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August 2007
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Ideas at WorkSisters Together--Program Increases Fruit and Vegetable Consumption and Physical Activity of African American Women
Georgia Jones
Patricia Lynch
Marilynn Schnepf IntroductionIncreasing evidence suggests that diets rich in fruits and vegetables may protect against the development of chronic diseases, including heart disease, certain cancers, and stroke (Bazzano et al., 2002; Joshipura et al., 1999; Key et al., 2004). Healthy People 2010 objectives for person's ages 2 years and older <http://www.healthypeople.gov> and the Dietary Guidelines for Americans (USDA, 2005) both promote adequate fruit and vegetable consumption. Yet national surveys indicate that many Americans fall short of these public health guidelines (Serdula et al., 2004). In 2002, only 19% of 25-34 year old respondents to the Behavioral Risk Factor Surveillance Survey reported consuming the recommended five or more servings of fruits and vegetables per day <http://apps.nccd.cdc.gov/5ADaySurveillance>. The gap between actual and recommended intake of fruits and vegetables may be even more pronounced among African Americans due to, among many factors, limited access and availability of quality produce and sociocultural influences (Haire-Joshu, Kreuter, Holt, & Steger-May, 2004). In a recent cross-sectional analysis of 2,172 African American adults, only 8% reported eating at least two servings (1 cup) of fruit per day, and only 16% reported eating at least three servings (1 ½ cups) of vegetables per day (Gary et al., 2004). Adequate fruit and vegetable intake along with an increase in physical activity and other lifestyle changes are crucial components in preventing obesity and other chronic diseases in this population (Gary et al., 2004). Several dietary intervention programs have targeted African American populations to improve eating habits and increase fruit and vegetable consumption, including the Black Churches United for Better Health Project (BCUBH) (Campbell et al., 1999), the Eat for Life Trial (Resnicow et al., 2001), and Body and Soul (Resnicow et al., 2004). Sisters Together: Move More, Eat Better, an initiative of the Weight-control Information Network (WIN), is a community-based program that encourages African American women to become physically active and to eat healthier foods <http://win.niddk.nih.gov/sisters>. Sisters Together is based on a pilot program that occurred in Boston from 1994 to 1998 <http://win.niddk.nih.gov/sisters>. The University of Nebraska-Lincoln Extension started a Sisters Together program in Lincoln, Nebraska in May 2001 with the help of a minister in a predominately African American church. Extension developed the health and wellness program targeting African American women, while the minister worked with community outreach. The overall goal of Sisters Together is to educate participants about the relationship between food and health, focusing on health issues of importance to African-American women including obesity, cardiovascular disease, hypertension, and cancer. The specific objectives of the Lincoln program were:
Sisters Together ProgramBefore starting the program, Extension hosted a luncheon with local ministers of predominately African American congregations. Ministers learned about health issues of African Americans and about the Sisters Together program. The project utilized church groups, hair salons, and ethnic organizations to recruit African American women at least 19 years of age. Approximately 35 women participated in the program. The Lincoln Sisters Together program consisted of three components: nutrition education, food preparation, and physical activity. Participants met once a month for 6 consecutive months. The monthly class lasted approximately 2 hours. During the first half of each class, the women participated in discussions on various health and nutrition topics, including cardiovascular disease, weight management, disease prevention, cancer prevention, hypertension, and dietary fiber (Table 1).
