For the Latinx and immigrant community in Lane county, gardening in community means connecting in the 7 community gardens and growing organic produce together. At an upcoming webinar by the Lane County Master Gardener Association, learn how Centro Latino Americano (formerly Huerto de la Familia) provides services and support for this great initiative, and how gardeners are teaching new gardeners in the garden. Leaders from the organization will share insight into community building through gardening, lessons learned, and examples of community engagement.
Come learn how the Lane County Master Gardener Association has fostered this important community relationship and helped to take a behind-the-scenes role in supporting Centro Latino Americano’s work.
Tuesday, September 20th, 6:30-7:30 pm. Online webinar.
Master Gardeners are invited to attend this in-person (closed to the public) event, designed to inform OSU researchers in the development of new sustainable plants. Get an inside look and preview of possible new plants, and give feedback on which ones you find the best looking!
3 of the 360 plants in the test field at OSU’s North Willamette Research & Extension Center
NWREC Field Day
About this event: The ever-changing climate puts pressure on the nursery industry to develop more sustainable plants. As part of a six-university study, OSU seeks to improve urban water-use efficiency by evaluating landscape plant performance on three irrigation treatments corresponding to the Water Use Classification of Landscape Species (WUCOLS): High, Moderate, and Low categories of water need. The plants are irrigated regularly during their first summer after planting. Treatments are imposed during the second growing season where researchers collect growth and quality ratings.
The NWREC Field Day allows landscape, nursery, and horticultural industry professionals and educators the opportunity to see new plants in their 2nd year and share your opinions and preferences by rating a representative sample of the plants in the field undergoing irrigation treatments. One plant from each of the 3 water levels, for 15 different species (some released to the public and some not yet) will be surveyed. Along with this field of 360 plants, you will be able to get a sneak peek at the next year’s field, currently in an establishment phase.
Who should attend: Professionals from landscape, horticulture, nursery and related fields; OSU Master Gardeners; garden writers; academics/educators
When: September 14th 2022; 10am – 2pm (Arrive when convenient; ratings take about 60 min)
Where: OSU’s North Willamette Research & Extension Center, 15210 NE Miley Rd, Aurora, OR 97002
In cohort I of the Master Gardener Diversity, Equity, and Inclusion task force, the curriculum subcommittee was tasked with “growing the breadth of the Master Gardener curriculum to incorporate cultural practices and multicultural competencies within the program.” This was a huge endeavor and one that will obviously take more time and resources to fully address than was available to the small group of ~15 people that were part of the curriculum workgroup. Nonetheless, this small but mighty group made amazing process across their year of work and study.
The accomplishments of the curriculum subgroup can be broken down into four categories:
Suggestions related to the redesign of specific classes that are part of the Master Gardener curriculum to include a focus on equity, inclusion, and cultural appreciation.
Assembling a list of educators who might be invited guest speakers for Master Gardener classes, conferences, or seminar series.
Assembling a library of resources that can inform culturally-specific gardening instruction and education.
Developing a community agreement that enables us to do our best work, achieve our common vision, and serve our community well.
Currently, the resources that the curriculum subgroup developed and assembled are not publically accessible. As we are starting to think about where cohort II of this task force will spend time and energy, one opportunity might be to format and annotate these curricular resources, and posting them on a publicly accessible website, with instructions or suggestions for how to best adopt, adapt, and integrate these resources into Master Gardener classes. In the meantime, we can provide a glimpse into the type of work that the curriculum subgroup completed, across each of the four categories.
Suggestions related to the redesign of specific classes that are part of the Master Gardener curriculum, to include a focus on equity, inclusion and cultural appreciation.
Group members selected a Master Gardener class topic that they remember, from their own time as a Master Gardener trainee. They made suggestions about different ways that a multi-cultural perspective could be incorporated into the class, and also offered ideas for relevant hands-on activities or field trips.
For example, one task force member suggested that Climate Change should be an integral part of Master Gardener training and that this class could include information that grows an appreciation for how land and resources were managed, before activities of a more populous civilization contributed to global warming. Another opportunity for incorporating concepts of equity into a climate change class would be to include information on the disproportionate impacts that climate change has on marginalized communities, and the role that landscaping plays in reducing risk and harm.
