Progress 08/01/09 to 07/31/14
Outputs
Target Audience: The Cooperative Extension Program in the College of Agriculture and Food Sciences (CAFS) at Florida A&M University (FAMU) implemented the FAMU-Red Clay Garden-based Education Project. The FAMU-Red Clay Garden Project addressed School Age (K-8) National Outcome targeting ages nine to eleven (4th and 5th graders). The project's overarching goal was to facilitate garden-based experiential learning where participants could develop positive outcomes in 1) knowledge, and 2) skills they can carry throughout their lives, and 3) improve their social and moral development, and 4) increase their awareness of the environment and conservation. Anticipated long-term goals or condition change established for the project were: community awareness to the benefits of gardening, good nutrition, agriculture education and entrepreneurship; participants' interest, attitudes, and behaviors change; participants' implement eco-actions; participants' learning and behaviors are reinforced; participants' implement sustainable environment activities that benefit the bio-region; and participants' cooperative relationship with all categories of adults, peers and in working groups improve. Changes/Problems: Key Challenges Key challenges experienced by both the project staff and the evaluation team are chronicled here (Odera & Lamm, 2014, p. 7-8): The FAMU-Red Clay Garden-Based Education Project faced some challenges over the course of its implementation. The largest was the sudden loss and passing of Damon Miller, the Community-based Project Directory in the middle of school year 2012-2013. The loss of his leadership and coordination expertise led to challenges faced by the staff that was unforeseen. While the gardening program continued, data collection was strained and difficult, and outcomes during the 2012-2013 and 2013-2014 were weaker than in 2011-2012. In addition to data collection and logistical challenges, the program faced challenges partially attributable to an ambitious program design. The grant proposal and initial program design aimed to make behavioral and attitudinal changes in participants in areas not completely controlled by the program. Public health knowledge, environmental behavior, and preferences towards eating healthy food were aspects that were not easily controlled by the program and heavily influenced by outside factors, as well as factors outside of the participants' control. However, designing specific outcomes around knowledge attainment were supported by the program, suggesting the program's initial aims were overly ambitious. The evaluation team designed the evaluation to follow the original goals of the program, but during the implementation of the program some of the activities changed and this may explain some of the outcomes determined through the evaluation process. What opportunities for training and professional development has the project provided? Project staff participated in at least bi-weekly training and professional development regarding curriculum subject matter (extensive collection of supplemental lessons were identified and compiled for use) and intervention delivery strategies (traditional row crop, vertigro, container, raised-bed and patio-gardening). As situations arose other stream lined training was provided (e.g., patio gardening, team building and accountability). Project staff also participated in the Rural Sociology Society Conference as participants and presenters, as well as, other Land Grant supported conferences. How have the results been disseminated to communities of interest? Project results were distributed to communities of interest through journal articles, newspaper articles, national conference presentations, local workshops, festivals, informational fairs, Cooperative Extension events, and the annual Ag Expo. What do you plan to do during the next reporting period to accomplish the goals? N/A; However, under a Capacity grant we will operationallize the mobile flatbed unit or "FAMU North Florida Agriculture-Education Mobile Delivery System".
Impacts
What was accomplished under these goals?