In the second half of each class, participants prepared and tasted various foods. Each of the women prepared one of five recipes per session and then sampled the recipes at the end. Participants learned to prepare and evaluate healthy food that tasted good, was easy to prepare, and low in calories, fat, and sodium. Participants were encouraged to try these recipes at home. University of Nebraska-Lincoln student assistants searched the Internet and cookbooks for recipes that could be modified to offer traditional ethnic flavors, but with more health-conscious ingredients or preparation methods. For example, traditional Southern-fried chicken was replaced with oven-fried chicken marinated in buttermilk and spices. Traditional collard greens dressed with pork drippings were replaced with Ethiopian collard greens sautéed in olive oil. Several of the recipes featured fruits and vegetables, which are lacking in the diets of African American women (Gary et al., 2004). Participants formed physical activity groups based on their residence or work location. They were encouraged to participate in physical activity for at least 30 minutes per day on most days of the week. A community fitness leader taught a class on the benefits of walking and explained how walking had helped her. The community fitness leader also provided tips on the proper walking attire, safety, and walking routes. Participants received pedometers and activity logs and learned how to track their steps. Each month participants reported results of physical activity. EvaluationThe primary outcome measured was fruit and vegetable intake. Pre and post assessments showed higher daily consumption of fruits and vegetables following the 6-month program. Before the program, participants ate 1.9 servings (1 cup) of fruits and 2.1 servings (1 cup) of vegetables a day. After the program, participants ate 2.4 servings (1 ½ cups) of fruits and 2.7 servings (1 ½ cups) of vegetables. Participants significantly increased (p<0.05) their fruit and vegetable intake by ½ cup over the 6-month period. Although participants increased their intake of fruits and vegetables, they did not meet national daily recommendations for women between the ages of 19 and 50 years old <http://www.mypyramid.gov>. Overall, Sisters Together helped these African American women make small but positive changes in their eating habits. Participants increased their intake of fruits and vegetables, and reported preparing foods with less fat and salt. They were also leading more physically active lives. Several women formed walking groups and used pedometer to track their daily steps. At baseline, they averaged approximately 6,270 steps/day. At 6 months, the women had increased physical activity to 10,128 steps/day. At 12-month follow-up, participants had begun to show signs of relapse, which is typical of short-term interventions. The women's fruit and vegetable intake had returned to baseline values. At 12-month follow-up, the women were not as physically active. It is difficult for many Americans to view "health" as a priority compared to other things in their lives. Future research is needed to develop effective strategies for lifelong behavior change. ReferencesBazzano, L. A., He, J., Ogden, L. G., Loria, C. M., Vupputuri, S., Myers, L., & Whelton, P. K. (2002). Fruit and vegetable intake and risk of cardiovascular disease in US adults: The first National Health and Nutrition examination survey epidemiologic follow-up study. American Journal of Clinical Nutrition, 76, 93-99. Campbell, M. K., Denmark-Wahnefried, W., Symons, M., Kalsbeek, W. D., Dodds, J., Cowan, A., Jackson, B., Motsinger, B., Hoben, K., Lashley, J., Demissie, S., & McClelland, J. W. (1999). Fruit and vegetable consumption and prevention of cancer: The black churches united for better health project. American Journal of Public Health, 89, 1390-1396. Department of Health and Human Services, National Institutes of Health (1999). Sisters together, Move more, eat better. [On-line], Available at: http://win.niddk.nih.gov/sisters Dietary Guidelines for Americans 2005. (2005). U.S. Department of Agriculture. [On-line], Available at: http://www.health.gov/dietaryguidelines/dga2005/document 5-A-Day data. (2005). 5 A Day Surveillance Data and Statistics Display. [On-line], Available at: http://apps.nccd.cdc.gov/5ADaySurveillance Gary, T. L., Baptiste-Roberts, K., Gregg, E. W., Williams, D. E., Beckles, G. L. A., Miller, D. J., & Engelgau, M. M. (2004). Fruit, vegetable and fat intake in a population-based sample of African Americans. Journal of the National Medical Association, 96, 1599-1605. Haire-Joshu, D., Kreuter, M. K., Holt, C., & Steger-May, K. (2004). Estimates of fruit and vegetable intake in childhood and adult dietary behaviors of African American women. Journal of Nutrition Education and Behavior, 36, 309-314. Healthy People 2010. (2005). [On-line], Available at: http://www.healthypeople.gov Joshipura, K. J., Ascherio, A., Manson, J. E., Stampfer, M. J., Rimm, E. B., Speizer, F. E., Hennekens, C. H., Spiegelman, D., & Willett, W. C. (1999). Fruit and vegetable intake in relation to risk of ischemic stroke. JAMA, 282, 1233-1239. Key, T. J, Schatzkin, A., Willett, W. C., Alle, N. E., Spencer, E. A., & Travis, R. C. (2004). Diet, nutrition and the prevention of cancer. Public Health Nutrition, 7,187-200. Resnicow, K., Jackson, A., Wang, T., De, A. K., McCarty, F., Dudley, W. N., & Baranowski, T. (2001). A motivational interviewing intervention to increase fruit and vegetable intake through black churches: results of the Eat for Life Trial. American Journal of Public Health, 91, 1686-1693. Resnicow, K., Campbell, M. K., Carr C., McCarty, F., Wang, T., Periasamy, S., Rahotep, S., Doyle, C., Williams, A., & Stables, G. (2004). Body and soul: A dietary intervention conducted through African American churches. American Journal of Preventive Medicine, 27, 97-105. Serdula, M. K., Gillespie, C., Kettel-Khan, L., Farris, R., Seymour, J., & Clark, D. (2004). Trends in fruit and vegetable consumption among adults in the United States: Behavioral Risk Factor Surveillance System, 1994-2000. American Journal of Public Health, 94, 1014-1018. U.S. Department of Agriculture. (2005) MyPyramid.gov [On-line], Available at: http://www.mypyramid.gov