Another task force member suggested re-envisioning the Master Gardener ‘container gardening’ class to instead focus on Gardening in Small Spaces. The class would specifically address the broader group of people who may not think of themselves as gardeners, but nonetheless appreciate and engage with plants. This course would also dispel the myth about needing land to garden.
A third task force member suggested we incorporate excerpts from Robin Wall Kimmerer’s ‘Braiding Sweetgrass’ into a class on Native Plants. Field trips or work parties could focus on native plant conservation and an understanding of the importance of native plants that are gathered during seasonal rounds, to the Northern Paiute people that are now part of the Confederated Tribes of Warm Springs. Other ideas included broadening the Vegetable Gardening class to include instruction on cultural growing practices that may be outside of the peer-reviewed literature.
How Cohort II Could Continue This Work: One potential task for Cohort II task force members would be to select one or two of these ideas, and formulate them into a lesson plan, that could be adopted and adapted by local counties.
Assembling a list of educators, who might be invited guest speakers for Master Gardener classes, conferences, or seminar series.
Task force members created a list of speakers that are recognized experts in their field, who could broaden our understanding of indigenous seed and food sovereignty, issues and challenges faced by black farmers and naturalists, and the history of plant biology and horticulture through a socio-cultural lens. This is part of an overall effort to diversify the voices and perspectives that we learn from, and that can inform sustainable gardening practices. This effort has been taken up by members of the 2022 Growing Oregon Gardeners: Level Up Webinar Series. For example, Todd Anderson will be part of the series later this year, and will be teaching us about specialty and culturally relevant vegetables, fruits, and herbs, and how to grow them in Oregon.
How Cohort II Could Continue This Work: Cohort II task force members might continue to grow this list of potential speakers. Also needed are specific guidelines and recommendations related to fair compensation for speakers’ time, knowledge, and talents.
Assembling a library of resources to inform culturally-specific gardening instruction and education.
How Cohort II Could Continue This Work: Cohort II task force members might continue to grow and annotate this list of resources, with an eye on how to make them publically accessible to the other Master Gardener coordinators and volunteers.
Developing a community agreement that enables us to do our best work, achieve our common vision, and serve our community well.
Finally, the curriculum subcommittee developed a community agreement that was an important first step in moving forward with their work. A community agreement is what every person in a group needs from each other and commits to each other in order to feel safe, supported, open, productive and trusting, so that all can do their best work, achieve a common vision, and serve the community well. When thinking about a community agreement, it is important to contrast agreements with the norms and rules that also influence our work.
Agreements are an aspiration, or collective vision, for how we want to be in relationship with one another. They are explicitly developed and enforced by the group, not by an external authority, and as such must represent a consensus.
Norms are the ways in which we behave and are currently in relationship to each other, whether consciously and explicitly or not.
Rules are mandated and enforced by an authority, and do not necessarily reflect the will or buy-in of the group.
Here are the community agreements developed by a working group of the DEI Taskforce in cohort 1. They suggest that we adopt these agreements for our work in cohort 2 of the taskforce. By participating in this work group, all members agree to the following:
I speak for myself: use “I” statements, and do not assume others in the group ascribe to your identity or experience.
Intent vs impact: before sharing, consider how what you say will affect others in the group.
One speaker at a time: when one person talks, everyone listens. Let people know when you are finished talking.
Community wisdom: nobody knows everything, but together we know a lot.
Take space and give space: be mindful of how much you’re participating. If you have been quiet, speak up. If you have dominated the conversation, make space for others to participate.
Confidentiality: details shared in this space stay here, but what’s learned goes with you.
Active participation: it’s better to be open and imperfect than to not participate.
Embrace discomfort and expect non-closure. Learning and growth are stressful: hold space for those feelings.
How Cohort II Could Continue This Work: Cohort II task force members have an opportunity to officially consider and adopt the community agreement crafted by our colleagues.