Summative Observations The evaluation team examined the results and outcomes from 2012-2014, spanning three school years (2012-2014). The key programmatic goals were to increase the participants' 1) knowledge, 2) develop skills they can carry throughout their lives, 3) improve their social and moral development, and 4) increase their awareness of the environment and conservation. The evaluation team chose to examine these goals through measuring participants' a) changes in environmental interest and behavior, b) improvement in socio-emotional relations, c) improved attitudes towards health and preference towards healthy food, particularly produce, and d) improvement in knowledge about gardening as well as math and science concepts. Environmental Interest and Behavior The evaluation team was not able to provide evidence that the Red Clay Gardening project influenced participants' involvement in environmentally friendly behaviors. This was measured using the eco-behavior index in the quantitative survey instrument. This index asked participants to indicate how frequently they engaged in recycling, composting, or turning off water or lights when not in use. The hands on, school-based nature of the gardening project did not result in an increase in frequency in these activities. This result can be understood since participants at home or at school may not have the ability to influence decisions to engage in these activities. The quantitative survey instrument also assessed participants' interest in the environment and conservation by asking them how strongly they agreed to attitudinal statements about protecting and caring for the environment. In the first year the evaluation team was involved in the project (2011-2012), there was a statistically significant positive increase in participants' scores on this index. However, in the two following years there was no significant change. Perhaps in school year 2011-2012, participants were educated on how their behavior impacts the environment and what they can do to help the environment. A stronger emphasis on this topic in school year 2011-2012 and not in subsequent years could explain this outcome. Therefore, evidence is mixed as to whether or not the program increased participants' interest in the environment and conservation. Socio-emotional Relations The evaluation team only found limited evidence suggesting participants' socio-emotional relationships improved as a result of the program. An index was created in the quantitative survey to examine the socio-emotional relationships of participants with each other and adults, as well as attitudes about their own skills such as listening and being responsible. Additionally, questions during the focus group were asked about whether participants felt comfortable expressing their true feelings with adults. The working with others index only showed statistically significant positive change in the first year the evaluation team was involved (school year 2011-2012), and had no significant change in the following two years. Perhaps the importance of working positively with others was emphasized during this year and not subsequent years. The life skills index aimed to measure participants' positive feelings about themselves. There was no evidence this positively changed as a result of the program. Focus group results were mixed as to whether students felt comfortable or not sharing what they think and feel in front of adults and whether their participation in the garden has changed this level of comfort. While participants' enjoyed having the adults available to answer questions and gain knowledge about gardening, others felt they could not speak candidly about what they thought in front of adults. Therefore, there is some evidence to suggest that participants were comfortable with the informational relationship they had with the gardening staff, but that deeper mentorship and/or emotional connection was not accomplished through the program. Health and Nutrition The evaluation team found mixed evidence as to whether the program improved participants' attitudes towards healthy food, although the program did not influence their overall attitudes about engaging in a healthy lifestyle. Two indices in the quantitative survey were used to assess participants' overall attitudes towards health as well as their preferences towards healthy food. The attitudes towards health index showed no change across all three years. While public health concepts were mentioned as one of the program's goals, findings suggest that this topic was not covered, or covered in enough detail, to create a change in participants' behaviors and attitudes about overall health. Changes in attitudes surrounding healthy food and consuming vegetables showed mixed results across all three years. While participants discussed the importance of fruits and vegetables for a healthy diet while in focus group settings, when given individual survey instruments, they did not indicate positive change in their attitudes towards healthy food. This could perhaps reflect the tendency for individuals to display their agreement with socially desirable attitudes (in this case, appreciating and eating vegetables) while in a social setting (the focus group). Therefore, findings are mixed as to whether or not the program impacted participants' attitudes towards enjoying and recognizing the importance of eating vegetables. Knowledge Knowledge about the gardening process as well as improvement in science and math related concepts relevant to gardening were other goals of the program. There are findings to indicate this goal was reached by the program. The index measuring knowledge about gardening specific items only increased during school year 2012-2013, however additional individual knowledge test items were given to participants and these items improved each year. School year 2013-2014 had the highest overall change in improvement on the knowledge test items. This test included items asking participants to identify anatomy of a plant as well as basic math and science concepts related to plants and the environment. Participants improved the most on items asking them to identify various parts of plant anatomy. This suggests that the program has transferred basic plant knowledge to the participants. Additionally, focus group data suggests participants retained information about the planting, weeding, and harvesting process and were able to describe these to the evaluation team each year. Key Successes of the Program The program was able to target and serve the population they initially set out to reach, minority students in low-income areas in 4th and 5th grade. In all three years the program primarily served this demographic. Some of the key successes of the program included the increase in knowledge attainment by students across all three years. Participants particularly increased their knowledge related to gardening specific information, such as plant anatomy and planting, weeding, watering and harvesting produce. Additionally, participants expressed high praise for the program and indicated their enjoyment in participating in the gardening program during focus groups with the evaluation team. Another major success this program has achieved is additional funding and Extension support services for half of the sites to continue beyond the CYFAR grant program, contributing to the long-term sustainability of this intervention. The gardening team was open to evaluation results through a formative process each year and made programmatic adjustments to the garden sites per evaluation recommendations each of the three years.
Publications
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2015
Citation:
Rodriguez, M. T., Lamm, A. J., Odera, E., Owens, C. T., & Thompson, S. (in press). Evaluating impacts of school-based Extension garden programs from a childs perspective.Journal of Extension.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Odera, E., Lamm, A. J., Owens, C., Thompson, S., & Carter, L. (2013). The impact of extension gardening programs on healthy attitudes and behaviors. Journal of Human Science and Extension, 1(2), 47-62.