What Did That Program Do? Measuring the Outcomes of a Statewide Agricultural Leadership Development Program
Alice M. Black IntroductionIn this age of tight budgets, Extension educators are feeling even more pressure to demonstrate the impacts of their programs to administrators, funders, and stakeholders. Leadership program evaluation presents two dilemmas. The first is the lack of time in one's day and the amount of time that can be invested in a thorough program evaluation. The second, an adequate method to measure a program's outcomes in a cost-effective manner. The study reported here undertook the process to evaluate three levels of leadership program outcomes after the program participants have left the program and moved on with their lives. Alumni from a statewide agricultural leadership program were evaluated on the self, business, and community level using a survey developed from the EvaluLEAD framework proposed by Grove, Kibel, and Haas (2005). This framework recommends evaluating leadership program outcomes on the self, organization, and community levels. Each class of the agricultural leadership program takes place over an 18-month period, with goals of developing an understanding of the diversity of people, cultures, industry, and networks within the realm of food, agriculture, and the environment. Leadership and the current issues facing America and the consuming public are also studied. Twelve study institutes occur within the state, nationally, and internationally. The program has been in existence for 20 years and has graduated 10 classes of alumni. MethodologyThe research employed a descriptive survey design. An original Web-based instrument was developed to collect the data from a census population of 262 alumni from 10 program classes. The instrument that evolved was based upon the EvaluLEAD framework developed by Grove et al (2005) and focus group interviews. The instrument was field tested with another statewide leadership program's alumni and reviewed by a panel of experts. The survey instrument gathered both quantitative and qualitative data, while focusing on assessing individual, organizational and community outcomes. The instrument was found to be highly reliable and valid, and effectively measured the outcomes of this leadership program. The instrument had Cronbach's alpha reliability estimates ranging from .79 to .92. The alumni were either e-mailed a Web-based survey or mailed a hard copy. Alumni were notified by letter and e-mail prior to the survey. Numerous e-mail contacts to nonrespondents were made during the survey, including a postcard follow-up. The response rate for the survey was 75% (n=196), with all program class graduates of alumni represented. FindingsThis leadership education program has a positive impact on many different levels after alumni leave the program. The data collected indicates that people in the position of learning, as participants in this leadership education program primarily:
The highest rated activities for community involvement of alumni after they leave the program are:
Additionally, 94% of the respondents indicate that this statewide agricultural leadership program should be continued. Eighty-six percent indicate that they experienced a high level of change because of their program participation. Furthermore, the method of evaluation worked as a model to determine leadership program outcomes and an effective instrument was developed to measure these outcomes. DiscussionThe research reported here is the first to determine a comprehensive impact of a statewide agricultural leadership program at the post-program evaluation level. The results of the study provide an important examination of the impact of a statewide agricultural leadership program at the post-program evaluation level utilizing a comprehensive instrument developed to gain insight into alumni outcomes and program achievements. Implications for PracticeThe outcomes of the study can be applied to many different kinds of leadership programs. An instrument has been developed that can effectively measure the outcomes of statewide leadership programs on three domains after the participant leaves the program. The instrument that has resulted from the application of the EvaluLEAD framework will help us to reach a better understanding of leadership programs. At the very least, we are offered a basic understanding of programmatic results on several levels after the participant leaves the program. This is good news for program directors, stakeholders, funders, and others who have long lamented the lack of an effective measurement tool. ReferencesGrove, J. T., Kibel, B. M., & Haas, T. (2005). EvaluLEAD. A guide for shaping and evaluating leadership development programs. Oakland CA: Sustainable Leadership Initiative. Public Health Institute.