This is the fourth in a series of posts sharing the work of the first cohort of the Master Gardener Diversity, Equity, and Inclusion Taskforce. See overview for general information and background. … This subgroup was tasked with understanding who becomes a Master Gardener volunteer, and what is the demographic makeup of the Master Gardener community. To do this, they leveraged available data, from surveys that had been completed in Oregon and other states. The largest and most recent survey results were published by Dorn and colleagues (2018), with nearly 7,500 volunteers and more than 300 program coordinators responding from 35 U.S. states. This survey showed a remarkably consistent lack of racial diversity across the program: 94% of state coordinators, local coordinators, and Master Gardener volunteers identified as white. Most coordinators and volunteers (>70%) identified as female, and 64% of volunteers were retired.
The group also utilized a survey of Oregon’s Master Gardener volunteers that was conducted in 2008 by Weston Miller and Gail Langellotto (Langellotto-Rhodaback and Miller, 2012). This survey also referenced demographic data of the Oregon Master Gardener program, collected by McNeilan (1992, unpublished) and Kirsch and VanderZanden (2001). Interestingly, across all survey years (1992, 2001, and 2008), the racial makeup of Oregon’s Master Gardener volunteers was 95% white. However, there was a shift towards older and away from young Master Gardener volunteers across the three surveys. For example, individuals aged 50 and older represented 65%, 71%, and 74% of respondents in 1992, 2001, and 2007, respectively. Similarly, individuals aged 40 and under represented 16%, 7% and 3% of respondents in 1992, 2001 and 2007, respectively. In 1992, male volunteers made up 42% of Oregon’s Extension Master Gardener volunteer base. In 2001 and 2007, the proportion of male volunteers was 26%.
Contemporary Demographic Data is Needed
Although it was useful for the Cohort I members of the ‘Who Becomes a Master Gardener’ working group to review historical data, they clearly recommended that Cohort II consider doing a new, statewide survey to better understand the current makeup of our Master Gardener community. They suggested that the statewide Master Gardener Program provide assistance with this effort, by paying students to help with survey creation and data analysis. The group suggested that it was important to learn about people’s experiences in the programs, and to conduct exit interviews with volunteers, to understand why people leave.
Ultimately, the subgroup noted that survey data (historical and contemporary) will help us to better drive actions on how to proceed to best support an inclusive and welcoming Master Gardener Program. Data gathered should include quantitative numbers, but also qualitative text that lets folks describe their experiences and perspectives.
Bias Incident Training Exercise
In an effort to utilize the OSU College of Agricultural Sciences CARE document (Community Agreements), this subgroup also created a series of bias incidence scenarios that were piloted in two Master Gardener training programs. The intention of the learning exercise is to foster and support a welcoming place for Master Gardener volunteers and the community in which Master Gardeners interact. Feedback was extremely positive from the two counties that piloted the learning exercise in 2022.
Moving forward, this subgroup recommended that we broadly distribute the learning exercise and develop a Tool Kit to help local program coordinators and Master Gardener Associations understand how to incorporate the learning exercise into annual Master Gardener training and Master Gardener Association Board meetings or retreats. The tool kit would be filled with the bias incidence learning scenarios, and additional resources and suggestions for supporting diversity, equity, and inclusion in all levels of the Master Gardener Program.
Creating an Inclusive and Welcoming Community
In addition to the great work that the ‘Who Becomes a Master Gardener’ subgroup accomplished, they also left a series of suggestions for Cohort II of the Master Gardener Diversity Equity, and Inclusion Task Force. These include:
Communicate to program leaders, local association leadership, and the OMGA to read and share the posts from this blog. Spread the word that anyone can subscribe to the blog.
Establish direct lines of communication with consistent messaging, related to the Diversity, Equity, and Inclusion efforts and expectations in the Master Gardener Program.
Task Force subgroups should share their work with each other, more regularly, to avoid duplication of efforts, and to better support each group’s efforts. We should take and share meeting minutes.