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Progress 08/01/12 to 07/31/13
Outputs
Target Audience: The target audience is 4th and 5th graders located at school and community-based sites in North Florida. Other demographic information regarding the target audience includes: 39 percent 4th grade, 40 percent 5th grade, 25 percent age 10, 34 percent age 11, 50 percent male, 46 percent female, 75 percent black, 12 percent white, 9 percent Hispanic, 2 percent Asian, 1 percent Native American. In total 192 students participated of which approximately 11 percent did NOT fit our target demographics. Demographic controls were hard to enforce at community-based sites. Target Audience Support Host sites include:Origianl sites-Bond Elementary School, Greensboro Elementary School, Miccossukee Community Gardens with Boys and Girls Club, Gulf County Extension and community garden; Expansion sites: W.T. Moore Elementary Scool, Florida A&M University Development Research Center (Elementary School)and Magnolia Terrace Residential Housing. Human Capital:PI and Co-PI - Dr. Lawrence Carter & Sandra Thompson, respectively; Community-based Project Director: Damon Miller (deceased), Community Based Site Coordinators: Carmita Whitehead, Ardis Miller, Andrew Jackson and Amos Murray; Cooperative Extension System collaborators: Lue Jolly - Family Consumer Science Specialist, Tonda Nelson - Youth Development Specialist, Vonda Richardson - Alternative Farm Specialist, Donna Salters - Extension Educator (Business Development), Amelia Davis - Extension Educator (Socially Disadvantaged Farmer Program), Alfred Covey Washington - Extension Agent, Gulf County Extension; and Other partners: University of South Florida Multi-Media; School districts- University of Florida Gulf County Extension, Tallahassee Parks and Recreation, Leon County Parks and Recreation, Evershine Hydroponics (private partner) and the Boys and Girls Club of North Florida. These partners have contributed over 200,000.00 in resources to support the project. We have every expectation that these partners will remain once funding has ended based on their expressed interest due to value associated with garden-based learning. Changes/Problems: Site gardens will be redesigned to address futureoccurences of abnormal weed growth due to unseasonably rainy weather present in summer 2013. This change will basically only impact garden layouts. Most of the garden sites will be constructed to reflect patio gardens in that each garden site (macro)will consist of several micro-gardens, where students will be assigned to provide garden activities forone micro garden for the duration of the next coming year. Thesemacro gardens will consist ofwalk ways (rock and chip), ornamental plants, ponds(small fish, lilly bad and turtle), raised beds (container, waist and ankle level), and some traditional row beds. In addition to the usual items, these planned gardens will also contain flowers, herbs, and fruit generating plants, which will provide a variety of produce for students to sell at market day. We anticipate that these changes will facilitate increased student interest, student management and student ownership of garden activities. What opportunities for training and professional development has the project provided? The entire Red Clay Garden Team participated in the CYFERNet Professional development training, as well as, attended the 1890 University's system wide conference, where a poster detailing the activities and accomplishments of the project were presented. Further, a webinar was hosted addressing best practices learned from the project. How have the results been disseminated to communities of interest? Conference, webinar and internet. What do you plan to do during the next reporting period to accomplish the goals? The projectwill continue garden-based instruction, however, the garden platform will change to facilitate student interest, student management and student ownership of garden activities. This change will primarily address the garden layout. Most of the garden sites will be constructed to reflect patio gardens in that each garden site (macro)will consist of several micro-gardens, where students will be assigned to provide garden activities forone micro garden for the duration of the next coming year. Thesemacro gardens will consist of ponds, waist and ankle level raised beds, container beds and some traditional row beds. In addition to the usual items, these planned gardens will also contain flowers, herbs, and fruit generating plants, which will provide a variety of produce for students to sell at marke day.
Impacts
What was accomplished under these goals?