Reaching the Small Acreage Audience Through Collaboration: The Small Acreage Conservation Education and Outreach Project
Cole Ehmke
Dallas Mount University of Wyoming Cooperative Extension Service Many new residents in the Intermountain West wish to live in rural and semi-rural settings on small tracts of what was once farmland, rangeland, or forested land. However, many of these new landowners have little knowledge of resource management in such ecosystems. Thus their expectations of the land and their land management techniques can be inappropriate for sustainable management, and they may cause a host of environmental and social problems. To serve this audience an extensive collaboration among interested organizations was formed. The Small Acreage Conservation Education and Outreach Project brings together professionals from nine organizations in the Intermountain West (primarily Wyoming), all of which have an interest in small acreage management. This group has created attractive and popular methods of reaching the audience, including a popular magazine, regional workshops, and one-on-one consultations. However, this collaboration's primary strength is the diversity of coalition members. This article presents the group's collaboration and its innovative initial efforts. Its development generally followed the collaboration process synthesized by Strieter and Blalock (2006). Development and ObjectivesIn recent years, natural resource professionals have noted an increasing number of small acreage holdings (typically 10 to 160 acres), many in exurban residential subdivisions, and many are beginning, limited-resource, and smaller enterprises. The issues related to small acreage development are often complex and interrelated, and the audience is often unfamiliar with relevant organizations. Yet no effective effort was in place to address the situation. Therefore in 2004, individuals from several state agencies met to create the Small Acreage Conservation Education and Outreach Project. The involved organizations developed the following vision: To create a culture of stewardship among small acreage land managers by promoting sustainable practices which enhance the ecological, economic and social aspects of the land and its people. To achieve this vision the collaboration has taken a holistic approach to educational outreach, which is outlined below. Membership and ContributionsThis collaboration's primary strength is the diversity of coalition members. Collaborations in engagement efforts are commonplace, naturally. What is notable about this one is the breadth of involved organizations. At present nine organizations are actively involved in the project's activities. Team membership is unstructured--all interested parties are invited. Current partners include:
Involved organizations provide project leadership and resources. Leadership contributions include goal setting, content management for the program's educational methods, representatives at monthly management meetings, and active participation in project activities. Resource contributions are both financial and in-kind. Activities requiring financing include:
Non-financial contributions include content development, design, layout, and subscription management for Barnyards and Backyards, as well as meeting hosting. Startup funding was received from the Wyoming Department of Environmental Quality through money originating with the Environmental Protection Agency, which aims to increase the health of impaired watersheds. Better management of the upland vegetation on which many small acreages lie is a factor in improving water quality. Educational ApproachContent delivery emphasizes attractiveness and accessibility for today's media-oriented audience. The approach has three primary components. Barnyards and BackyardsThe hallmark component is an invitingly designed quarterly magazine that contains articles introducing small acreage managers to relevant topics. Subjects covered range from landscaping, grazing management, and animal care to soils, enterprise development, and gardening. Each issue features landowners who exemplify the practices discussed in the magazine, emphasizing the challenges faced and the strategies used. Reader comments particularly praise this personal element. Though written for the Intermountain West, this magazine has subscribers from across the United States, with proportionally high numbers from western states. A selection of articles is available at <http://www.barnyardsandbackyards.com>. Distribution occurs via subscription and through partners circulating the magazine to such places as realtors' offices, county planner's office, farmer's markets, and libraries. Two years into the project, paid subscriptions approach 3,000, with editions of 5,000 to7,000. Most paid subscriptions are from