Curriculum Design, Feasibility, and Acceptability of a Synchronous Online Indoor-Gardening Social Group: A Pilot-Project

Insufficient social connectedness and social isolation can result from various factors such as living in a rural location, access to transportation or, more recently, the Covid-19 pandemic. older adults who lack opportunities for positive social interaction are at risk of negatively affecting their well-being by exacerbating chronic conditions and creating feelings of loneliness. Problem: Gardening is an established leisure-time activity for older adults that can provide opportunities for social interact ion. However, for community-dwelling adults who share this interest but unable to attend in-person groups, there is a lack of virtual gardening groups available for this hobby. Purpose: The purpose of this project is to fill a gap in current programming offered for older adults with two specific aims, to design the curriculum for a synchronous online indoor-gardening social group, and to test the feasibility and acceptability of a virtual gardening social group. Results: Qualitative data support the feasibility and acceptability of a virtual gardening social group. The small sample size and the self-perceived positive social connectedness of the participants created a ceiling effect making it inconclusive as to its effects on one's sense of belonging. Conclusion: This project was successful in providing meaningful social interactions and participants felt the program was effective and a beneficial use of their time. While not perfect in execution or design, positive group feedback supports the viability of an online gardening group.

Running Header: ONLINE GARDENING SOCIAL GROUP CURRICULUM DESIGN, FEASIBILITY, AND ACCEPTABILITY OF A SYNCHRONOUS ONLINE INDOOR-GARDENING SOCIAL GROUP: A PILOT-PROJECT By Nancy Aruscavage A non-thesis project submitted to the faculty of the University of Utah in partial fulfillment of the requirements for the degree of Master of Science in Gerontology College of Nursing Supervisory Committee: Jacqueline Eaton, PhD, Committee Chair Michael Caserta, PhD, FGSA, Committee Member Sarah Scott, MS, Committee Member August 4, 2021 1 ONLINE GARDENING SOCIAL GROUP Copyright © Nancy Aruscavage 2021 All Rights Reserved 2 ONLINE GARDENING SOCIAL GROUP 3 ABSTRACT Insufficient social connectedness and social isolation can result from various factors such as living in a rural location, access to transportation or, more recently, the Covid-19 pandemic. older adults who lack opportunities for positive social interaction are at risk of negatively affecting their well-being by exacerbating chronic conditions and creating feelings of loneliness. Problem: Gardening is an established leisure-time activity for older adults that can provide opportunities for social interaction. However, for community-dwelling adults who share this interest but unable to attend in-person groups, there is a lack of virtual gardening groups available for this hobby. Purpose: The purpose of this project is to fill a gap in current programming offered for older adults with two specific aims, to design the curriculum for a synchronous online indoorgardening social group, and to test the feasibility and acceptability of a virtual gardening social group. Results: Qualitative data support the feasibility and acceptability of a virtual gardening social group. The small sample size and the self-perceived positive social connectedness of the participants created a ceiling effect making it inconclusive as to its effects on one’s sense of belonging. Conclusion: This project was successful in providing meaningful social interactions and participants felt the program was effective and a beneficial use of their time. While not perfect in execution or design, positive group feedback supports the viability of an online gardening group. ONLINE GARDENING SOCIAL GROUP 4 Keywords: gardening, social connectedness, community-dwelling, online, synchronous I would like to thank my committee, Mike Caserta, Sarah Scott, and Jackie Eaton for their guidance throughout this process of taking an idea and putting it into action. Their experience and knowledge were invaluable. Jackie’s patience with all my questions and emails was never-ending. ONLINE GARDENING SOCIAL GROUP 5 Introduction Interest in gardening I have always enjoyed spending time outside in the sunshine working in the garden. There is something magical about nurturing seeds and watching them flourish into objects of beauty that stimulate the senses. Whether for beauty or as a food source, gardening contributes to physical and emotional well-being (Noone & Jenkins, 2018). This enjoyment of plants started as a child picking wildflowers in the field behind my house. As I matured and moved out on my own, I began collecting houseplants which expanded into small container gardens when space allowed. Now I have a garden of my own where I spend countless hours enjoying all that nature has to offer. Over the years, gardening opened doors to new friendships and interactions with neighbors and strangers. One may not immediately link this hobby with social engagement, but I speak from experience. My love of gardening has fed neighbors. I always grew more than was needed for my household, so there would be plenty to share, and I cannot tell you how much joy sharing one's bounty is for a gardener. My neighbors taught me new uses for plants that come from their cultures but were unfamiliar to me. Numerous conversations began in plant nurseries and garden stores, just people with a shared passion sharing tips and asking questions. Gardening is a social experience. Community-dwelling older adults are often socially isolated, meaning that they lack positive interpersonal relationships. According to the CDC (2021), that is nearly 14 million adults 65+ who are socially isolated. This can be due to geographic location, seasonal weather patterns, lack of transportation, living alone, or chronic illness (Lamanna et al., 2019; Coyle & Dugan, 2012). Over the past year, feelings of isolation intensified for all age groups, but especially for older adults who are considered high-risk for contracting Covid-19. Social ONLINE GARDENING SOCIAL GROUP 6 distancing requirements and self-quarantine to reduce the spread of Covid-19 created a population hungry for engagement and interaction. According to a study in October 2020 (Davis, M.), fifty percent of adults aged 50 and greater reported that they lacked meaningful social relationships due to the pandemic. To remedy this situation, innovation through the use of technology has enabled people at home to have access to education, grocery shopping, and to connect with friends and family. While much of the technology was available before the pandemic, services and programming expanded in 2020, and virtual programming is here to stay (NCOA, 2020). Humans are social beings. From the moment of birth, we are thrust into a social unit consisting of family and close family friends. As we age, our social units grow to include schoolmates, friends, acquaintances, and