2019 International Master Gardener Search for Excellence

2019 INTERNATIONAL MASTER GARDENER SEARCH FOR EXCELLENCE GUIDELINES

Search for Excellence (SFE) is the recognition program of the Extension Master Gardener (EMG) volunteer

work throughout the United States, Canada, and South Korea. SFE has seven categories in which EMGs can

demonstrate their outstanding contributions to their communities. All SFE applications must show that

significant learning took place, whether by the EMG or the general public.

All Extension Master Gardener volunteer projects are significant to their communities, but not all are SFE

projects. The SFE is designed to recognize outstanding group projects and not an individual who does

outstanding work.

Project submission must meet the following guidelines to qualify for SFE awards:

1. Choose the single category that best fits the project. Only one project may be submitted by a group per

category:

1. Community Service

2. Demonstration Garden(s)

3. Innovative Project(s)

4. Research (applied scientific methodology)

5. Special Needs Audiences (senior, disabled audiences or horticultural therapy)

6. Workshop(s) or Presentation(s)

7. Youth

2. Projects will be judged on their merit from work done between the years 2016-2018. Projects entered

must have completed a full year to be entered. Program projects that have previously won International

Master Gardener Committee (IMGC) SFE awards are not eligible in any category.

3. Simple to replicate. A goal of SFE is to share the excellent ideas and programs so that they can be

replicated by other MG groups. A 20-acre botanic garden would be difficult to replicate, but the

gardening ideas inside it might be easy to recreate at another site. A step-by-step “how to do this”

would be a great way to share your project.

4. Practicality. An SFE program is one that is easy to use and fits well for its intended situation. In other

words, you have found the best way possible to meet a need of your community. For example: You

could develop a wonderful program with a $20.00 admission cost, but if people can’t afford the cost,

they won’t come.

5. Original and creative. We are looking for that added touch that makes this program your own, or that

reflects the personalities of the Master Gardeners involved. We don’t want you to recreate the wheel,

just maybe parts of it so that it fits your situation.

6. Compatible with Extension and EMG missions. Make sure to specifically link your project with the goals

listed in 1-4, below. Do not assume that the reader can figure out that your project is compatible with

Extension and EMG missions.

1. Projects should have an educational component.

2. Projects must be available to all persons without regard to race, color, sex, disability, religion,

age, veteran status, political beliefs, sexual orientations, national origin, and marital or family

status.

3. Projects should extend the resources of the University to the public wherever they live, helping

them use knowledge to solve problems at work, at home, and in their communities.

4. Information provided should be university research-based.

7. We also consider whether significant learning occurred, as well as the number of people impacted by the

program.

Application for a Search for Excellence Award Master Gardeners who are involved with the project, not Extension staff, must complete the Search for Excellence application. Use the application form provided. Email address *drlsenior@gmail.com

State/Province *New JerseyCounty *MercerName of MG Program *Rutgers Master Gardeners of Mercer CountyName of MG volunteer contact person(s) *Louise Marie SeniorPhone of MG volunteer contact person(s) *6092406543Email of MG volunteer contact person(s) *DrLSenior@gmail.com

Name, title of MG Coordinator/Extension staff *Barbara Bromley, Mercer County Horticulturist, Master Gardener Advisor // Meredith Melendez, County Agent III, Rutgers NJAES Cooperative Extension of Mercer CountyAddress of MG Coordinator/Extension staff *Rutgers Cooperative Extension of Mercer County, 930 Spruce St., Trenton, NJ 08648-4584Phone of MG Coordinator/Extension staff *609-989-6830 Email of MG Coordinator/Extension staff *bbromley@mercercounty.orgCategory. Select and submit in ONE category only. *YouthName of Project *Exploring Our Colonial Roots

Description of project. Include target audience, goals, location, and partnerships. *

Description: ‘Exploring Our Colonial Roots’ is an entertaining, yet explicitly educational, program held in the garden

of the oldest house in our State Capitol (Trenton, NJ): the 1719 William Trent House. Children and their counselors

from area summer camps spend their day with us circulating through four main activities, three of which are

horticulture-centered:

1. Interactive, multi-sensory tour of the Colonial Kitchen Garden

2. Exploration of pollination, including flower dissection and observation of bees and other pollinators.

3. Colonial food preservation.

4. House tour where children learn the history and significance of the site.

The program is offered free of charge to the partner summer camps, though we expect the camps to provide the

children’s lunches, adequate trained supervision (1 adult:10 children), first aid and medical needs. Generally the camps

provide their own transportation, but occasionally our program has funded bus transport if it was required so that the

group could attend. We play ‘Trent House Jeopardy’ to assess what the children have learned. The day concludes with

a musical interlude when a colonial fife and drummer surprise the children, lead them in a period song and then march

them off to their bus.