Find and support change agents in local communities. These individuals can help ensure the focus of diversity, equity, and inclusion is integrated into various events/programming. Apply this lens to all aspects of a local county programs and/or associations. Have designated individuals to act as a change agent at meetings, fundraisers, special events/projects, demonstration garden planning, and more.
Support a culture of caring, by reserving time at Master Gardener gatherings or meetings to celebrate diversity, equity and inclusion. Ideas include developing and sharing a land acknowledgement, discussing pronoun use, sharing plants and recipes of cultural significance, sharing information about important upcoming DEI events, or highlighting relevant resources that support an inclusive environment.
The State-wide Master Gardener program, local programs, and/or associations should create a book club focused on topics of diversity, equity and inclusion. This could create a safe space for learning more and discussing literature in a thoughtful manner and considering how this can be applied to MG work. Discussion could be beyond books/literature, such as a post on the Culture of Gardening blog.
Establish and nourish community partnerships that support equity, inclusion and diversity within the Master Gardener Program and the community. Reach out to other community groups to partner and learn from. Learn from their experience and learn the gritty details needed to establish trust and true partnership. Cohort II could consider adding to the ‘tool kit’ guidance on how to reach out to community organizations, questions to ask, things to consider for mutually supportive relationships.
Recognize good diversity, equity, and inclusion work within the Master Gardener Program. Perhaps the state Master Gardener program or the OMGA could incorporate this type of recognition in their annual awards.
Develop resources to support Master Gardener associations in making such changes.
And the final advice from this Cohort I subcommittee, as Cohort II begins their work:
Stay committed
“There is much work to be done. Maintain dialog. Keep at it. Even when things are uncomfortable, continue forward. Being able to talk about uncomfortable things is important. The experience of doing this work and being part of the cohort is valuable, and we are grateful that you are taking up the charge.”
Master Gardener DEI Taskforce Cohort 1 to Cohort 2
This working group identified the need to establish a baseline of who benefits from the services of the Master Gardener Program, and to identify underserved communities. This group also assessed current perceptions or attitudes of diversity, equity and inclusion within Oregon’s Master Gardener community.
Establish a baseline of current work and perceptions
In December of 2021, a survey was conducted with 202 faculty, MG Associations, and DEI Taskforce members. Half of the respondents were from association boards.
Survey results
What are we currently doing The program primarily provides educational information to the public with plant clinics, and in-person events or workshops. For implementing outreach to underserved communities, plant clinics and community gardens were perceived as our best current work.
What we need to do better When implementing outreach to diverse communities, the main challenge cited was a lack of clear strategies, guidance, knowledge, and training. Respondents identified the need for examples or case studies and training for reaching diverse groups. In addition, the lack of volunteers to do the work, COVID, and volunteers resistant to change was also cited. There is a perceived lack of diversity in local communities (which experts refer to as ‘hidden diversity’), and a lack of Spanish-language gardening materials. It was noted that it takes time and consistent effort to establish trust and relationships. With a high turnover of volunteers and staff, relationships that may have just started to form are lost, when the people in the program leave.
Overall perception of DEI While overall perception of DEI work was positive, there was also a negative perception about the work in general, specifically from some MG Associations and some members of MG Associations. Some groups failed to see the connection between gardening and DEI work, or the potential for gardening to benefit diverse communities across Oregon. It is important to point out, however, that the Oregon Master Gardener Association (OMGA) has prioritized DEI for the 2022 calendar year.
Perception and needs for the DEI Taskforce The DEI taskforce was cited as providing needed and valuable work, and members learned a great deal from their participation. While there is an understanding that the work takes time, more communication about DEI is needed across the state. Recommendations specifically made to the MG taskforce included: developing case studies, providing training (including relevant scenarios), and offering guidance. In addition, the MG DEI Taskforce should Increase communication with MG Associations, and better define what diversity is in the program, for Associations and Extension MG volunteers.