coworkers. Having relationships that provide positive social interactions contribute to feelings of social connectedness and a sense of community engagement. Social connectedness refers to engaging in meaningful social relationships that create a sense of belonging (Wilkinson et al., 2019). Social relationships develop through activities with family and friends and with community and social groups. These positive interpersonal exchanges help reduce social isolation and are integral to well-being (Diener & Seligman, 2002). Social interactions often arise due to a common interest. Focusing on popular leisure-time activities is a great starting point for determining how and what should be offered to open doors to active engagement. There is online access to local and national support groups, book groups, fitness classes, as well as, educational programming for various interests and hobbies, but not for gardening. Local senior centers offer in-person and online activities and groups. Perusing senior center websites in Utah and across the country, exercise classes such as Zumba and tai chi, arts and crafts activities, bingo, and book groups are often the norm. To entice older adults who do ONLINE GARDENING SOCIAL GROUP 7 not participate in those standard activities, it is necessary to expand programming beginning with activities that are already proven to be popular with older adults. Once such activity is gardening. Gardening is one of the most popular leisure-time activities for older adults, only second to walking and jogging (Szanton et al., 2015), and it can improve health and social and emotional well-being (Robbins and Seibel, 2019; Robson and Troutman-Jordan, 2015; Scott et al., 2015). This activity includes indoor gardening (house plants, herbs) or outdoor gardening at home or in the community. There is a growing body of research focusing on the effects of indoor gardening interventions on the health and well-being of nursing home residents (Bassi et al., 2018; Brown et al., 2004; Tse, 2010), and a much smaller body of research targeting community-dwelling older adults (Robbins & Seibel, 2020, Sia et al., 2018). For adults living in the community with an interest in gardening but lacking a network for engagement, a virtual gardening group can provide that needed resource. While there are gardening "how-to" videos widely available, and forums where one can post questions or participate in written discussions, there is a shortage of online synchronous virtual gardening groups that provide the social connectedness that so many older adults seek. Creating an indoor gardening social group utilizing the synchronous, virtual meeting platform Zoom can fill a programming void and provide an opportunity for older adults with this shared interest to establish new social connections. Expanding the breadth of subject matter for synchronous virtual meetings is necessary, but just having programming available is not enough. These classes and meetings must be designed and managed in a manner that is engaging for older adults. It is essential to understand the strategies that encourage participation and interaction while using video conferencing. A critical-educational gerontological approach can guide educators and group facilitators in providing an experience that acknowledges the individual differences between the ONLINE GARDENING SOCIAL GROUP 8 learners but also creates a learning community providing a sense of cohesion and social connectedness amongst all involved. The Technology Acceptance Model can help group facilitators understand the barriers that may occur with the use of technology, and then take measures to eliminate those obstacles. Learning the best methods and practices for providing virtual programming for older adults will open new pathways for social engagement that can reduce feelings of isolation. In order to fill a gap in current programming offered for older adults, this project has two specific aims: 1) to design the curriculum for a synchronous online indoor-gardening social group, called The Online Gardening Social Group, and 2) to test the feasibility and acceptability of this curriculum. The data obtained from this project will provide insight into the design of online gardening groups and other virtual synchronous endeavors. Social connectedness Social connectedness, previously defined as engaging in meaningful social relationships that create a sense of belonging, correlates with health and well-being. Positive social relationships are associated with decreased social isolation, decreased loneliness, improved quality of life, improved cognition, and the reduction of other adverse health outcomes such as cardiovascular disease (Morgan et al., 2021; Nicholson & Shellman, 2013; Wilkinson, 2019). Social circles or networks are generally comprised of friends, family members, and neighbors, with face-to-face interactions being the preferred means of social engagement. For many older adults who rely on services such as Meals On Wheels, regular visits by service providers can also contribute to social connectedness. One manner of increasing social relationships and a sense of social connectedness is through participation in social leisure activities. Broughton et al. (2017) found that a group of older men who met daily for morning coffee felt that their group encouraged them to be socially ONLINE GARDENING SOCIAL GROUP 9 active and motivated them to get out of the house. All of the men expressed that the group had become an important part of their lives because it made them feel that they belonged. Social leisure activities are any activities that provide the opportunity for interpersonal relationships. They arise from any common interest such as sports, religion, or a gardening group. Common barriers to engaging in social activities are reduced mobility, declining eyesight and hearing, and financial concerns (Morgan et al., 2021). Even older adults who are able to drive but have limited or decreasing mobility often choose not to leave the house to socialize because the act of getting to the car, parking, and walking to the destination is just too difficult. In the wake of the Covid-19 pandemic with restrictions implemented to slow the spread of the disease, in-person social activities became practically non-existent. While these measures created feelings of loneliness and isolation amongst all age groups, those especially affected were older adults who often have smaller social circles. For some older adults who were already lacking social interaction, the pandemic did not increase feelings of loneliness or isolation, but for many others, being deprived of social interaction had negative psychological and physical consequences (Kotwal, et al., 2021). Technology is now leading the way to provide alternate means of maintaining social connections. In an online learning environment there are three stages for facilitating social connectedness (Diep et al., 2019): sharing of information, defining class expectations and rules of conduct, and sharing of knowledge. The sharing of personal information helps