Botanic gardens, Cooperative Extension, and land grant universities share a common goal of horticultural or plant science education. Many botanic gardens include education in their mission statements. While academic institutions typically offer
Mary Hockenberry Meyer and David Michener
Melissa Steinhauer, M.A. Brennan, Dennis McConnell, Carrie Reinhardt-Adams, and David Sandrock
financial support from the government, one-fifth of garden operating budgets were from earned income, with the largest portion of earned income from admissions and a quarter from contributions. Out of all privately contributed dollars to botanic gardens
Lisa K. Wagner and Shelley W. Fones
Garden Explorations is supported by a grant to the South Carolina Botanical Garden, Clemson University from the Howard Hughes Medical Institute through their Precollege Science Education Initiative program. The program has also received
Michael S. Dosmann
Curatorial Practices for Botanical Gardens. 2007. T.C. Hohn. AltaMira Press (A division of Rowman & Littlefield Publishers, Inc.), Lanham, MD. 227 pages. $39.95. Hardcover. ISBN-13: 978-0-7591-1063-2. Many signs indicate that as a discipline
Judy Kay, Arantza A. Strader, Vickie Murphy, Lan Nghiem-Phu, Michael Calonje, and M. Patrick Griffith
Botanic gardens increasingly work to advance conservation ( Oldfield, 2010 , among others), and like zoos, many gardens have adopted conservation as one of their primary missions. Conservation horticulture is an area of work that leverages staff
Anthony W. Kahtz
St.Louis public schools and the staff of the Missouri Botanical Garden for their interest and participation in this research.
Matt Stephens, Melody Gray, Edward Moydell, Julie Paul, Tree Sturman, Abby Hird, Sonya Lepper, Cate Prestowitz, Casey Sharber, and Aaron Steil
The University of Delaware Botanic Gardens (UDBG) is at a critical juncture in its development. Momentum of shared interest at the University of Delaware and the College of Agriculture and Natural Resources favors the Gardens' advancement as an institution. Having identified endowment planning as a critical and immediate need for UDBG, the goal of this research was to gather pertinent institutional knowledge from select university-based public gardens throughout the United States that had already created an endowment. Key staff were interviewed during the summer of 2005 at Cornell Plantations, JC Raulston Arboretum, Minnesota Landscape Arboretum, and the State Botanic Garden of Georgia. Valuable insights into the procurement and management of endowments within a university-based garden environment were gained through these interviews. Utilizing these results, as well as input from an advisory Task Force, specific recommendations for the University of Delaware Botanic Gardens were made from within the following topic areas: Organizational Structure, Planning, Current Strategies, The Endowment, and The Donor.
Robert D. Byers
Botanical gardens continually seek new ways to improve their education programs and increase their audiences. In the case of most university gardens, the larger academic community presents many opportunities. However, what does a university garden do when separated by several hours travel from the campus served? Garvan Woodland Gardens and the University of Arkansas (UA) have developed several ways to address this challenge. A summer school session and Elderhostel program work together to benefit both partners in this alliance. This article discusses these efforts according to their structure, costs, and educational benefits.
Tammy C. Kohlleppel, Jennifer C. Bradley, and Steve Jacob
Stress has been called the epidemic of the 90s and has been found to play an important role in causing many diseases. To help cope with the stresses of life, people often seek out leisure activities and nature. Botanic gardens provide a place for experiencing recreational activities and the natural environment. Researchers at the Univ. of Florida developed a survey to gain insight into the influence of a botanic garden on visitor stress. Three botanic gardens in Florida participated in the survey of garden visitors; these included Bok Tower Gardens, Fairchild Tropical Garden, and Mounts Botanical Garden. More than 300 surveys were administered to and completed by visitors of these gardens in Apr. 1999. The survey consisted of three main sections: 1) visitor perceptions of botanic gardens, 2) visitor personal perceptions, and 3) demographic variables. A stress process model was developed that incorporated botanic gardens as a coping strategy. The relative importance of a visit to a botanic garden and other stress process factors were examined for their importance in stress reduction. Also, botanic gardens were placed in context of the stress process model with the development of a multivariate framework. The stress process model included individual factors, stressors, stress mediators, and stress outcomes. Findings from this study provided insight into the role of botanic gardens as a method to cope with the effects of stress. Results showed that a visit to a botanic garden is important in the context of the stress process model as a coping strategy. Data also showed that visitors receiving the most benefit of stress reduction were persons most needing a coping strategy, those having higher depression index scores.
Emily K. Smith and S. L. Hamilton
Children's gardening programs are growing in popularity. Among public gardens, Brooklyn Botanic Garden (BBG) hosts the oldest children's gardening program in the United States. Founded in 1914, the Brooklyn Botanic Garden Children's Gardening Program (BBG CGP) has succeeded in involving a steady flow of children year after year, creating an environment where children have the opportunity to interact with nature. Over 35,000 children have participated in the BBG CGP since its inception in 1914. A mail survey was conducted of alumni of the BBG CGP to identify how the program has affected their adult lives. A random sample of 700 participants was selected from the BBG CGP alumni records. The survey consisted of five major sections: 1) current gardening interest; 2) involvement with public gardens; 3) current involvement with children's gardening programs; 4) childhood experiences in the BBG CGP; and 5) demographic variables. Preliminary results suggest that the participants' childhood development and learning skills gained from this program have played an important role in their adult lives and that they regard the BBG CGP as having great value in their lives. Additional results and impacts of the program will be presented.