Between 2016 and 2018, 406 people have attended Exploring Our Colonial Roots. The three, day-long, summer

programs are the mainstay of the Mercer Rutgers Master Gardener (RMG)-Trent House collaboration, though RMGs

also give tours of the RMG-maintained garden to visiting school groups or the public attending Trent House events at

other times of the year. In addition to the attendees of the ‘Exploring Our Colonial Roots’ program, our RMGs have

reached 205 children and adults during other tours given in 2016-2018.

Plants + History + People = DISCOVERY! Combining these elements deepens learning, sparks curiosity and amplifies

our goal of responsible gardening. These rewards are even richer when offered as a part of children’s education.

Ease of Replicability and Practicality: Though the 1719 William Trent House is unique, all counties and/or Cities

have an ‘Oldest House,’ and most of these could include gardens in their interpretation. The methods with which

we conduct our program, as well as the food preservation and non-historical pollinator modules, are universally

applicable to children’s programs at other historic sites (and potentially adult programs and in non-historical gardens).

The logistics and materials used in our garden tours, food preservation and pollinator presentations cost very little; thus,

they are highly practical for adoption by other groups. Gardening plus historical sites is FUN and creates a win-win

situation for all organizations involved as it attracts additional visitors to sites and shares the wonder and joys of

horticulture with those who may be uninitiated. Combining history and horticulture offers new ways to discuss

sustainability and eco-friendly practices, for instance, when we address the notion that 18th century gardening was

much like modern organic practices because chemical controls were not yet invented.

Originality: When contacting area camps to book them for ‘Exploring Our Colonial Roots,’ we also survey other

summer camp programs offered locally. Despite numerous local historical sites, few summer programs engage children

directly in history, and even fewer emphasize gardening and horticulture. At least in our county, our combination of

history and horticulture for children is unique.

Mission Compatibility: 1. ‘Exploring Our Colonial Roots’ educational material is presented through interactive, experiential and multi-

sensory activities that appeal to many learning styles.

2. We offer our program to campers without regard to their race, color, gender, religion, national origin or family

status. By situating our program within the Trenton City limits, we extend the resources of Rutgers Cooperative

Extension to where our campers live, and present to a significantly more diverse population than is represented by

our Extension Master Gardeners (EMG) membership. The newsletter sent home with each child describes the

highlights of the day and lists ways that they can encourage pollinator health at home and in their communities.

3. The Information provided in our pollinator lesson is university research-based, particularly through the work of

Rutgers professor Dr. Rachel Winfree, whose lab focuses on biodiversity and its relationship to ecosystem services,

interaction networks, and conservation with specific emphasis on pollinator ecology.

Learning and Number of people impacted: A total of 332 children and 74 adults (total 406) participated in ‘Exploring Our Colonial Roots’ in 2016-2108.

Target Audience: Summer Camp participants, aged ~8-10 years old (rising 3rd

-4th

graders), who live in or near the

City of Trenton. Though targeted to children, we find that the adults (camp staff) accompanying the campers are also

engaged by the presentations. We extend the education to the children’s families by sending home a ‘Broadside’

(newsletter) about the day’s activities with each attendee. Goals: These are the goals that underpin our project:

1. Learn that sustainability was practiced in the 18th Century garden, and was key to survival through seed saving

and food preservation.

2. Allay city children’s fears of insects, pollinators, and even gardens.

3. Appreciate that plants grown were selected to function not only as a food source but as herbal sources of

flavoring, tea, medicine, and household products.

4. Show where food comes from and learn parts of plants in experiential activities rather than worksheets

common in schools.