the learners understand individual group members' interests and motivations and is achieved through social interaction. Understanding class norms and appropriate responses sets the rules for engagement and provides an avenue for dynamic interactions. Sharing of knowledge comes through during participation where roles may change based on topic and background knowledge. The goal is to create an environment where learning and teaching is reciprocal, and where there is a sharing of ONLINE GARDENING SOCIAL GROUP 10 knowledge that motivates interaction. The higher the learners' discussion contribution and the higher the quality of the interactions, the greater the learners' social connectedness (Diep et al., 2019). Gardening and well-being The natural world has long been regarded as a healing element for the body and mind. Time spent outside, whether passively enjoying the fresh air, sunshine, and the plants and animals that share our world, or actively interacting with nature through gardening, can improve mood and reduce stress. Using nature and gardening as tools to improve health and well-being are not new concepts. European monastery gardens from the 9th to 14th centuries were centers for healing both body and mind. These cloisters served as hospitals for the sick and infirm, and within their walls, there were gardens filled with herbs and flowers where people could relax, contemplate, or care for the plants (Marcus & Barnes, 1995). This recognition of the positive benefits of plants, nature, and gardening on health and well-being can be found in the growing interest in horticultural therapy, gardening interventions, and the construction of enabling and dementia gardens. Gardening in its many manifestations (indoor and outdoor) is a popular leisuretime activity for adults 65 years and older, who generally have more free time and spend more time at or near their home than younger adults. While many active leisure pursuits decline with age, involvement in gardening increases with age (Scott et al., 2015). As a creative, purposeful activity that provides mental stimulation and is associated with increased self-esteem (Scott et al., 2015), gardening is an activity that can be enjoyed throughout the lifespan. Physical limitations that may occur with increasing age are accommodable by adapting the garden to one’s abilities. Washington State University's Gardening for Life (n.d.) is a guide filled will ideas and tips on how to design or adapt a garden to accommodate people of all ages and abilities. ONLINE GARDENING SOCIAL GROUP 11 There are suggestions and adaptations for those with joint pain, low endurance, and visual and sensory impairment. Many older adults suffer from multiple chronic conditions, but these issues need not limit their ability to garden (NCOA, 2021). By modifying the physical environment of the garden and rethinking their gardening practices, older adults can continue enjoying this hobby throughout their lifespan. Engaging with plants is not only an outdoor activity. Research shows that the passive viewing of nature scenes (plants, water, wildlife) through a window can have calming, restorative effects that reduce stress and improve healing (Ulrich, 1984). Thomsen et al. (2011) found that in the workplace, ornamental plants affect both the personal and social environments. On a personal level, the person-plant relationship can reduce stress and improve mood and productivity, but what they found particularly interesting was the positive effect on the social climate of the office with improved interactions amongst coworkers. Further expounding the benefits of indoor plants, active interaction with plants through physical activities such as trimming herbs for kitchen use or transplanting plants reduces physiological and psychological stress responses compared to other tasks with similar physical requirements (Lee et al., 2015). It is thought that the stimulation of the senses through touch, smell, and vision are the catalysts for these calming responses. The majority of research on the effects of indoor gardening activities focuses on older adults with dementia or those living in nursing homes. Nursing home residents showed improvements in fine and gross motor skills necessary for ADL competence, and positive impacts on loneliness and socialization (Brown et al., 2004). Studies focusing on nursing home residents without dementia show indoor gardening programs increase social networking and reduce loneliness through active engagement and knowledge sharing (Bassi et al., 2018; Brown et al., 2004; Tse, 2010). It is interesting to note that interventions lasting 5 weeks, with one ONLINE GARDENING SOCIAL GROUP 12 session per week showed a greater increase in socialization than interventions lasting two weeks with a comparable number of sessions (Brown, et al., 2004). Community-dwelling adults with dementia participating in gardening interventions have improved social interactions and a greater sense of self than those participating in traditional interventions. (Liao et al., 2018; Noone & Jenkins, 2018; Robbins and Seibel, 2019; Scott et al., 2015). These adults also showed improved mood and orientation to time, and reductions in agitation, aggression, and depression (Hall et al., 2018). In addition to the many psychosocial benefits of gardening, the physical activity required when gardening can help older adults manage or prevent many common chronic illnesses such as diabetes, arthritis, osteoporosis, and heart disease (Robson & Troutman-Jordan, 2015). As a form of exercise, the activities and movements performed while gardening can help increase muscle and bone strength, improve dexterity, improve sleep, and increase energy and stamina (Mayo, 2013), all of which help with the maintenance of chronic illnesses. Gardening for food production provides a source for high quality food and often improves overall dietary habits of the individual by making better choices (Robson & Troutman-Jordan, 2015; Farm to School, n.d.; Kim & Park, 2020), helping reduce obesity and diabetes. Technology Acceptance Model Older adults are becoming more adept at using technology. Before Covid-19 only about half of the 65-74 age group used instant messaging or social media on a daily basis, but by April 2020 the numbers rose to 7 in 10 (Rinderud, 2021). While adults 65 and older use tech less than their younger counterparts, their numbers are growing (AARP, 2021). Now, more than one year since the onset of the Covid-19 pandemic, the world has seen an increase in technology use across the age spectrum. According to a recent AARP survey (Kakulla, 2021), while not all barriers to technology use have been eliminated, device usage increased for adults in their 60s ONLINE GARDENING SOCIAL GROUP 13 and 70s, and 44% say they are more comfortable using tech than they were pre-pandemic. There is still a lag in the adoption of technology by the oldest-old, but the increasing use by the youngold and middle-old is a growing trend. Organizations such as senior centers promote and encourage technology use by providing computer courses, training, and