Thesis (M.S.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vii, 56 p. Vita. Includes abstract. Includes bibliographical references (p. 44-45).

Master Gardener (MG) volunteers are nonpaid, education partners with Virginia Cooperative Extension (VCE). VCE MGs have assisted Extension agents in meeting VCE's educational goals and mission by following the Sustainable Landscape Management educational program objectives within the VCE Plan of Work. Local MG volunteer programs must be managed appropriately so that volunteers are prepared for their work, complete their volunteer jobs, and remain an active part of the local program. Prior to 1996, local agents trained and managed MG volunteers and supervised the projects in which MGs volunteered. Budgetary actions in 1996 transitioned management from state-funded agents to a system of local MG coordinators consisting of locally funded agents, locally funded non-agent coordinators, or volunteers willing to take on additional responsibilities. In order 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 management materials, VCE publication 426-699 Welcome to Virginia Master Gardenering! Guide to Educational Programming and Resource and Reference Guide; establishment of a MG planning and work team; new management guidelines, the VCE Master Gardener Coordinator Manual; in-service training for coordinators; an administrative website at http://www.ext.vt.edu/vce/specialty/envirohort/mastergard/master.html; the VCE-MGC electronic discussion "listserv" specifically for direct communication with coordinators; and the Virginia Master Gardener Leadership Development Newsletter, the state MG newsletter refocused on the role of Master Gardeners as community leaders and educators. Evaluation of the VCE Master Gardener Coordinator Manual, a 14-chapter resource book developed cooperatively with teams of Master Gardeners (MG), coordinators, and agents to enhance coordinators' skills in managing the local VCE MG program, identified areas for enhancement prior to final publication. It showed that coordinators are using the manual. They are adapting the suggestions and samples to fit their local programs despite the fact that more planning time is often required. Use of the manual has also resulted in increased understanding of VCE goals and the role of the MG by MG volunteers, coordinators, and other paid VCE staff; a slight increase in leadership skills of MGs; and increasing interest and demand for information on training MG to design and implement strong educational horticulture programs for Virginia communities. An assessment of current MG management practices in Virginia measured the adoption of new VCE MG volunteer management guidelines. Results indicated that the MG management practices among local VCE MG coordinators have changed to that of a more professional, long-term relationship that is committed to nurturing the volunteer, the MG program, and VCE educational programming. These changes were noted in areas of volunteer management, such as the role of the local coordinator, use of job descriptions, recruitment, volunteer evaluation, public relations, reporting and record keeping, and retention of volunteers. Although the improvements in management practices were slight, they were encouraging and they indicate areas where state MG management must provide additional training and support to local coordinators. Annual assessment of local MG program management practices will continue to document the progress of local coordinators and determine necessary changes and training needed to achieve more professional, well-managed MG programs. / Master of Science

Despite the availability of distance education technology, Oregon State University Extension Service educators have made limited use of this equipment for delivery of educational programs to clients of the state's 36 county Extension Service offices. Some Extension educators may be hesitant to use distance technology because they are unsure whether clients will accept distance delivered programming. This project explored this issue, framed in the question: Is distance education received favorably or unfavorably by volunteer adult learners? A volunteer learner is defined as one who seeks to gain knowledge while interacting with others who share like interests, a description that fits many Extension Service clients. Other questions in the project were: How much do volunteer learners learn from distance delivered instruction compared to traditional instruction? and How much do volunteer learners interact with instructors and each other in the distance classroom compared to the traditional classroom? Participants in the project were adults taking part in the MG training program in February 1993 in five Oregon counties. These adult learners participated in two 90-minute instructional segments; part one, 'Landscaping for Wildlife' and part two, 'Controlling Wildlife in the Home Landscape.' Part one was delivered via satellite delivery. Part two was delivered to participants in person by the instructor. In both parts, learners were pre- and post-tested on the subject matter presented. Learners also completed opinion surveys for each session. Audio tapes were made of each session for analysis of learner-learner, and learner-instructor interaction. Also, the Extension agents acting as downlink site coordinators in the project were interviewed to assess their opinions of the distance education session. Comparison of the data indicate that learners felt the quality of learning experience in both modes of program delivery was about equal. Also, the testing component indicated that participants learned about the same amount of material. Interaction analysis results indicated little or no difference in the amount of interaction in both the traditional and distance sessions. The results show that the effectiveness of distance delivery of Master Gardener training instruction to adult learners is equivalent to traditional delivery of training instruction for participants in this study. / Graduation date: 1997

Thesis (Ph.D.)--Mississippi State University. School of Human Sciences. / Title from title screen. Includes bibliographical references.

ABSTRACT This study was designed to characterize the choices, preferences and motivations of fruit and vegetable gardeners in Vermont, and to determine whether socio-demographic characteristics affect some of these choices, preferences and motivations. Using a survey of Vermont Extension Master Gardeners (EMGs), data were gathered over a 3-year period (2011-2013). The findings show most EMGs (>90%) garden in private home gardens, and the most popular vegetables grown were tomatoes, herbs, and salad greens. Beans, cucumbers and peppers sere also popular and among fruits, blueberries, apples, raspberries and strawberries were grown by over 40% of EMGs. Approximately 10% of EMG gardeners who had vegetable/herb gardens did not grow any fruit or berries, and EMGs who did not garden at all (10%) cited lack of gardening space and time as their main constraints. Vermont EMGs are concentrated around urban centers, however, their distribution is approximately proportional to the general population across the state. By age, over 40% are in their 50s, and in over 60% of households, females are make most of the gardening decisions and do most of the gardening work. Over 70% of the Vermont EMGs are college-educated, and live in households with incomes above $50,000. The most important motivations for gardening were ‘Having a Taste of Homegrown Fresh’ produce (ratings above 4.5/5) and ‘Fun/Relaxation/Hobby.’ Gardeners considered ‘Food Safety’ and ‘Environmental Concerns’ as important, while ‘Saving Money’ was not rated as highly as a motivation. EMGs prefer local plants and products and prefer to buy at local garden centers/supply stores. Over 70% rely on ‘Books,’ the ‘Internet,’ ‘Extension,’ ‘Friends’ and ‘Print Articles’ for gardening information, while videos and television are relied on by less than 10% of EMGs. In all regression models estimated, demographic characteristics (age, education, gender of the gardening decision-maker, and annual household income) were found to have limited explanatory power (R2 ≤ 0.1) on EMGs’ decision to garden, or the choice/motivation for where to purchase plants and gardening supplies. This finding suggests that Vermont EMGs may be an environmentally significant group whose motivations, preferences and choices might be better explained by their attitudinal and value norms rather than socio-demographic characteristics. This finding suggest that future research and educational programs should be designed and delivered according to these characteristics rather than the commonly used demographic ones.