The Development of a Multifaceted Assessment Tool in Response to School Garden Trends in Wisconsin

Abstract

The sustainability of a school garden is complex and dependent upon many factors (Moore, Apicella, Marson & Thompson, 2012). However, many educators understand the social and emotional benefits of school gardens: increased life skills such as teamwork, self-understanding, leadership, decision-making, communication skills and volunteerism (Robinson & Zejicik, 2005), as well as, improved sequencing skills, establishing ownership, appreciation for nature, and interacting with adults as role models (Swank & Swank, 2013). Motivated by these benefits, school gardens are established and, despite the countless resources available, soon begin to flounder. The purpose of this research is to create a multifaceted assessment tool that will help Wisconsin school garden programs become more sustainable. Driving this research is the question, can an assessment tool be designed that: can be adopted by the majority of school garden programs, would allow a program to compare itself to itself, can be easily conducted by the school, can assist in establishing a sound foundation, can serve as an historical document and can support programs to maintain momentum over time? A systematic review of literature, resources and systems assessment tools resulted in the selection of strengths and notations of weaknesses of several proven assessment tools to create one which is reliable and satisfies the research objectives. The completed, value-based assessment tool was used by eight criterion-based selected school garden programs that participated in guided individual focus groups (involving a total of 32 stakeholders) utilizing the Nominal Group Technique. A follow up, Likert scale, survey was sent to focus group participants to quantify their experience, the tool and supporting materials along with an open-ended commentary page. Additionally, seven other school garden professionals consented to scrutinize the developed assessment tool and the supporting materials, complete a survey, and offer suggestions for improvements. However, due to low participation statistically significant data was not gleaned from these professionals. The open-ended commentary, however, was considered for future adjustments to the tool. Qualitative analysis of data collected from the focus groups, triangulated with survey data confirmed that the tool created through this research has met the objectives. School garden programs may benefit from using this tool. It provides the ability to prioritize elements which can increase a program’s sustainability and insights for strategic planning, identifies program strengths and weaknesses, and may help curb the “boom and bust” trend in Wisconsin school garden programs.