interactive virtual programming. The non-profit Older Adults Technology Services (OATS) is working on getting internet access into the homes of the 22 million adults 65+ in the United States who still lack this service (SeniorPlanet, 2021). However, having internet access and training available does not guarantee that older adults will participate in a Zoom social group. Other factors influence the acceptance and adoption of technology use. According to the Technology Acceptance Model (TAM) (Davis, 1989), the interaction between perceived usefulness and perceived ease of use determines whether a particular form of technology will be utilized. Perceived usefulness refers to the user's belief of the benefits obtained by using technology, and in the case of this pilot program, using the Zoom video conferencing app. Perceived ease of use, as defined by Davis (1989), is the amount of effort required to use Zoom, and if an older adult believes the difficulty of using Zoom outweighs its perceived benefits, it will not be utilized. Rooted in TAM's perceived ease of use is Bandura's self-efficacy theory. Self-efficacy is the belief in one's ability to perform a behavior and overcome obstacles and self-doubt. These beliefs can either encourage or hinder an individual's thoughts and actions. Having positive beliefs in one's capabilities is the act of not dwelling on mistakes made or difficulties that may arise. Positive self-efficacy is linked to well-being (Bandura 1989), exploring educational opportunities (Lin et al., 2018), and social engagement (Perkins et al., 2008). Positive selfefficacy can affect whether an older adult will accept technology (Zoom) and participate in a virtual social group. ONLINE GARDENING SOCIAL GROUP 14 Following TAM principles, for a successful online class, it is important to provide guidance with the technology being used. Meeting with participants beforehand to answer questions, practice how to use the technology, and troubleshoot any problems they experience can help eliminate or reduce insecurities. The more comfortable they are, the more likely they are to participate in technology-based programs and services. Critical-Educational Gerontology Learning is a dynamic process that involves influences both inside and outside of the classroom. The learner's belief system, belief in self, the instructor's beliefs, and society all play a role in the learning process. Lifelong learning for older adults is considered a conduit to empowerment, self-efficacy, and improved health and well-being (Lamb & Brady, 2005; Narushima et al., 2018). To achieve these goals, an approach to learning that promotes a positive view of aging and acknowledges the learner's experiences is required. Critical-Educational Gerontology (CEG) is an educational philosophy that seeks to empower older adults by creating an awareness of and the ability to overcome society's ageist structures and beliefs (Gómez, 2016). Our culture is obsessed with youth. Turn on the television or open a magazine and you will be inundated with visions of youth and advertisements for anti-aging products, perpetuating negative cultural beliefs and fear about the aging process and older adults. These ageist beliefs held by young and old alike, create a social perspective that marginalizes older adults and treats them as an homogeneous group, whose members lack individuality (Chonody & Teater, 2018). But these social norms are not static; as society evolves so can its beliefs about aging. Societal views are compounded by individual belief systems therefore, the first step to changing societal norms is to first confront and acknowledge one's own prejudices (Applewhite, n.d.). Only then can social change truly begin. ONLINE GARDENING SOCIAL GROUP 15 Critical-Educational Gerontology recognizes that older adults are a heterogeneous group with some members such as women and minorities facing multiple forms of discrimination. This philosophy proposes that while acknowledging older adults' heterogeneity, it is also essential to work communally to elicit change for the whole (Formosa, 2002). Influenced by Critical Theory, an amalgam of philosophy and social theory that seeks to emancipate or liberate the oppressed by identifying and overcoming the social constructs that limit freedoms (SEP, 2005), CEG is a social movement where educators are more than facilitators, and older adult learners can challenge ageist policies. In a learning setting, these ideals are put into practical use by educators by striving to create an age-friendly community, speaking respectfully and without condescending language, and collaborating with and celebrating the knowledge and experiences that older adults bring to the classroom (Gómez, 2016). The resultant positive effects of learning and personal achievement are enhanced self-efficacy, a sense of empowerment, and affirmation to the individual and society that older adults are capable, successful learners (Hachen & Manninen, 2020). Lifelong learning and other community-based educational programs serve as hubs that provide older adults opportunities for social engagement, gain new employment skills, and participate in educational classes solely for personal enrichment and growth. Formosa & Galea (2020) found that older adults attending a 10-week educational program highlighting topics associated with successful aging such as transportation, community health services, and hobbies, were impacted in two ways. The first was the novel subject matter. Learning about programs, services, and strategies to promote healthy aging, the participants felt their daily lives had been positively impacted. Secondly, and most importantly, was the impact of sharing their personal experiences. Class discussions provided opportunities for reminiscence and the sharing of instructive stories, improving self-efficacy by valuing the individuals' knowledge and histories. ONLINE GARDENING SOCIAL GROUP 16 Enlisting a CEG approach to curriculum design and implementation can enhance learning experience, improve sense of self, and help older adults reimagine what aging means to themselves and society. Best practices for synchronous virtual programming In the wake of the Covid-19 pandemic, the sudden shift from face-to-face interactions to a synchronous virtual environment has changed how we learn and engage with others. This quick transition did not allow for proper program design and pedagogical changes to best meet the needs of educators, facilitators, and learners alike. The instructor or facilitator plays an important role in the success of the endeavor. Many older adults will often choose a course based on who is teaching (Ko, 2020), emphasizing the role the instructor plays in creating an environment that attracts and motivates their students. Converting an in-person educational or social activity to a synchronous virtual format takes thought and planning. It is more than just talking into a computer screen. Understanding how video conferencing affects interaction quality is crucial to developing a program with positive learner outcomes that encourage