organizations such as conservation districts that offer the magazine as an educational resource to their clientele. In fact, one county planning board bought a subscription for every new rural resident in the county. Currently individuals may subscribe for $6 per year. Complimentary comments abound. In addition, the magazine is not only used by the target audience, but also by members of partnering organizations to become more aware of issues outside their area of expertise and to better understand small acreage constituents. As the project gained notoriety, the target audience broadened from the original Wyoming focus to the Intermountain West. One-on-One ConsultationsRecognizing that this audience is not familiar with land management professionals, the team uses teams of two interns to canvas targeted exurban areas. The interns connect the landowners with resource professionals who can help address issues and provide landowners with information they need. WorkshopsRegionally focused workshops give landowners the opportunity to attend expert-led sessions and discuss issues with peers. Workshops focus on land and livestock management topics. During the spring and summer of 2006, nine workshops were held throughout Wyoming, with a total attendance of 326 participants, a notable success. The team provided a framework for delivery and advertising material and assisted with delivery. Project ManagementThe team maintains a loose organizational structure with no one controlling partner, though a chair is elected. Grant funding is handled through the University of Wyoming. The project is viewed as a way to coordinate awareness efforts and change poor resource management practices while also reaching new clientele in effective ways. Final CommentProject initiatives have proven popular. The magazine is recognized as a valuable educational tool, as evidenced by subscriptions purchased by outside groups. Contrary to many Extension programs, the workshops supplement the publication rather than vice versa. Workshops and work by interns provide useful personal connections. The directors of participating workshops note the publicity generated and the knowledge gained by both clientele and project members. The project, though only in its second year, is projected to continue. Future efforts include surveys to better understand the audience as well as extending participation to other organizations in the region. The Small Acreage Outreach Project has proven to be an excellent example of a successful collaboration. Many diverse organizations are actively involved in addressing a shared issue. In fact, project participation has caused an increase in cross-organization partnerships outside the effort. This model could be applied to other content areas in which numerous organizations must address a shared, and potentially new, audience. ReferencesStrieter, L., & Blalock, L. (2006). Journey to successful collaborations. Journal of Extension [On-line], 44(1) Article 1TOT4. Available at: www.joe.org/joe/2006february/tt4.shtml
Delivering Timely Extension Information with the Agronomic Crops Team in Ohio
Robert W. Mullen
Peter R. Thomison
Edwin M. Lentz
Greg A. LaBarge
Harold Watters
School of Natural Resources, Horticulture and Crop Sciences, Agriculture and Natural Resources The Agronomic Crops Team--Delivering Timely InformationOne of the challenges facing Extension programs today is delivering useful information to state clientele in a timely fashion to influence producer decisions. The Agronomic Crops Team was formed in 1995 to provide an Extension program that linked all disciplines together in an attempt to provide an integrated delivery mechanism designed to address producer needs related to field crops. The team concept for providing Extension programs and fostering interdisciplinary collaboration on applied research is a focus of Ohio State University Extension. The Agronomic Crops Team is comprised of 17 state Extension specialists and Extension program specialists covering agronomy, pathology, entomology, weed science, agricultural engineering, and soil fertility for all major field crops. County Extension educators, representing 30 counties across the state, are the hub of the program, serving as the link between state Extension specialists and local producers and agribusiness. The county Extension educators provide valuable input regarding current production issues being faced by local producers that allows state Extension specialists to prepare newsletter articles and bulletins in addition to workshops relevant to grower concerns. Producers and agribusiness are largely responsible for the direction taken by the team, the type of information the team provides, and the on-farm research that the team undertakes. The Agronomic Crops Team relies on Extension educators and their