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A two-way interactive home horticulture course was developed for undergraduate and graduate students and for Master Gardener training. The three-credit course was offered at the broadcast site, as well as four other remote locations. Three-hour sessions were presented by state and regional Extension Specialists each week over a 15-week period. In addition to live broadcasts over the fiber optic network, each session was video-taped and sent to each location. Takehome exams and special student projects were required. Evaluations indicated that comprehension of subject matter was not impeded by the mode of delivery. This course was a cost-effective means of delivering Master Gardener programming and teaching nontraditional students simultaneously at remote locations. Moreover, travel time and expenses were reduced, allowing faculty to devote their time, usually spent traveling, on other endeavors.

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Master Gardener training was delivered via interactive television (IT) or face to face (FTF) in Missouri in 1997. IT and FTF participants were surveyed on their acceptance of the Master Gardener training method and their perceptions of program quality and technology to evaluate the newly developed multiple site IT training. Demographic characteristics were also recorded to determine if IT format attracted a different clientele than that of FTF training. Those who participated in IT training generally had more years of education than those in the FTF training and lived in suburban rather than rural areas. IT participants missed fewer training sessions than FTF participants. However, IT participants rated the slide quality, sound, and overall training lower than the FTF group. Some problems associated with IT training identified by the participants are correctable, which should improve future acceptance of this technology.

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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.

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Contribution no. 04-443-J of the Kansas Agricultural Experiment Station, Manhattan, Kans. This paper is a portion of a master's thesis submitted by S.A. Poston. The funding for this research was provided by the USDA Food Stamp Program through a

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Use of trade names does not imply endorsement of the products named or criticism of similar ones not named. The authors thank the State of Michigan Master Gardener Program. The authors also thank The Fred C. Gloeckner Foundation, Inc., for

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Oral Session 14—Consumer Horticulture and Master Gardeners Moderator: Cynthia Haynes 19 July 2005, 10:00–11:15 a.m. Room 108

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Oral Session 2— Consumer Horticulture & Master Gardeners 27 July 2006, 2:00–3:30 p.m. Nottoway Moderator: Richard Durham

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CITPATH, a computerized diagnostic key and information system, was developed to identify the major fungal diseases of citrus foliage and fruit in Florida. This software provides hypertext-linked descriptions and graphic displays of symptoms, maps of geographic occurrence, diagrams of disease development, and management strategies, with reference to chemical control methods detailed in the current Florida Citrus Pest Management Guide. Reciprocal lists of citrus cultivars susceptible to specific diseases and diseases affecting specific cultivars are included. Developed for commercial growers, county extension programs, citrus horticulture classes, and master gardeners, this software is available for MS-DOS-based computers and on CD-ROM disks containing other citrus databases.

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The Florida Cooperative Extension Service (FCES) teaches residents the importance of proper landscaping practices. FCES offers several educational programs that teach residents how to integrate energy and water conservation, pest management, and waste recycling practices into their home landscapes. In 1997, extension staff and volunteers planned and conducted environmental landscape management (ELM) programs resulting in >800,000 customer contacts. A survey was conducted to measure the adoption of recommended best management practices by program participants and nonparticipants. Results show that, of 39 practices examined, Master Gardener trainees increased the number of practices used by an average of 7.3, while educational seminar and publications-only participants increased by an average of 4.5 and 2.8 practices, respectively. Nonparticipants showed essentially no change. When practices are examined one at a time, the Master Gardeners made statistically significant increases in 28 of the 39 recommended practices. Educational seminar and publications-only participants made similar gains in 31 and 6 practices, respectively, and the nonparticipant comparison group made significant increases in 2 practices and decreases in 8. The results suggest that the publications-only strategy for delivering information to homeowners is less effective than strategies combining educational seminars or intensive training with relevant publications.

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Research has shown that hands-on, experiential learning is very effective in the classroom and school gardening utilizes this method of learning. Gardening has been shown to have many positive effects on children including in academic areas. Of the youth gardening programs that exist, little research has been done with the Junior Master Gardener® program to evaluate it for its use in the classroom. JMG® is a youth gardening program designed to teach aspects of horticulture and environmental science through hands-on activities in both informal and formal learning environments. A case study of one particular classroom evolved from a larger evaluation study of the JMG® program in Indiana third grade classrooms. Research with this classroom utilized a mixed approach to acquire quantitative and qualitative data of knowledge and attitudes toward science, horticulture, and the environment. Quantitative measurements were made pre, post, and post-post (after summer break) the program. Qualitative methods included weekly classroom observations during the study, student post and post-post program evaluations, and post program teacher evaluations. Results indicated that students had significant levels of knowledge and positive attitude gain from pre to post tests. Observations and evaluations supported the quantitative results showing that the students and teacher found the JMG® program to be valuable in the classroom, as well as enjoyable which may lead to more student interest in science. Through this case-study post-post program assessment showed that the students retained a significant amount of positive attitudes toward science, horticulture and the environment.

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