Who are our community partners? Respondents identified the names of community partners the Master Gardener program has worked with over the last three years. This list of 166 organizations includes those with which we have both formal and informal agreements. They include: ·
City, regional, county, and state government, including health departments, park districts, and Soil and Water Conservation Districts
Food banks
Libraries
Schools and Colleges
Correctional facilities (adult and juvenile)
Nonprofit organizations, including environment, advocacy, and builders
Tribes
Gardens and plant clubs
Centers and/or homes serving veterans, children, and older adults
This is the second in a series of posts sharing the work of the first cohort of the Master Gardener Diversity, Equity and Inclusion Taskforce. See overview for general information and background. … Celebrating and centering diversity, equity and inclusion was the focus of this working group. They identified areas to raise the recognition of DEI by communicating through events, highlighting the diversity of gardeners, and celebrating themes of inclusion and equity in our social media.
While most of the work of the other working groups was behind the scenes, the work in this committee was public-facing. It recognized the importance of consistently communicating the program’s recognition, celebration, and representation of diversity among gardeners.
Events
Movie: Gather, followed by a discussion with Dr. Samantha Chisholm Hatfield and Dr. David Lewis (online). Attended live by 1,100.
Movie: The Ants and the Grasshopper, followed by a discussion with Vivek Shandas (online). Attended live by 500.Talk:
Gardening provides a safe space for reflection, a connection to heritage, and a celebration of identity. But popular culture and the horticultural industry have historically left many voices out. The Culture of Gardening storytelling initiative creates a space for all to feel seen and heard — and share the experiences that mean the most to them. Created in April 2021 through the OSU Extension Master Gardener DEI Taskforce, the Culture of Gardening is a collection of personal stories gathered through interviews by a small team of Master Gardener faculty and volunteers, presented as an OSU Extension blog, and then distributed through social media. Each story is shared in the interviewee’s exact words to preserve authenticity. Topics include gardening as a source of healing, foods passed on from generation to generation, family history, connection to community, and more. The goals for the project includeamplifying diverse voices in gardening and highlighting cultural connections to growing a plant. The work demonstrates and centers on the importance of gardeners and gardening to connect inter-and cross-culturally and to honor and attract a more diverse group of Master Gardener volunteers. The project demonstrates “diversity in action.”Some posts include recipes used in the preparation of food grown in the gardens, ranging from a grandmother’s gyoza recipe using homegrown Nira, to raita made with homegrown cucumbers. Short quotes from the full stories shared on the blog are posted in social media, along with photos, linking to the full stories on the blog.
The stories we share in the Master Gardener program are an important representation of who is seen as gardeners in the community: these stories ensure representation of a vital and growing demographic of gardeners connecting to themselves, community, culture, and ancestors, all through the beauty of gardening.
Facebook: each post reaches approx. 5,500 and engages 150-500. The current reach is 168,000. 8 posts have been made on Facebook.
Instagram: The current reach on Instagram is 8,700. Additional posts are made to Stories, and one Instagram Live event was broadcast.
This is an ongoing project, engaging volunteers, faculty, and staff in sharing these stories. It was identified as a major example of diverse representation in OSU Extension communications. In addition, it was featured in OSU Office of Institutional Diversity’s magazine Taking Action, a publication that aims to highlight the rich diversity of equity work at the university.
Heritage months and identity recognitions
Celebrating the history and contributions of historically marginalized identities offers the opportunity for our community of gardeners to learn more about the people, traditions, history, and current experiences within our communities. A calendar was created and adopted to communicate through the year in our social media channels. These include months celebrating Black history (February), women’s history (March), Asian American and Pacific Islander heritage (May), Pride (June), Hispanic heritage, and Native American heritage (November). Social media posts were published, generating celebration and discussion, and many expressed gratitude for the recognition.
The first cohort of the OSU Extension Master Gardener Diversity, Equity, and Inclusion (DEI) Task Force wrapped up its work this past February, after a year of learning opportunities, organizational self-study, action items, and recommendations. One key recommendation that was offered to cohort II of the Task Force, by the 34 active members of the original group, was to communicate progress and priorities out to the broader Master Gardener community. This post is the first in a series that will do just that. Over the next few days, we’ll provide an update on the outcomes and recommendations that emerged from the four subgroups of cohort I of the taskforce. The schedule for this series is:
Today: an overview of OSU Extension Master Gardener efforts related to DEI
Diversity, equity, and inclusion work within the Master Gardener program started a few years before the first meeting of the Task Force. In 2017, based upon recommendations that emerged from an annual meeting of OSU Extension Master Gardener Coordinators, a subgroup was formed to answer this question:
“How can we re-envision Master Gardener volunteer training to make annual trainings a) more broadly accessible, b) more active and interactive, and c) more fun?”
