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University-affiliated gardens enhance the teaching, research, and outreach missions of the university. Attracting and retaining volunteers is challenging but important for the success of most public gardens. The objective of this case study was to determine the perceptions and needs of volunteers at a university-affiliated public garden. In a focus group format, participants' responses were analyzed to determine the benefits of volunteering to both the participants and the university. Benefits were categorized into three groups: material, solidarity, and purposive. Material benefits are tangible rewards that are equated with monetary or resource gain. Solidarity benefits are social rewards from being in a group. Purposive benefits are rewards from achieving a goal or mission. This study documents the shift of volunteer motives from deriving purposive to solidarity benefits as the garden grew and expanded. Concomitantly, the goals of the university-affiliated garden shifted from purposive to material benefits. Our results confirm that garden volunteers are like other groups of volunteers in that they expect specific benefits for their participation, and their needs may fluctuate over time. Thus, a public garden may need to adjust reward systems to maximize the positive impact of volunteers. The university would benefit from an efficient support system to help volunteers meet their desire for helping the organization. To retain volunteers the university needs better training programs, a more flexible volunteer work schedule, and more recognition ceremonies. This study has implications for any institution that uses volunteer support to accomplish its mission.

Creating effective learning experiences with limited educational resources has compelled educators to maximize the value of field trips. A common problem associated with field trips is anxiety felt by students in new surroundings, a situation that can distract students and adversely affect learning. Previsit activities before a field trip may reduce such anxiety and thereby increase attentiveness and learning. The objective of this study was to compare the effects of traditional and Internet-based previsit activities on learning and attitudes of fourth and fifth graders after a field trip to a public garden. Students in three classes were evaluated. Half of each class was assigned to one of the two previsit treatments. Three forms of assessments were used to measure the students' perceptions and learning: 1) observations were made to determine how many students remained on-task during the field trip, 2) 12 close-ended (Likert scale) questions were given to students and used to evaluate attitudinal responses the day after the field trip, and 3) seven open-ended questions were given to students and used to evaluate cognitive responses 1 week after the field trip. Attitudinal responses were identical between treatments. Observational data indicated that students subjected to the Internet-based previsit activity exhibited fewer off-task behaviors. Internet-based previsit activities increased cognitive scores in students compared to the traditional previsit activities for two of seven questions. The advantages of the Internet-based previsit activities may be the result of enhanced opportunity for self-directed learning and access to additional content.