engagement and foster motivation. This pilot project is a social group with a didactic element; therefore, best practices will combine those used for moderating online groups and those for online education. The National Council on Aging’s (2020) recommendations for running a virtual class focus on smaller cohorts, holding a practice session, calling on participants frequently, including activities, and continuing conversations online with a private Facebook group. Additional best practices for moderating a virtual environment include creating guidelines for appropriate conduct and language, creating an atmosphere of mutual respect, and creating engagement by asking questions, starting conversations, and sharing experiences (Cornelisse, 2020). To expand on these ideas, Norman (2017), advises the practice of emailing the students before each session with the topic of ONLINE GARDENING SOCIAL GROUP 17 discussion. This allows them to be prepared, come with questions, and often makes them feel more invested and willing to participate. Along with advising about the topic, Norman also recommends to ask the students to come to class with a question about the topic. These questions encourage dialog and can be answered by the students or facilitator. Zoom.us (2020) provides a list of best practices for hosting meetings. They suggest opening the meeting 15-minutes before the meeting starts with the audio and video on to allow pre-meeting socializing, instill an inviting atmosphere, and help create a smooth start to the meeting. It is essential to start on time and follow the meeting itinerary. For the visual aspect of the meeting, use bright, even lighting, a non-distracting background, make eye contact by looking at the camera, and use the gestures and mannerisms you would use during an in-person meeting. Best practices guided curriculum design and the organization of this pilot project. Of particular importance were strategies that encouraged engagement and made participants feel at ease. The goal was to create lessons that were interactive and stimulate conversation. Due to the synchronous nature of this project, it was recommended that students keep their cameras turned on to help emulate the visual stimulation of an in-person class and use the chat feature to create a sense of camaraderie and unity. Methods This pilot-project was submitted to the University of Utah Institutional Review Board for review and deemed a non-human subjects Educational Program. Sample & Recruitment This pilot-project utilized a small cohort, with the initial goal of enrolling 6 people. While this is a small number, the project goal was the development of an educational and social experience where a large sample would not be conducive to creating the desired outcome. Due to ONLINE GARDENING SOCIAL GROUP 18 the small sample N and qualitative nature of the pilot-project, a convenience sampling of the first ten people who fulfilled the inclusion criteria were to be used. Ultimately, four individuals showed interest in the project and the final sample was n=3. The inclusion criteria were community-dwelling adults aged 65 or greater; ability to participate in English; internet and computer/ technology access; ability to use the Zoom meeting platform using technology with both audio and visual capabilities such as a computer, tablet, or Chromebook, and a willingness to participate for the duration of the program. Gardening experience was not required. Exclusion criteria include those without internet access, without a computer, tablet, or Chromebook, and those who cannot participate in English. Recruitment consisted of a flyer (see Appendix A) posted online with Salt Lake County Aging Services, Jewish Family Services, Utah Commission on Aging's Facebook page, Seniors Blue Book, University of Utah Gerontology social media sites, and the Center for Alzheimer's Care, Imaging, & Research (CACIR). The flyer was also physically posted at three public libraries and two senior centers in the cities of Cottonwood Heights, Millcreek, and Holladay. Measures A pre-program survey consisting of three measures was emailed to the participants through REDCap. This survey also acted as consent for the Online Gardening Social Group. By answering and submitting the survey, the individuals voluntarily consented to participate in the program. The first measure gathered the participants' demographic information (see Appendix B) including age, gender, zip code, education level, race, income, and marital status. Participants were asked to report whether they had prior gardening experience, and if so, indoor or outdoor horticultural experience. Additional questions inquired how often they meet or speak with friends and family, and whether they participate in other online classes or groups. ONLINE GARDENING SOCIAL GROUP 19 The second measure included in the initial survey was the Lubben Social Network Scale (LSNS-6) (see Appendix C) (Lubben et al., 2006). LSNS-6 is a 6-item validated instrument designed to gauge social isolation in older adults by measuring the number and frequency of social contacts with friends and family members and the perceived social support received from these sources. The internal consistency is Cronbach’s alpha ranging from 0.80 to 0.84. The LSNS-6 total score is an equally weighted sum of these six items with each question scored from 0 to 5, and the total score ranges from 0 to 30. The answers are scored: none = 0, one = 1, two = 2, three or four = 3, five thru eight = 4, nine or more = 5. A score of 12 and lower delineates “atrisk” for social isolation (Lubben et al., 2006). An example item is “How many relatives do you see or hear from at least once a month?" The Social Connectedness Scale (see Appendix D) (Lee & Robbins, 1995) was the third item in the pre-program survey. The Social Connectedness Scale measures three areas of belongingness: connectedness (4 items), affiliation (3 items), and companionship (1 item). It is a 5-point Likert type scale ranging from 1 (agree) to 5 (disagree), with the total sum value from 8 to 40 points. Higher scores indicate a higher level of self-perceived sense of belonging. An example item is “I feel disconnected from the world around me.” This scale has high reliability with internal consistency (α = .91). As wording in the scale is reversed, the measured construct is referred to as social disconnection. A post-program survey, also emailed through REDCap, included a second evaluation using the Lubben Social Network Scale and the Social Connectedness Scale. Also included with this survey was a set of 18 open-ended questions, Post-Program Questionnaire (PPQ) (see Appendix E), through which the goal was to gain insight into the participants' experience with the group. Some questions focused on the logistics of the program to help gauge optimal session time length and number of participants, while others helped us better understand what ONLINE GARDENING SOCIAL GROUP 20 worked and how the quality of experience could be improved. The knowledge gained from the responses to the PPQ will be used to assess the program’s