter-disciplinary staff includes four regional specialists, phone consultants and office support personnel. The Center's twin goals are to educate residents to make wise decisions regarding horticultural practices and pesticide and fertilizer use and to help clients self-diagnose their pest and plant problems. These goals are achieved through a variety of outreach methods and advanced technologies. A conversant phone system allows residents toll-free access (24 hours a day) to pre-recorded, self-help, problem diagnostic tapes. Horticulture consultants are available Monday through Friday, 8 a.m.–1 p.m., to provide personalized phone service to individual clients. The phone system has handled over 320,000 calls in 8 years. A 1997 phone survey showed a client satisfaction rating of over 90%. Center faculty produces a well-received Master Gardener Handbook with extensive diagnostic keys and writes phone tapes and newspaper articles. The “IPM Series” of peer-reviewed fact sheets, enables clients to use diagnostic keys to identify and solve plant problems. Residents can also access information through the Center's web site which includes updated subject matter tips, and “pages” for the Master Gardener program, Bay Issues and plant diagnostic keys. Center faculty also helps to train phone consultants, county horticulture consultants, and Master Gardeners.

Volunteer Management Reference for Local VCE Master Gardener Coordinators

Virginia Cooperative Extension's (VCE) Master Gardener volunteer program is available in 72 unit offices. The unit programs are managed by MG coordinators who currently include 10 locally funded agents, eight locally funded technicians, and 28 volunteers. The VCE Master Gardener Coordinator Manual, a 12-unit resource book, was developed cooperatively with teams of MGs, coordinators, and agents to enhance coordinators' skills for managing the local VCE MG program. The manual includes chapters on VCE MG components such as risk management; job descriptions; recruitment and screening; and volunteer review, recognition, and retention. Additional resources within the manual include a synopsis of educational program planning, implementation, and evaluation, as well as a copy of the current VCE Master Gardener Program Policies and the volunteer section of the Virginia Master Gardener Handbook, which serves as program orientation for new or prospective trainees. The VCE Master Gardener Coordinator Manual is the basis of three local MG coordinator training sessions in 1998. Additional resources available to coordinators for enhancing the local MG program include a MG newsletter focused on the role of Master Gardeners as community leaders and educators; program policies and guidelines for the management of MG training and operation; VCE publication 426-699 Welcome to Virginia Master Gardenering! Guide to Educational Programming and Resource and Reference Guide; and the VCE Master Gardener Internet website at http://www.ext.vt.edu/vce/specialty/envirohort/mastergard/master.html.