Overall, the Red Clay Garden Project is operating in an appropriate manner. Staff members have access to and actively engage teachers and students in on-site gardening, and are reaching the targeted amount of students within an appropriate age range. Quantitative pre & post-test surveys were given to 192 participants at the beginning and end of the school year. The surveys asked questions regarding participant knowledge level, life skill attainment, cognitive skills, and attitudes and preference changes over time. One fourth grade class participated in a focus group where they engaged in discussions about their gardening project. Activity records and logs were gathered from project staff detailing frequency of site visits, planting and harvesting activities, and types of vegetables grown. An open?ended online survey was distributed to staff members actively engaged in the Red Clay Garden project in order to elicit feedback on their experiences. The presence of vegetable gardens has expanded in communities as some students have begun their own gardens at home. New schools are requesting garden programs. Community interest in garden-based learning and gardening in general is high. Some students expressed an interest in agricultural studies and asked about FAMU programs in this field. Students and community members were exposed to the ease in which vegetables can be produced for home consumption. Students either brought vegetables home to their parents or sold vegetables to members of the community on Market Day, as a result some community members made inquiries about gardening at the schools. Local governments have contributed electricity, fencing and equipment and personnel for land clearing. Children themselves expressed desire to be able to be involved in a program like this during the summer months when they are not in school. Teachers expressed desire to be able to have more classrooms involved in the gardening project. Students reported the most change relative to lessoning fast food. Children's interest and excitement to eat green vegetables increased after they grew them on their own. Staff reported belief that the Project taught children about good nutrition and that the students influenced their families, particularly by bringing vegetables home. Even so it is recommended that staff spend more time emphasizing the importance of healthy behaviors and nutrition. Staff reported they believed the participants had gained new knowledge about science and math concepts related to gardening, the survey results showed overall knowledge related to gardening remained unchanged after participating in the gardening project. Alternative forms of instruction are needed to improve knowledge and satiate the curiosity and excitement the students have about the gardening process, for example, focused time explaining plant physiology through interactive activities and consistently engaging in market days at all sites.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Miller, D., Thompson, S., and Carter, L.(2012). FAMU-Red Clay Garden. Abstract and Poster. Project.Florida A&M University.
- Type:
Other
Status:
Published
Year Published:
2012
Citation:
Davis, A., Miller, D., Thompson, S., and Carter, L., Richardson, Nelson, T. Miller, A., Jackson, A. Whitehead, C. Jolley, L., Washington, C.(2012). FAMU-Red Clay Garden Project. Webinar. Florida A&M University.
- Type:
Other
Status:
Published
Year Published:
2012
Citation:
Davis, A. (2012). FAMU-Red Clay Garden Project. Journal. Florida A&M University.
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Progress 08/01/11 to 07/31/12
Outputs
OUTPUTS: The third year outputs for the Project are the following: A uniform garden-based education curriculum in four locations engaging youth through two planting seasons; An evaluation protocol, specifically a pre-test implemented in the fall (2011) at the beginning of the first planting season in year three of the Project to establish participants baseline knowledge and skills and to drive evaluation and reflection on work in conjunction with partners to continually improve programs and show results. Pre-test administered to participants in written form at all four sites by program staff. Descriptive statistics used for data analysis purposes using SPSS. Key events included cooking demonstrations, market days, garden work parties, and sharing harvested produce with family and community Key development, the expansion of the project to three additional sites; the inclusion of verti-grow systems to increase productivity tied to demonstrating agri-preneurship. PARTICIPANTS: The individuals and partners who worked on the Project include Larence Carter and Sandra Thompson, PI and Co-PI respectively; The primary garden based learning instruction team of Damon Miller, Site Director, Ardis Miller, Andrew Jackson, Amos Murray and Carmita Whitehead; Dr. Alexa Lamm, Evaluator; Donna Salters, Market Day and agri-entrepreneurship instructor; Lue Jolley, Family Consumer Science and nutritionist instructor; Alfred Washington, Extension Field Agent; Trevor Hilton, County wide Extension Field Agent; Amelia Davis, Curriculum Development Coordinator; Greensboro Elementary School; Bond Elementary School, Miccosukee Community Center & Miccosukee Boys and Girls Club, Gulf County Extension; Gadsden County Extension; Leon County Extension; Leon County Public Works; Leon County School District; and Gadsden County School District. Several project staff participated in the CYFERNet training in May 2012. The CYFAR team has weekly meetings to address issues and gain information to better assist them in implementing the program. TARGET AUDIENCES: Seventy Eight percent of Red Clay Garden-based Project participants were enrolled in 4th and 5th grade. Regarding gender, ninety five participants were male and 87 percent were female. Regarding race in acutal numbers, 131 were Black, 24 Hispanic, 23 White, 3 Asian, and 1 Native American. The largest number of participants ages ranged between 9 and 12, age nine totaled 16, age ten totaled 45, age eleven totaled 68, age twelve totaled 29. All participants were from rural communities except participants who attended Bond Elementary School. Over half of all participants received free or reduced lunch. A uniform