effectiveness, and can be added to “best practices” to help guide future curriculum for classes held in a synchronous virtual environment. An Attendance log (see Appendix F) was used to track each participant’s recruitment and attendance throughout the program. Attendance to the pre-program practice session was also logged. This was a chance for the facilitator to meet with each participant individually, via Zoom, to troubleshoot any questions or difficulties with their tech devices. Analysis The surveys were developed, gathered, and stored using Research Electronic Data Capture Data (REDCap). REDCap is a secure, HIPAA-compliant, web-based application designed to support data capture for research studies (Harris et al, 2009). The pre and postprogram surveys were analyzed using univariate and descriptive statistics. Qualitative questions employed descriptive qualitative analysis to describe themes in open-ended questions. Procedures and Curriculum Program sessions took place using the internet conference platform Zoom. Participants had two methods of joining the meetings, by clicking the meeting link that was sent via email or by going to join.zoom.us and entering the meeting ID. Participants had the option of creating a Zoom account and downloading the Zoom app onto their computer, tablet, or Chromebook, but this was not required. Guided by TAM, to ease any potential difficulties with technology and to provide a positive meeting environment, the facilitator scheduled time to meet with each participant, via telephone or Zoom, to discuss any concerns they may have had about joining the meetings on their tech device. ONLINE GARDENING SOCIAL GROUP 21 Using critical-educational gerontology, informed educational experiences were developed for the sessions. The facilitator introduced each session topic and provided material that may have been new to the group members. Instead of a lecture-heavy approach, information was presented in a back-and-forth manner that sought to include group members' experiences and knowledge. The facilitator was responsible for providing a positive social experience and encouraging dialogue. See Lesson Plans, APPENDICES G-J. The program consisted of four sessions lasting 45-minutes each with each session focusing on a different topic (see Table 1). There were two sessions per week, held Tuesday and Thursday mornings, beginning at 8:30am. Two days prior to the first session, the gardening topic to be covered and a question about the topic was emailed to the participants. Subsequent session topics and questions were provided verbally at the end of the previous session, and also sent via email. The question was either a direct question asked of the participants, or they were asked to come prepared with a question about the topic to share with the group. This was done to allow them time to prepare themselves for the meeting. As each session was live, lesson plans were designed with regular prompts, meaning the participants were asked questions or to share their ideas and experiences. As advised by CEG, this was to encourage social interaction and create of sense of community. When applicable, short videos 2-5 minutes in length were used to add variety to the sessions. Table 1 Session Topics SESSION GARDENING TOPIC 1 Microgreens 2 Herbs 3 Houseplants for Air Quality & Pets 4 Terrariums ONLINE GARDENING SOCIAL GROUP 22 Before the onset of the sessions, the facilitator emailed each participant a copy of Expectations & Ground Rules (see Appendix K). This document introduced the facilitator, briefly explained what they should expect at the meetings, and provided rules of conduct during the meetings. Upon completion of each session, the facilitator emailed handouts (see Appendix L-O) to each participant. This allowed them to focus on the sessions and not on taking notes. These were sent after each class, instead of before, so their attention was on the experience, not reading the notes. The handouts included the key information and resources for each topic. The final session of the program was designed to be an interactive session where the facilitator and participants created terrariums together. For this session, all supplies for making a terrarium, minus the glass vessel, were supplied to the participants. The supplies were either mailed, dropped off at their local senior center or a mutually agreed upon location. The glass vessel was anything they had on hand, such as a mason jar, a vase, or a wine glass. Participants were encouraged to add items they already had around their homes to decorate their terrariums and to add their own personality to their creation. Results Participants Four older adults expressed interest in participating in the Online Indoor-Gardening Social Group (OIGSG) and, through REDCap, received an email containing a link to the initial survey. The sample consisted of three individuals who completed the survey, recruited through Salt Lake County Aging Services, Jewish Family Services, and the Center for Alzheimer’s Care, Imaging, and Research. To protect anonymity, they are referred to as P1, P2, and P3, and the pronoun they will be used instead of he or she. Two females and one male comprised this group, ranging in age from 68-79 years, with a median age of 72. All were non-Hispanic white, collegeeducated with a bachelor's or advanced degree. See Table 2 for additional demographic data. The ONLINE GARDENING SOCIAL GROUP 23 fourth older adult who reached out but, ultimately, did not fill out the initial survey was a recently widowed Hispanic woman with gardening experience. She spoke with the project facilitator twice via telephone and expressed that she was looking for activities to fill her days to help cope with the loss of her husband. Although Spanish was her native language, she said she was comfortable attending the sessions in English and regularly used Zoom to speak with family in Peru. It was unknown as to why she chose not to participate. She learned about the project through her local senior center. All group members participated in other online groups such as educational, fitness, and support groups. Following practices derived from the Technology Acceptance Model, the project facilitator met with P1 (via Zoom) and P2 (via telephone) to discuss their ability to access and use Zoom and provide any necessary troubleshooting. Both had experience using the meeting app and expressed no worries nor questions in this area. The third participant, P3, chose not to schedule a tech practice, citing being highly fluent using Zoom and other web-based meeting platforms. Table 2 Demographic Characteristics Characteristic Age Self-reported General Health, 1 very poor -5 excellent Feels lonely, 1 always - 5 never Sex Male Female Race White Ethnicity Non-Hispanic n=3 Mean (SD) 72.33 (5.86) 4 (1) 4.33 (0.58) No. (%) 1 (33.3%) 2 (66.7%) 3 (100%) 3 (100%) ONLINE GARDENING SOCIAL GROUP 24 Education Bachelor's degree Master's or advanced degree 1 (33.3%) 2 (66.7%) Annual Income > $25,000 $25,001-$50,000 $50,001-$75,000 < $75,000 Prefer not to answer 0 (0%) 1 (33.3%) 0 (0%) 1 (33.3%) 