EMG programs are recognized in the United States ( Extension Master Gardener National Committee, 2016c ). More than 90,000 EMG volunteers reported service hours in 2016, reaching a reported 5.8 million clientele ( Extension Master Gardener National
extension staff and faculty to provide research-based gardening information to the public. The EMG training program has spread to all 50 states, the District of Columbia and four Canadian provinces ( National Master Gardener Committee, 2013 ). Today, most
addition to hosting public garden-inspired events and experiences, the CH and Master Gardener professional interest group specifically agreed to adopt Instagram-based programming as a cornerstone of millennial outreach. The Instagram social media platform
shown in Fig. 1 , over 80% of lawn and garden stores refer customers to extension services or Master Gardeners (MGs), while less than 20% of the general merchandise stores make similar referrals. This clearly reflects a closer relationship between
In an operating mode of shrinking resources and expanding clientele, the Cooperative Extension System is continually asked to do more with fewer funds ( Lyons et al., 2008 ), and the Master Gardener training program directly experiences these budget
The Texas Extension Master Gardener (EMG) program has been in existence for more than 45 years. Like all EMG programs across the nation, its mission is to provide quality and relevant horticulture and gardening information to the citizens in local
Horticultural therapy programs can benefit from the services of Master Gardeners. Trained through the U.S. Cooperative Extension Service, Master Gardeners are skilled in practical plant sciences and committed to volunteerism. A nationwide survey has determined that 374 Master Gardeners in 21 states are helping to bring structured horticultural activities to individuals in nursing homes, hospitals, rehabilitation centers, prisons, and other special service facilities.
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.
gardens and Master Gardener programs to compost the fresh cut floral waste produced at my flower shop” ( R 2 = 0.533, P = 0.001). This showed that the greater the retail florists’ concern for environmental health, the more willing they were to compost
Oregon State University Master Gardener volunteers are the backbone of home horticulture program delivery in Oregon. In 1997, more than 800 new Master Gardeners received between 48 and 66 hours of initial training at 17 sites throughout Oregon. A reduction in faculty available to train Master Gardeners and reduced travel budgets for existing faculty have made it difficult to effectively deliver training on a statewide basis. One solution to this problem is to train veteran Master Gardeners to assume some of the teaching duties for the initial training in their respective counties. In Sept. 1998, 45 veteran Master Gardeners attended a 2-day training seminar to learn to deliver two 3-hour training modules to Master Gardener trainees. Participants learned to use curriculum materials developed for training sessions on vegetable gardening and herbaceous ornamentals. Curriculum materials include annotated slide sets, handouts, suggested activities, entry/exit quizzes, and teaching evaluations for each module. Participants also received training on effective teaching strategies for the adult learner. Participants delivered the training in their respective counties during winter 1999 and returned an evaluation of the training experience. Benefits of this program included reduced training expense and teaching time for Extension faculty, increased volunteer commitment and participation in Master Gardener training, an advanced training opportunity for veteran Master Gardeners, availability of curriculum materials for future training, and improved retention of veteran Master Gardeners.