curriculum was used in four locations engaging youth beyond knowledge and attitudes to affect their behaviors of nutrition, physical activity, and environmental responsibility; An appropriate number of hours of experiential learning to change behavior; The entire process of growing food from seeds to harvest to table; Collaboration of students, teachers, administrators, staff,and parents to network to improve the health of youth participants through community involvement and community wide events; and an evaluator to drive evaluation and reflection on work in conjunction with partners to continually improve programs and show results PROJECT MODIFICATIONS: A new evaluator and evaluation protocol now governs the work of the Project. The goal of this evaluation is to explore the effectiveness and quality of the intervention with the purpose of utilizing the results to fine tune the Red Clay Garden-based Education Project and increase the likelihood of success in future implementations. A evaluation logic model was created to be used as an approach to the front-end evaluation requested. It will serve as a blueprint, or visual representations, of how this project will work, or how it should work under certain environmental conditions. The evaluation logic model will allow the evaluator to validate program theory by identifying if/then relationships and to identify the appropriate indicators to use during the evaluation. This model shows how the different inputs transform into outputs (activities/products), and how these outputs contribute to a logical progression of outcomes or impacts. The evaluation logic model created for the Red Clay Garden-based Education Project illustrates the inputs, outputs, and outcomes expected to contribute and result from implementation of the project. Evaluation Objectives Evaluation objectives for the Red Clay Garden-based Education Project were identified and will be used to drive the evaluation process. The evaluator recognizes that modification to these proposed objectives may occur as a result of early evaluation findings and emerging Red Clay Garden-based Education Project opportunities/challenges. Consequently, the evaluation team plans to work closely with the project team throughout the process, ensuring the proper objectives and appropriate procedures are used to conduct the evaluation. The objectives are based on the six categories identified in the logic model: participant knowledge acquisition, development of life skills, gaining academic and cognitive skills, growing in social and moral development, adoption of beneficial attitudes, preferences, and interests, and impacts beyond the Red Clay Garden-based education project.
Impacts
The following components contributed and in some cases generated the outcomes and impacts discussed later in this section: A uniform curriculum was used in four locations engaging youth beyond knowledge and attitudes to affect their behaviors of nutrition, physical activity, and environmental responsibility; An appropriate number of hours of experiential learning to change behavior; The entire process of growing food from seeds to harvest to table; Collaboration of students, teachers, administrators, staff,and parents to network to improve the health of youth participants through community involvement and community wide events; and an evaluator to drive evaluation and reflection on work in conjunction with partners to continually improve programs and show results. OUTCOMES Increased consumption of vegetables (fresh or cooked) because of health benefits; Increased discussion of starting a garden by youth participants with parents; Youth have gained understanding of the monetary value associated with vegetable production when they host Market days at their garden-sites and sell vegetables to local residents; Local residents have gained access to seasonal vegetables grown locally; Fall 2011 pre-test assessment shows that youth are more willing to eat vegetables they have grown; Participants strongly agree that living in a healthy community is important and reported that they go to the doctor for a checkup every year most of the time; participants agree that it is important to eat green vegetables and agree that homegrown fresh foods are better than processed foods; Participants reported they like to work with others most of the time. They also reported saying what they think and feel more often in front of their peers than adults; Participants feel they always respect adults, and are responsible most of the time. They feel they ask questions when they don't understand and are good listeners most of the time. In addition, most feel they only get angry quickly when someone disagrees with them occasionally, however, this is the statement that received the most variability as displayed by a large standard deviation; Participants reported knowledge levels associated with gardening, math and science; Participants asked to rate their level of agreement with specific knowledge related statements;Participants expressed they agreed with the statements, however they were neutral in regards to the color of vegetables being important and that organic vegetables are not dirty.Red Clay Garden-based Education Program is now a component of regular academic instruction for specific classes in four elementary schools, covering two counties school districts. IMPACTS External institutional support of garden-based learning as a result of the Red Clay Garden-based Education Program evidenced by 1) three school districts bringing 2400 plus 4th & 5th graders to the Youth Agricultural and Entrepreneurial Learning Day and 2) County governments and private businesses providing labor and tangible for gardens to operate benefitting youth in the selected garden sites. These two impacts alone have an estimated monetary value of over $100,000.
Publications
- Miller, D., Carter, L., Thompson, S.,(2012). Promoting Obesity Prevention Through Garden-based Learning for 4th and 5th graders in North Florida Counties, 1890 system-wide Extension Conference in Memphis, Tennessee.
- Miller, D., Carter, L., Thompson, S.,(2012). Promoting Obesity Prevention Through Garden-based Learning for 4th and 5th graders in North Florida Counties, Florida Small Farm Conference, Orlando, Florida.