1 (33.3%) Marital Status Never married Married 1 (33.3%) 2 (66.7%) Live alone Yes No 1 (33.3%) 2 (66.7%) Occupational Status Work part-time for pay Work full-time for pay Does not work for pay 1 (33.3%) 0 (0%) 2 (66.7%) Meet/speak with others 2+ times per week 3 (100%) Other online groups or classes Yes 3 (100%) Volunteer work in the past 4 weeks Yes No 2 (66.7%) 1 (33.3%) Gardening experience Indoor only Outdoor only Indoor & outdoor 0 (0%) 1 (33.3%) 2 (66.7%) The Sessions All group members adhered to the rules as listed in the Expectations & Ground Rules handout (see Appendix K). There were no technical problems. Attendance at the four sessions was as follows: P2 missed one session due to a doctor's appointment, and P3 missed two sessions due to previously scheduled work commitments; see Table 3 - Attendance Log. P1 and P3 were ONLINE GARDENING SOCIAL GROUP 25 the most vocal, sharing experiences and asking questions throughout each session attended. P2 was more of an observer, not speaking much, but sent two or more emails each week to the facilitator with comments and questions. The facilitator opened each meeting 15 minutes before the scheduled start time, allowing group members to converse. Only P2 took advantage of the early start at each meeting attended. Session were scheduled for 45 minutes, followed a lesson plan, and included a handout emailed to each participant at the end of each meeting. Table 3 Attendance Log Date Recruited P1 P2 P3 19 May 19 May 4 June Attended Tech Practice Y Y N 06/15 06/17 06/22 06/24 Y Y N Y Y Y Y N N Y Y Y Session 1 focused on growing microgreens. P1 and P2 attended, asking numerous questions throughout the session. The facilitator showed examples of microgreens that she sowed three weeks before the session and then demonstrated how to start a new batch of microgreens. Showing an interest in the topic, two participants shared their first foray into growing microgreens during sessions three and four. Figure 1 shows P3's microgreens grown using instructions from the handout. The creator of Figure 2 realized they did not use enough seed on their first try at growing microgreens but was not deterred and had already started a new batch. ONLINE GARDENING SOCIAL GROUP Figure 1 26 Figure 2 Session 2, Herbs, ran 15 minutes longer than scheduled due to questions and discussions amongst the group members. All three group members were in attendance. Herbs were a popular subject that could have been divided into two sessions: 1) growing and saving herbs and 2) how to use herbs in the kitchen. Two of the three participants stated they were of Italian heritage and experienced using herbs in their cooking. The third, of Scandinavian descent, stated that they rarely used herbs but were interested in learning more about incorporating them into their meals. For this participant, the facilitator emailed web-based resources about preparing herbs, such as the best methods for removing the herb from its stems and chopping and providing links for simple recipes using herbs. At the end of this session, the participants asked if they could exchange email addresses with each other to stay in touch and share plants. We discussed herbs that we had growing in our yards and they were excited to share cuttings that could be water rooted and planted. Session 3, houseplants, was attended by P1. The participant considered them self to have a brown thumb, unable to keep indoor plants alive. This meeting was more informal than the others, and there was no lack of conversation. The facilitator modified the lesson plan to fit the needs and interests of the group member. This person did not have pets and she preferred to omit the plants and pets section of the lesson plan. As this person had not been successful growing ONLINE GARDENING SOCIAL GROUP 27 indoor plants, they discussed what plants would work best in the spaces available in their household, such as a hot, sunny garden window and in the bathroom. We continued discussing houseplants and P1 shared stories about their father, who was considered masterful with indoor and outdoor plants. The session also included a discussion about the previous class topic. The last session, Session 4, had all group members in attendance, with P1 not particularly interested in terrariums. P3 asked questions and kept the conversation lively. The facilitator provided each group member with all the components, minus the glass vessel, to create a terrarium. P2 received these items via mail, and the plants came loose from their wrapping in the box during shipping. They were still alive but a bit mangled. This lesson's activity was for all members to build a terrarium simultaneously, but, due to a lack of time, instead became a demonstration on how to build a terrarium. P3 emailed a photo (Figure 3) of their terrarium the following day. Figure 4 shows the facilitator's demonstration terrarium using a wine glass as the vessel, and a small figurine found buried in their garden as a decoration. Figure 3 Figure 4 Social Connectedness Data from the Lubben Social Network Scale (LSNS) indicated that none of the participants lacked social connections. A score of 12 or less suggests a risk of social isolation. Social Connectedness Scale (SCS) results mirror LSNS results, with all participants having adequate self-perceived social connections. A score of 15 or lower indicates a risk of perceived ONLINE GARDENING SOCIAL GROUP 28 social disconnection. Evaluation of the individual results provided conflicting data. As seen in Figure 5, all three participants showed positive change or no change in their SCS scores, indicating an increase in social connectedness. At the same time, two had lower LSN scores, indicating a loss in social networks, Figure 6. Figure 5 Figure 6 SCS LSNS Responses regarding social connectedness in the Post-Program Questionnaire were positive. Two out of three stated that the group provided opportunities to engage with other adults in a meaningful or enjoyable manner. The participant who felt the program did not provide ample opportunities stated, "this was a challenging goal for a short session. I think if it were longer, we might have interacted more. X and Y were generally quiet, but in another time and place, there might have been dedicated time – once the group got to know each other – either before or after for general conversation." According to this participant's feedback, the sessions and the program were too short to allow time to get to know one another. It should be noted that this participant did not take advantage of the 15 minutes pre-meeting to socialize. Post-Program Questionnaire Of particular interest to the project facilitator was feedback provided by the Post-Program Questionnaire. This subjective data will benefit the design of future synchronous online ONLINE GARDENING SOCIAL GROUP 29 programming for older adults. During the last session of the program, the facilitator stressed the importance of being candid when filling out the questionnaire. She explained that it is necessary to understand their likes and dislikes, that this information can help