Two Master Gardener volunteers, two Master Gardener program coordinators, and the statewide coordinator worked together to read, study, query colleagues, analyze results, and thoughtfully discuss how to meet the three points outlined in the questions above. This group, called CHAP, for Community Horticulture Advisory Panel, took the time to intensely study each of these points, and make recommendations to the broader Master Gardener program.
An Overview of OSU Extension Master Gardener Efforts related to DEI
The Beginnings: CHAP
The CHAP model began in 2014, when the Master Gardener Coordinators working group changed the decision-making process from one of consensus-based decision making to the CHAP model. Folks who signed up to work on a CHAP committee were tasked with taking the time to intensely review and consider an issue affecting the Master Gardener Program. CHAP would make recommendations, based upon careful consideration and review. The Master Gardener Coordinators working group would vote on the CHAP recommendations, with majority rule. This model emerged, because many working group members were over-extended, and often unable to commit the time and energy needed to carefully study an issue, before coming to a decision. Prior to focusing on annual Master Gardener trainings, previous CHAP committees made recommendations related to the types of activities that would qualify for Master Gardener service hours or continuing education hours. The first CHAP committee also recommended recognizing certified Master Gardener volunteers on their badges, which is where the stickers came from!
The 2017-2018 iteration of CHAP developed several recommendations related to making annual Master Gardener training more broadly accessible, interactive, and fun. Research confirmed what had long been suspected: 3-hour lectures do NOT represent research-based best practices for adult learners. Several of the recommendations focused on removing systemic barriers to participation in the program, such as reducing the cost of classes, reducing the volunteer service hour commitment, and providing flexible options for engaging with the program such as a hybrid online/in-person training option. Several years later, the 2022 Master Gardener training season adopted a hybrid training approach that enabled many folks to participate in the program, that otherwise would have been locked out.
“Having the Master Gardener program available online has helped me easily fit the coursework into my other obligations like working full-time. I’ve loved being able to nurture my gardening knowledge in my own time, getting myself prepared for in-person volunteering this spring!”
—Mary P., 2022 Master Gardener trainee
The work to increase access and inclusion continued into 2019 when the Master Gardener Coordinators working group convened in Seaside, Oregon for two days to discuss the programmatic mission and vision. Two members of the Oregon Master Gardener Association leadership also participated in these discussions. This group fine-tuned the program’s mission and developed a programmatic vision that focused on access and equity. The focus on mission and vision was important, as these items serve as a north star and compass when determining where to invest time and effort amidst a landscape of extensive need and limited resources. In 2020, the work continued by solidifying the program priorities and values.
Today: Master Gardener Diversity, Equity, and Inclusion Task Force
Across the next week, we hope you will take the time to read about the work, outcomes, and recommendations of the four workgroups that comprised the first cohort of the task force. We welcome your ideas and thoughts, and how you are working within your local Master Gardener group to make this work come alive within your community.
Photos courtesy of Incredible Edibles plant sale, Portland
We’re back! Master Gardener association plant sale season is here!
19 Master Gardener associations across Oregon are organizing plant sales, which means it’s likely you have access to some of the best plants suited for your region.
When you buy plants from Master Gardener associations, you’re helping to support gardening education of the OSU Extension Master Gardener program in your area. Veggies? We’ve got you.
Note that there is a character limit to nomination fields. Since we print posters (displayed at Mini-College) and develop a press release for Master Gardener award winners, the character limit helps nominators (and us) to focus on the details that we should highlight about each nominee.
Nominations should be crafted and submitted in close consultation and collaboration with your Master Gardener Chapter Board (if your county has one) and your Master Gardener Coordinator.