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Progress 08/01/10 to 07/31/11
Outputs
OUTPUTS: Florida A&M University's Cooperative Extension Outreach Program implements the Red Clay Garden Project at four sites in north Florida. The first project site, located in Gadsden County at Greensboro Elementary School, completed three row garden planting seasons, summer, fall and winter 2010. The second project site, located on the south side of Tallahassee at Bond Elementary School, completed two container garden planting seasons, fall and winter 2010. The third site, located in Miccosukee, a very rural community in north east Leon county completed three row garden planting seasons, summer, fall and Winter of 2010. The fourth site, located in the Port St. Joe Community of Gulf County, completed three row garden planting seasons. Lessons taught included garden cultivation, production, pest and weed management, soil layers, enrichment and chemical composition, as well as lessons on vegetable root systems, harvesting, cleaning and healthy methods of preparation for consumption, pricing, selling and advertising. The evaluation pre and post test instrument was revised and edited to a one-page document. The questions in each subject areas of Science, Math, Communications, and Health & Nutrition were edited from ten questions to five questions in each subject area. This one page instrument creates an immediate focus among students and the test taking procedure is less time and less papers. The previous test was a four-page turn of each subject area. The contents of each subject area Science, Math, Communications Health and Nutrition are to the point brief and simple sentence structures.Activities from each site were digitally recorded. Project events included a dinner hosted by youth participants at the Greensboro, Bond and Gulf sites. Vegetables for the dinners were grown by the youth in their gardens. Youth from the Greensboro and Bond sites harvested, cleaned and participated in the cooking of the vegetables for their dinner. Youth participants from the Miccosukee and Gulf County sites hosted a market day event where they sold vegetables from their gardens. Additionally, Bond and Greensboro youth participated in a health and nutrition learning module conducted by Cooperative Extension's Family and Consumer Science Specialist. Harvest Day was a big event for participants, who eagerly bagged the produce and shared it with family, friends and local community residents. The cumulative summer harvest for all four sites was substantial, 225 lbs of red potatoes, 25 bunches of collard greens, 15 bunches of turnip greens, 30 lbs of broccoli, 20 lbs of green beans, 241 lbs of squash, 14 dozen ears of corn, 200 lbs of Vidalia onions, 74 lbs of okra. The yield increased with each successive harvest. On May 20, 2011, the Youth Agricultural and Entrepreneurial Learning day occured where over 2400 fourth and fifth grade students participated in garden demonstration sessions and entrepreneurship sessions. PARTICIPANTS: Individuals involved in the project were Lawrence Carter, PI, Sandra Thompson, Co-PI, Damon Miller, Project Director, Carmita Whitehead, Site Coordinator, Andrew Jackson, Site Coordinator, Ardis Miller, Site Coordinator, Pam Bowen Saffo, Evaluator and Amos Murray, Technical Assistant. In-kind support provided by Donna Salters, Business Development Coordinator, Vonda Richardson, Marketing Specialist, and Lue Jolly, Family Consumer Science Specialist. Partner Organizations were Bond Elementary School, Greensboro Elementary School, Miccosukee Community Center, Gulf County Community Center, University of Florida's Gadsden, Leon, Jefferson and Gulf County Extension, Leon County Parks Recreation, Gulf County Parks and Recreation and Leon County Facilities. New collaborators were WT Moore Elementary School, and Magnolia Terrace Subsidized Housing Facility. To implement the Youth Agricultural and Entrepreneurship Learning Day, collaborators included Sodexo (food provider), University Athletics, Florida Department of Agriculture, three school districts and thirty elementary schools, and a host of individuals and organizations. Professional development opportunities included weekly one hour and thirty minute training and project progress discussions sessions. Additionally staff participated in Monthly four hour training and department progress discussion sessions. Project staff attended the National CYFAR Conference in Chicago. TARGET AUDIENCES: The Project's target audience was school age children, fourth and fifth graders, ages nine to eleven. The project sites were Bond Elementary School, Greensboro Elementary School, Miccosukee Community Center, and Port St. Joe Community Center. Bond Elementary is a historical school in a low-income African American community near two major universities in Leon County. All students are fourth and fifth graders. Bond Elementary has the largest enrollment of all the Red Clay Garden sites totaling thirty five, with fifteen boys, twenty girls, twenty five fourth graders and ten fifth graders. Greensboro Elementary had the next largest number of participants totaling thirty four, with fourteen fourth graders, twenty fifth graders, thirteen boys, twenty one girls, thirteen African Americans, three Whites, fifteen Hispanics, two Native Americans, and one Other. The participants at this site were the most racially diverse with most identifying as Hispanic. Greensboro Elementary is one of five cities in Gadsden County. Over fifty percent of students enrolled at the school are on reduced are free lunch. The Miccosukee site is an after school program located in a rural community in north east Leon County. This site has the least amount of participants, ten. The Port St. Joe Community Center has similarities to the Miccosukee Community Center in that both sites are after school programs and all participants are African American. The number of participants total thirteen. The site is located in Gulf County. The majority of participants receive reduced or free lunch. The Project disseminates science based knowledge to target audience through an informal garden based learning environment, where participants learn by doing. The Youth Agricultural and Entrepreneurship Learning Day provided opportunity for two thousand four hundred plus fourth and fifth graders to rotate through both garden and entrepreneurship learning stations. Digital and printed material were used to reinforce knowledge and skills gained in the garden. PROJECT MODIFICATIONS: Reducing the evaluation instrument to a one-page document was a step forward in making the experience of test taking user friendly.