5. Understand the important role pollinators play to assure our food source.

6. Think about how cooking, food preparation and preservation technology has changed.

7. Show that people in the past were self-sufficient, we can be too.

8. By introducing children to the Trent House, we strive to give them a sense of place and to increase civic pride

in their community, its history and fertile agrarian roots.

Location: 1719 William Trent House Museum and grounds, 15 Market St, Trenton, NJ 08611

Partnerships: William Trent House Museum (Staff and Board), Bee Keepers (2017), Local Children’s Summer Camps

(Trenton YMCA, Boys and Girls Club, Trenton CYO, Ewing Recreation Camp, Trenton Housing Authority Camp,

Urban Promise, and Homefront), Watershed Institute (2018), Isles Inc., Old Barracks Fife and Drum Corps.

Methods. Discuss planning, implementation and evaluation (e.g. how results, learning and impact were

documented). *

Planning: The project is developed by EMGs of Mercer County in consultation with two partner groups. First are the

Trent House Museum staff, board members, and unpaid historical horticulture specialist (Charles Thomforde). This

first group offered invaluable input on the historical content of our program, access to the premises free of charge, as

well as hands-on program support (setting up tables, chairs, providing docents for the house tours). Second were the

participating summer camps. Camp Directors advised about their needs and logistics, conveying important information

about their schedules and participants.

Program planning begins in early January each year, followed by a general kick-off meeting open to all MGs who wish

to volunteer. Garden tours, pollination and food preservation activities are planned by sub-committees that also train

their volunteers. Garden Pals (EMG escorts for groups of children) are recruited as soon as the camp dates are set.

Starting in March, small groups of MGs meet at the Trent House to plant and maintain the garden. The camps are held

in July/August, and are followed by a wrap-up meeting to discuss program changes needed for the following year.

Implementation: Both the content and structure of the day is carefully crafted (including max group size, the roles of

adult guides, presenters and timekeepers). Our goal is to serve 40 campers per day, plus accompanying counselors.

Group size is determined by the site facilities and our desire to provide in-depth experiential learning. The 40 children

are divided into 2 large groups of 20 students each when they arrive, then each of these is subdivided into 4 small

groups (5 campers each). Each small unit is assigned a ‘Garden Pal’ EMG who escorts campers through their activities.

These small units allow the children to directly observe, hear, experience, and discuss concepts during all of the activity

rotations. Small group size minimizes distraction and encourages engagement.

The activities: We present a 10 minute welcome and overview of the day when campers first arrive, then break into

50-minute horticultural activity rotations led by EMGs. Half the group (~20 campers) visits the four quadrants of the

garden in their small groups, and the other half visit the food preservation activity. The groups then switch activities (5

additional minutes allocated to change locations). Other EMGs assist the program as timekeepers (ring large bells to

switch activities), photograph, set up EMG lunch, and distribute prepared lavender scented washcloths for all to cool

off with at end of the day.

Garden Tours: One EMG is stationed in each quadrant of the garden to tour each small group through that area,

encouraging children to touch, smell, taste, and observe various plants (taste lemon balm tea, compare taste of fresh

radish pods to pickled pods, purslane and pickled purslane, look for sweet potatoes, dig Irish potatoes, examine carrot

seed and discuss biennials, collect pea seeds ‘for next year,’ observe cucumber blossoms and find cucumbers, dig and

smell garlic, onions, etc.). This year they also got to water seedlings with homemade replicas of historic ‘thumb jars.’

Each quadrant tour lasts 11 minutes; the tour leaders give each tour 8 times during the day. Garden tours are offered

first thing in the morning when it is relatively cool.

Food Preservation: Campers spend 50 minutes in their 4 small groups learning, then preparing a preserved food. In

2018, EMGs discussed the importance of apples in colonial times, including tasting different varieties of apples, dried

fruit, cider and how apple cider vinegar is made as well as its role in pickling. The children then made and tasted

‘Colonial Gatorade’ – Switchel (molasses, water, vinegar). In 2016 and 2017, children made ‘blueberry fool’ after

reading A Fine Dessert (Jenkins 2015), which shows transformations in cooking technology and food procurement in

one of Western civilization’s oldest dessert recipes. This is offered in rotation with Garden Tours.