connection to local producers to determine the education materials prepared by state specialists to ensure the information prepared is timely and relevant. This team approach could serve as a model for other land-grant universities that desire to improve Extension programming for state clientele. Crop Observation and Recommendation Network (C.O.R.N.) NewsletterThe primary mechanism used to disseminate information at Ohio State University is the C.O.R.N. Newsletter. The C.O.R.N. Newsletter is a weekly publication prepared by state Extension specialists, program specialists, and Extension educators to address current production concerns. A weekly teleconference involving all members of the Agronomic Crops Team occurs every Monday morning, which allows county Extension educators to inform state Extension specialists and program specialists of specific questions relevant to producer concerns. State Extension and program specialists then prepare short documents that cover as many issues as possible. The information generated is distributed electronically via email to over 2,500 subscribers statewide and is made available on the Internet <http://corn.osu.edu/>. Over 250 articles are published in the C.O.R.N. Newsletter annually addressing all areas of field crop production. The C.O.R.N. Newsletter has had a documented impact of $11.3 million and reaches managers of over 2.6 million acres of Ohio cropland (Battelle, 2005). The C.O.R.N. Newsletter is the centerpiece of the Agronomic Crops Team and serves as the primary interface between local producers and state specialists. This type of weekly newsletter has been promoted as a model for other Extension programs in Ohio. The C.O.R.N. Newsletter, as well as the Web site maintained by the Agronomic Crops Team, can be found at <http://agcrops.osu.edu/> and can be used as a model for other Extension programs. Agronomic Update MeetingsRegional Agronomy MeetingsTo re-enforce information provided in publications or to provide new information based upon field research, Regional Agronomy Meetings are held at various locales across the state that feature state Extension specialists or program specialists representing multiple disciplines. Regional Agronomy Meetings allow a forum of discussion between state Extension specialists and growers to address a wide array of production issues. Since 1997, over 5,500 clientele, including crop producers, agribusiness personnel, government personnel, and crop consultants, have attended Regional Agronomy Meetings. On average, four to eight locations every year have been selected to host Regional Agronomy Meetings. The agendas for the Regional Agronomy Meetings are prepared at biennial meetings among all members of the Agronomic Crops Team to determine the topics that need to be addressed. Crop Profit GameInitiated in 2003, the Crop Profit Game was designed to replace Regional Agronomy Meetings by providing information on production issues that growers will face in the upcoming growing season. The Crop Profit Game is a satellite broadcast accessible by all Extension offices across the state. Similar to the Regional Agronomy Meetings, a wide range of field crop production topics are covered. Satellite broadcasts are conducted during the winter, allowing part-time farmers and others who normally do not attend county Extension programs an opportunity to be educated by state specialists. Interaction in the form of phone-in questions is encouraged to allow producers the opportunity to pose questions that directly relate to their operation. In the first year, 37 counties were scheduled to receive the satellite program, and nearly 400 producers actually viewed the broadcast. The Crop Profit Game is another tool employed by the Agronomic Crops Team to reach as many state clientele as possible to improve timeliness and relevance of agronomic information. On-Farm ResearchTo maintain an objective research-based educational program and ensure that Extension information is timely and relevant, applied research that includes producer cooperation is a necessity. On-farm experiments are conducted across the state each year to evaluate new management concepts for crop production. Since 1999, over 180 on-farm trials have been conducted to address local needs and answer production questions. Potential research projects are discussed at biennial meetings between all members of the Agronomic Crops Team. The Agronomic Crops Team at Ohio State University provides a diversified and innovative Extension program to address producer needs and provide timely and relevant information to positively affect their operations. Dissemination of information through a newsletter, a Web site, regional agronomy meetings and workshops, as well as a satellite broadcast is having a positive effect on Ohio's agronomic industry. ReferencesBattelle Memorial Institute, Technology Partnership Practice. (2005, January). The Ohio State University Extension: A generator of positive economic impacts for Ohio. Retrieved October 18, 2006, from http://extension.osu.edu/about/extension_report.pdf