Impacts
The project's resources include people, land, seeds, seedlings, farming and gardening tools, evaluation tool and technology. In the output section, activities and events central to this project are addressed. The one page revisions and new format of the pre and post evaluation instrument improved participants immediate focus, evidenced by a greater completion of all test questions. The post test results of student's behavior and communication skills at Bond and Greensboro improved greatly. The fifth grade students this year are now two years in the program. Their answers about fast foods are more definitive, which could indicate that they are beginning to understand the nutritional value of foods. The practical experience of gardening enhances the aptitude for students to learn and retain information related to science and math. The scientific formula of water H2o was answered correctly by more than eighty percent of all students, where as last year only fifty percent of the students answered correctly. The evaluation also showed that participants prefer fast food over green healthy food choices; however, when they planted, harvested, and prepared vegetables in a manner that was appetizing to them they ate them. Implications are that extra-curricular activities such as gardening can enhance consumption of healthy green vegetables. Actively engaging youth participants in the entire process of growing food from seeds or seedlings to harvest to table to market was the key strategy employed. Youth participants became agricultural producers in training. As a result, their knowledge of garden processes increased as did their knowledge of entrepreneurship, marketing and financial literacy. To produce quality vegetables worthy of personal consumption, donation to community residents and or for sale to consumers they practiced goal setting, and working cooperatively with adults, peers and in groups. Their academic and cognitive skills in science and math were reinforced because each activity involved science and math. They gained marketing, advertising and financial literacy knowledge and skills when they engaged in Market Days, where their vegetables were advertised and sold to local residents. Because participants actively participated in at least two planting seasons from beginning to end they gained a sense of accomplishment and experienced the satisfaction associated with completing an assignment or task. Because they functioned as producers where they planted, weeded, nourished their gardens they assumed ownership and a sense of responsibility for the garden. Gardening is embraced about all sectors of the community and the demand for technical assistance is increasing at a phenomenal rate. The high incidence of chronic health conditions, such as, diabetes, obesity, high blood pressure experienced by youth has established gardening and garden education as attractive low cost prevention strategies. Also, the growing demand for locally grown food validates gardening and garden education, as having economic and health benefits for communities. The implications are that project sustainability will be achieved before the end date of the project.
Publications
- Carter, T., Thompson, S., Miller, D., Smith, L. 2011. Red Clay Garden Project Photo Collage, Bi-annual. Promotes youth garden-based learning.