Pollination: Campers spend a total of 50 minutes learning the structure of flowers and the importance of pollinators to

our food supply in their 4 small groups. For 20 minutes, closely scripted EMGs show the flower model, and lead children in lily dissection to observe flower structure first hand. After examining apple blossom photos, the children cut

an apple to observe the seed chambers. Next, each child is given a jar and heads out to the garden to examine

pollinators up close for 10 minutes (catch and release). Accompanying EMGs encourage the children to make

observations of insect behavior that leads to pollination. The last 20 minutes of pollination is specialized demonstration

by EMG experts; in 2017 a Bee Keeper presented honey bees and their hive, in 2018 live examples of all stages of

Monarch butterfly lifecycles were shown to the children. Because more pollinators fly in the heat of the day, this is

presented after lunch.

House Tour: This is offered in rotation with the Pollination activity because the house is air conditioned and gives

relief on hot summer days. Trained docents (not EMGs) present the history and significance of the house in engaging

hands-on, costumed presentations.

Evaluation: In both 2017 & 2018, the small group ‘teams’ competed against each other at the end of the day in games

of Trent House Jeopardy to assess and summarize what the children learned. Five questions in each of 4 categories

(The Garden, Food Preservation, Pollination and the Trent House) offer the opportunity to review concepts taught

during the day. Each small group competes against one other in four simultaneous stations. When a group gets a

question wrong, it is explained by the EMG Jeopardy host. Our campers love this and embrace the friendly

competition. In 2017, of the questions answered, teams scored these averages by topic: Garden questions 85% correct,

Pollination 89%, Food Preservation 90% and Trent House 90%. In 2018, team scores improved for most topics: Garden

questions 88.66% correct, Pollination 90%, Food Preservation 83% and Trent House 100%. The Food Preservation

program was new in 2018 and still being developed. In both years, the camp scores varied between weeks, and because

they increased over the course of both programs, this may indicate that our presentations were more effective as we

became more practiced. The first camp’s average score of all answered questions was 84% (2017) & 87% (2018); the

2nd

camp scored 88% (2017) & 90% (2018); and the 3rd

camp got 94% correct both times. From these data we conclude

that our program materials were understood and well assimilated, and also that we became better at presenting with

practice.

Results * From 2016 until present, each group entering the Trent House gates has appeared unsettled and somewhat

fearful at the possibility of bees and the harm they may cause, but by the time they ‘catch bees’ it is hard to get them to

stop frolicking in the garden. They are also unnerved by the large digger bees (ciacada killers). The children quickly

learn that pollinators are more interested in flowers than us. Many have not ever been invited to walk in a garden

before. Participants eagerly taste vegetables while in the garden, and often try items with which they are unfamiliar.

Significant learning and impact * We observe that learning has occurred in three ways: 1) observation of changes in

children’s behavior and level of comfort in the garden and near insects, particularly bees; 2) compilation of children’s

quotes overheard during the program; and 3) observation and tallying of scores in the closing ‘Trent House Jeopardy’

game wherein groups compete, answering questions on activities described above. See evaluation discussion above re:

Jeopardy results. To capture quotes and observations, Garden Pals are given an index card and pencil and asked to jot

down what they hear and see at each camp. This has proved fruitful, and they also submit suggestions for program

improvements. MANY quotes and observations have been made, but a few notables ones are:

8/14/18 “I liked everything I tried in the garden. I’m going to eat more vegetables!” “Butterflies can taste through

their feet?!!” “I LOVE the pizza plants! (meaning pot marjoram/oregano & garlic).” “Flowers make seeds!??”

8/7/18 One child was especially distracted at outset of program asking, ‘Won’t the bees sting?’ and ‘Wasps are

bad, I don’t want to go in there!’ – but after tours and activities, he was eagerly bounding into the garden catching

‘bees’ and did not want to stop.

“My favorite thing today was trying new veggies from the garden to eat!” “Yummy! Love the pickled okra – I

want more!” “! I LOVE the beans from the garden!” “I love the sorrel – can I grow it at home?”