Master Gardeners' Role in Encouraging Water Conservation Using a Rain Gauge Network
Leeann DeMouche
Deborah Bathke
Nolan Doesken IntroductionDespite its generally dry climate, agriculture in New Mexico is a major contributor to the state's economy. The majority of the productive farmland is located along the Rio Grande, Pecos, San Juan, Canadian, and Gila River valleys, where crops can be irrigated with river water. The rural, agricultural ambiance of these areas has resulted in their being targeted for development (Skaggs & Wiltgen, 2000). Consequently, they have experienced rapid population growth and decreasing municipal groundwater supplies. Residential or lifestyle agriculture is widespread and is practiced by both newcomers and residents whose roots in the region are hundreds of years old. Many irrigation technologies and management practices are available to improve water conservation and increase irrigation efficiencies. Effective precipitation is important in irrigation decisions. In arid regions such as New Mexico, where little or no rainfall occurs during the growing season, irrigation water can be applied at fairly routine intervals and in routine amounts. However, adoption level of technologies and management practices is ultimately determined by individuals. Recent studies (Smith, 2002; Fernandez-Cornejo & Hendricks, 2002) conclude that convenient technologies that are not management intensive and take no extra thought are most likely to be adopted (Skaggs & Samani, 2005). While this article does not address the effective use of rainfall to adjust irrigation schedules, it identifies that precipitation is one of the components of the irrigation equation to improve water use efficiencies. One such technology is the simple and routine measurement of precipitation for use in irrigation scheduling. By engaging New Mexico residents in a Web-based project of precipitation measurements and mapping, new data resources for water budget calculations are being developed and increased awareness of the spatial variability of water resources is occurring. The development, implementation, and growth of a statewide rain gauge network in New Mexico began with the Master Gardeners Program, because its participants could use the data and help educate the community about water efficiency practices. New Mexico Master GardenersNew Mexico State University established the New Mexico Master Gardeners program in 1981 to assist their local Cooperative Extension Service (CES) office in providing accurate, research-based gardening information to county residents <http://cahe.nmsu.edu/mastergardener/>. In 2004, there were approximately 350 active members in 14 counties and the Navajo Nation Extension Service. To receive the title of Master Gardener in New Mexico, individuals must:
Most participants usually donate 100 hours of volunteer time each year. After graduating the Master Gardener program, volunteers work under the guidance of their local CES agent to perform a variety of extension and outreach activities. CoCoRaHSThe Community Collaborative Rain, Hail, and Snow Network (CoCoRaHS) was first established in Colorado in 1998 as a grassroots volunteer network of backyard weather observers of all ages and backgrounds working together to measure and map precipitation in their local communities. Participants in CoCoRaHS:
By using low-cost measurement tools, stressing training and education, and using an interactive Web site, CoCoRaHS provides high quality data for natural resource, education, and research applications and supplements existing official precipitation networks with more detailed local data (Doesken, 2000). Master Gardeners Working Together with CoCoRaHSOne of the earliest and most successful efforts in expanding the CoCoRaHS Network in New Mexico has been through the CES agents and the Master Gardeners program. Since March 2005, CoCoRaHS training has been delivered to approximately 150 Master Gardeners. Additionally, CoCoRaHS information is being incorporated into new trainees' initial instruction. Training provided to the Master Gardeners includes:
Master Gardeners active in the CoCoRaHS program are being credited with one volunteer hour, per month. Some Master Gardeners' also serve as county coordinators, in which they:
CoCoRaHS volunteers exist in all counties with active Master Gardeners Programs. In fact, of the 311 registered volunteers in New Mexico (as of December, 2005), approximately 47% said that they heard of the project through either their county Extension agent and/or the Master Gardeners Program (Table 1).