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Progress 08/01/09 to 07/31/10
Outputs
OUTPUTS: The Florida Agricultural and Mechanical University implemented the Red Clay Garden Project in four sites, Greensboro Elementary School, Bond Elementary School, North Port St. Joe Community Garden and Miccosukee Community Center Garden. The activities included implementing a pre-assessment instrument capturing baseline data on health and nutrition, science and math, and communication knowledge, skills and behavior of the target audience; analyzing pre-assessment results; developing a container garden at the Bond site; developing traditional plot gardens at Port St. Joe Community Site, Miccosukee Community site and Greensboro Elementary School; facilitated gardening activities with youth participants and site specific adults, that included cultivation, planting, fertilization, weeding, pest management and harvesting; and conducted lessons in agriculture with youth participants and site specific adults, that included cultivation, planting, fertilization, weeding, pest management and harvesting. The services provided were consulting with the After School Programming representative for Astoria Park Elementary School and the 4th and 5th grade teachers at W.T. Moore Elementary School about starting a gardening program at their schools, and Heritage Assisted Living Facility about assisting them with their recently started container garden project. The products included information and skills learned by target audience addressing cultivation, planting, fertilization, weeding, pest management and harvesting; over 90 members of the target audience participated in gardening activities described above; The total produce yielded from all four garden sites was substantial, 225lbs of red potatoes, 25 bunches of collard greens, 15 bunches of turnip greens, 30 lbs broccoli, 20 lbs green beans, 421.25 lbs squash, 14 dozen ears of corn, 42 lbs of tomatoes, 200 lbs of Vidalia onions, 66.5 lbs of okra; The target audience shared produce with family and neighbors. One teacher at Greensboro elementary prepared a squash casserole from squash grown in the garden by participants. The North Port St. Joe participants were served a healthy lunch from the vegetables they had planted and harvested. Project outputs achieved as a result of partnerships was also significant, occurring in the form of faucet installation and land clearing at the Miccosukee Site, by the Leon County Sustainability Office. The director has requested a schematic on the Miccosukee site to identify the quantity and type of additional resources needed. By September 2010 the Miccosukee site will have a fence and complete irrigation system installed by the Leon County Sustainability Office. PARTICIPANTS: The Project staff consisted of Principal Investigator, Mr. Lawrence Carter, Co Principal Investigator, Mrs. Sandra Thompson Project Director, Mr. Damon Miller Project Site Coordinator, Mr. Alfred Washington, Project Evaluator, Pamela Bowens Saffo Technology Specialist, Cedric Spradley Site Program Assistant, Mr. Murray Project partners are Leon County Parks and Recreation, Leon County Public Works, Gulf County Extension, Gadsden County Extension, Greensboro Elementary School, Port St. Joe Community Center, Miccosukee Community Center, Bond Elementary School, and Riley Cultural Center. Opportunities for professional development consisted of participation in the National CYFAR Conference, 4H and Military partnership training, and a regional stakeholder meeting sponsored by the Florida Department of Education. TARGET AUDIENCES: The Florida A & M University Red Clay Garden Project implements programming at Bond Elementary, Greensboro Elementary, Miccosukee Community Center and Port St. Joe Community Center. A total of 92 youth participate in the project. Facilitated 92 participants in gardening activities that included cultivation, planting, fertilization, weeding, pest management and harvesting; and conducted lessons in agriculture with youth participants and site specific adults, that included cultivation, planting, fertilization, weeding, pest management and harvesting. The Port St. Joe Site hosted a luncheon where vegetables that were planted and harvested by the participants were served to them and their guests. The Bond site different from the other three sites implemented a container garden. The other three sites developed traditional row gardens. The crops planted and currently being harvested by the participants at each site are tomatoes, corn, yellow squash, and okra. PROJECT MODIFICATIONS: The original proposal was designed for three project sites; however the project is currently providing programming in four sites. The Bond Elementary School site initially had problems designating a place on the school grounds to develop a garden. As a result, a replacement site for Bond Elementary was secured, the North Port St. Joe, Wewahitchka site. In late spring, the school principal for Bond Elementary School contacted the Project Director requesting services. Bond Elementary School is now an active participant in the project.
Impacts
The Pre-tests were administered during the month of March 2010. The three Pretests acquired baseline data on knowledge, skills and behaviors relative to Health and Nutrition, Science and Math and Communication skills. Each subject area consisted of ten questions and not more than four or five words in each sentence. The answers to questions are the choice: Yes, No, Sometimes, Un-Sure. The health and nutrition instrument asked about the choice of fast foods, eating green vegetables, processed foods; physical exercises, planting seedlings, the colors of fruits, vegetables and the interest of a community garden. The science and math instrument addressed various gardening procedures and the science or math concepts inherent to Red Clay Gardening objectives. The behavior and communication instrument addressed communication and social skills. Preliminary findings are that fast food is preferable, communication is difficult in front of groups, anger management is a problem, there is interest in gardening, and basic science and math skills exist. The implications are that extra-curricular activities such as gardening can enhance traditional classroom learning, specifically as it relates to health and nutrition, public speaking, and anger management. Additionally, gardening can enhance or reinforce math and science skills. Conclusions and recommendations are to organize a mentoring plan with upper and lower grades or same grades paired together to encourage negotiation, compromise, and decision making; purchase journals for students for daily entries; and implement end of the week oral share time from journals.
Publications
- No publications reported this period
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