7/31/18 “I didn’t realize there were different types of apples – thought there were just red and green ones.” “I

thought this was going to be boring but it was really fun!” “That was amazing (looking at bee in jar) Can I catch

another?” “Look at all that pollen (on bee caught in jar)” “Really? I can catch a bee and not get hurt?”

7/25/17 “Loved tasting veggies in the garden” “It’s the goodest plant! (re: sorrel)” “This smells like Lemon Heads

candy! (Lemon balm)” “I never ate anything straight from a garden before!” “I really love this pickled radish!” “I

don’t want to leave!” “I never tried a cucumber before – it’s good!” “I wish I could live here and garden.”

Budget narrative * The program is offered free of charge, to the children and partner camps (a value of $550 at

$4/child and $5/adult for the Trent House museum visit alone). Generous private donations cover extra expenses, such

as the musical entertainment at the end of each program. Vision Scientific donated 4 Flower models to us in 2016, a

value of over $350. Isles, Inc. (a Trenton Non-profit dedicated to fostering self-reliant sustainable communities)

delivers compost to the garden and donates honey. The Trent House funds occasional seed purchases. Our Master

Gardener treasury funds the rest of the program.

The greatest expense, when needed, is $305 spent per day to transport campers from locations in the city to the site by

rented bus. Honoraria are given to non-MG subject area specialists who assist with program implementation: our

historical horticultural specialist as a gift for his unpaid time and energy consulting with us on the garden; docents who

guide tours at all three of our summer programs; and guest trainers (e.g., university pollination experts). In 2017, about $120 was spent on ingredients for the food preservation activity (roughly $1 per camper attendee).

Supplies for the garden tour were under $20 (honey to sweeten iced tea served during the tour, compostable paper cups,

and example vegetables to be used as props during tours). In 2017, we spent $54 on supplies for the assessment game

‘Trent House Jeopardy ‘and these materials were re-used in 2018. The pollination program also costs about $1 per

camper. Discount lilies cannot be used for the children’s dissection because florists cut off the anthers to prevent pollen

stains on clients’ tablecloths. Without anthers, the full flower structure cannot be observed. Miscellaneous other

expenses include supplies to make ‘lavender cloths’ – white wash cloths moistened with lavender oil scented water, and

chilled. These are refreshing on hot afternoons; 120 cloths generally made per season cost approximately $60. Children

take their wash cloth home with them on the bus. In 2016 & 2017, the program also funded lunch for the EMG

volunteers, but in 2018 everyone chipped in $5 to cover the lunch cost. Total expenditures for the past three years are:

2016: $1,497 – included MG lunch ($400), $370 in honoraria gifts, creation of a photo book gift for the YMCA ($40),

and $220 paid for one session of the musicians (donations covered the other two visits).

2017: $1654 –included MG lunch ($390 including paper goods and dessert), $370 in honoraria, $305 towards bus

transport, $46 spent toward 4 re-usable flip-charts-for use in the pollination program, $54 for materials to create

Jeopardy game, and $115 expended on lilies and apples used in teaching.

2018: $940 – included an additional $200 in honoraria ($75 for Program on Slavery at the Trent House and in colonial

NJ, and $125 to the Watershed Institute for butterfly program). No MG lunch, and no bus rental, as noted above, all

music covered by donations.

Please expect this many images to be sent *Six

List active Master Gardeners who have been involved with the project from start to finish. *

A total of 22 EMGs have been involved all three years, and over 50 have been involved at one time or another

(vacation plans often interfere with EMG participation because it is a summer program). EMGs of Mercer County who

have been involved in all three years (2016, 2017 & 2018) and who should receive a certificate are:

Andre Butts, Katherine Danbury, George DiFerdinando, Bonnie Ferriolo, Barbara Gliddon, Jackie Johnson,

Debbi Kanter, Patricia Lagunas, Ruth Larsson, Kellan Peck, Betty Scarlata, Louise Senior, Sudi Solomon and

Theodora Wang.

Please do not include their role or other individuals in this listing.

1. Trent House. Garden island in the city—general view

• 2. Trent House Garden tour

• 3. Trent House: making switchel

• 4. Trent House flower dissection

• 5. Trent House pollinator catch & release

• 6. Trent House: Broadside