Master Gardeners and CoCoRaHS Influencing Water ConservationDuring their volunteer service, Master Gardeners are in an ideal position to recruit new CoCoRaHS volunteers and to educate the community about the importance of taking local precipitation into account when scheduling irrigation. For example, by simply considering local precipitation to calculate irrigation needs for Santa Fe, Albuquerque, and Las Cruces, over 60 million gallons of water could be conserved in these three cities alone (Table 2). Given the current residential water rates in these cities, this translates to an unnecessary water cost of nearly $113,000.
Water use outdoor varies depending on climate and irrigation requirements for lawns and landscapes in New Mexico. Outdoor water use for New Mexico generally accounts 50% to 70% of the total residential water use. "In a study of 20 residents in Las Cruces, NM, annual water use for landscape irrigation ranged from 108,000 gallons to 204,000 gallons to irrigate 5219 square feet" (Wilson, 2003). According to the U.S. Geological Survey, residential water demand in the U.S. averages more than 26 billion gallons per day, and an estimated 30% is devoted to outdoor use, primarily lawn irrigation. Whether it is an agricultural field, home lawn, commercial landscape, or athletic field, over watering is a common mistake, which oftentimes occurs simply because individuals irrigate regardless of the environmental conditions outside. Using the knowledge and expertise of our local Master Gardener's, our future plans for CoCoRaHS include developing:
ConclusionWhat started as a collaborative data collection venture has developed into an exciting community-based, science education program that includes classroom presentations, field trips, training, picnics, and informal seminars. CoCoRaHS includes over 2,500 active volunteers from New Mexico to Pennsylvania. The initial development of CoCoRaHS in New Mexico began through the Master Gardener program and is now being expanded to address the issue of efficient water use throughout New Mexico. ReferencesDoesken, N.J. (2000). Microscale rainfall variations as measured by a local volunteer network. Paper presented at the 12th Conference on Applied Climatology, Asheville, NC. Faurus, M. J., Wagner, D. G., & Podmore, T. H. (2005). Using remotely sensed imagery and GIS for urban evapotranspiration studies. Applied Engineering in Agriculture, 21(3), 347-355. Fernandez-Cornejo, J., & Hendricks, C. (2003). Off-farm work and the economic impact of adopting herbicide-tolerant crops. Paper presented at the American Agricultural Economics Association Annual Meeting, Montreal, Canada. Skaggs, R., & Samani, Z. (2005). Farm size, irrigation practices, and on-farm irrigation efficiency. Irrigation and Drainage: The Journal of the International Commission on Irrigation and Drainage, 54, 43-57. Skaggs, R., & Wiltgen, B. (2000). A profile of agriculture in New Mexico from the 1997 Census of Agriculture [Electronic version] (Agricultural Experiment Station Technical Report No. 35). Las Cruces, NM: New Mexico State University. Smith, K. R. (2002). Does off-farm work hinder "smart" farming? [Electronic version]. Agricultural Outlook, 294, 28-30. Solley, W. B., Pierce, R. R., & Perlman, H. A. (1998). Estimated use of water in the United States in 1995. U.S. Geological Survey Circular 1200, U.S. Dept. of the Interior, U.S. Geological Survey, Reston, Va., 27. Wilson, B., Lucero, A. A., Romero, J. T., & Romero, P. J. (2003). Water use by categories in New Mexico counties and river basin, and irrigated acreage in 2000. New Mexico Office of the State Engineer, Technical Report 51, Santa Fe, NM. P.18. Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. If you have difficulties viewing or printing this page, please contact JOE Technical Support. |
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