guide educators and service providers to enhance the quality of programs offered. Overall, the feedback was positive, see Table 4. All participants felt that the Online Gardening Social Group was an effective and beneficial use of their time. They learned new skills, facts, and activities for indoor gardening and interacted with those who share a common interest. Their input into the logistics of the sessions was helpful. Two out of three felt the sessions were too short at 45 minutes each. Another feature was the optimal number of participants. The facilitator hoped to recruit six people, with a maximum of eight. Responses showed that two participants felt the perfect number would be 4-6, while the third felt that 79 would be optimal. Only one group member felt the one-on-one meeting with the facilitator to troubleshoot technical problems was helpful. The other two individuals considered themselves adept at using the various web conferencing platforms. Their reflections on the open-ended questions were insightful. What they all enjoyed most was learning new facts, ideas, and techniques for growing plants. One group member especially appreciated the virtual format because it allowed them to attend without finding somebody to stay with their spouse. In fact, this spouse was an unofficial member in the sessions, one who attended but did not fill out the surveys. Via email, this participant told the facilitator that their spouse said, "I do not belong in this group." This spouse had advanced Alzheimer's disease and was an avid gardener in earlier years, but now had forgotten how to use gardening tools. To address this self-perception, the facilitator made a point to acknowledge this person by name, for which they always responded with a wave and a smile. ONLINE GARDENING SOCIAL GROUP 30 Another mentioned the inability to touch and smell the plants as a drawback of the program. Gardening is an activity that stimulates the senses. This was especially apparent during the herb's session. The facilitator demonstrated a simple recipe for lemonade by blending ice, lemons, water, sugar, and fresh mint. The aroma of the concoction was fragrant, and the facilitator mentioned how she wished they had "smellovision" so they could also smell the lemonade. One participant was not interested in creating a terrarium. This person also felt a bit intimidated when they heard that something was "easy to grow" because their prior experience with indoor plants was unsuccessful. When asked what other topics for virtual groups they would be interested in attending, they mentioned the following: technology courses about computer techniques, cyberattacks, phishing, cell phones, iPads, and smart devices; exercise groups; meditation; and baking and cooking classes. Table 4 Post-Program Questionnaire Question No. (%) Participate in future virtual groups? Yes No 3 (100%) 0 (0%) Learn something new? Yes No 3 (100%) 0 (0%) Good use of time? Yes No 3 (100%) 0 (0%) How satisfied were you with the course? Dissatisfied Neutral Satisfied 0 (0%) 0 (0%) 3 (100%) ONLINE GARDENING SOCIAL GROUP 31 Very satisfied 0 (0%) Would you recommend this group to others? Yes No No answer 2 (66.7%) 0 (0%) 1 (33.3%) Opportunities for positive engagement? Yes No 2 (66.7%) 1 (33.3%) Perfect number of participants for a virtual group? 1 to 3 4 to 6 7 to 9 10 to 15 15+ 0 (0%) 2 (66.7%) 1 (33.3%) 0 (0%) 0 (0%) 45 minutes for each session was...? Too short Just right Too long 2 (66.7%) 1 (33.3%) 0 (0%) How easy to participate in each session? Easy Very easy 2 (66.7%) 1 (33.3%) Did you experience any problems with Zoom? Yes No 0 (0%) 3 (100%) Was the pre-program tech assistance helpful? Yes No 1 (33.3%) 2 (66.7%) Discussion The Online Gardening Social Group was created to fill a gap in current programming for community-dwelling older adults with the aims of designing curriculum and testing the feasibility and acceptability of the group. With these goals in mind, this project did fulfill what ONLINE GARDENING SOCIAL GROUP 32 it sought to do. While it was not flawless in design or execution, it provided valuable information for implementing future synchronous online groups. Strengths & Limitations To the best of the project facilitator's knowledge, there are no other synchronous online gardening groups for community-dwelling older adults. With gardening such a popular leisuretime activity and its documented benefits for health and well-being, programs like this could go a long way in helping improve quality of life. This project succeeding in providing meaningful interactions. This was exhibited by the enthusiasm of the group members and their interaction with the instructor between sessions. The members emailed questions about previous sessions or general gardening information, and they shared photos of their microgreens and terrariums. These actions were not required, and they demonstrated that camaraderie and mutual respect were established in a short amount of time. This sharing of experiences, feeling of community, and empowerment is the basis of critical-educational gerontology (CEG) (Formosa, 2002). The group members felt comfortable sharing photographs of their successes and failures (their selfperceived imperfect creations). P3 felt their terrarium had too much soil, and P1 realized they did not sow the microgreen seeds densely enough. Their desire to share contact information also reflected this sense of creating community. It is unknown whether the group members continue to interact now that the sessions have ended, but their interest is a positive result. Responses from the post-program questionnaire and SCS data also support the program's ability to provide opportunities for meaningful social engagement. Data from LSNS did not show an overall positive movement, but all participants felt they already had a solid social network and this could have caused a ceiling effect skewing the data. The participant who had high stress during the two-week program showed an improved LSNS score. This person dealt with the death of a sibling and a realization of their spouse's declining health. In an email to the facilitator, they ONLINE GARDENING SOCIAL GROUP 33 wrote, "according to the Dr's test, X scored very low. That is worse than even I thought. I need to rethink my expectations." While not one of the program's goals, this project allowed a caregiver and partner with dementia to interact with others in a positive manner. For this pair, which is largely homebound due to a lack of transportation, this project afforded them a chance to socialize. This project could be a catalyst to online gardening and non-gardening interventions for people with dementia and their caregivers. In-person programs and online resources are available at many art museums, such as MoMA (MoMA, 2021), but they do not offer synchronous virtual programs. Having virtual activities such as this could reach a whole new group of people who would otherwise go without such opportunities for cognitive stimulation and social engagement. The post-program questionnaire also provided details about optimal group numbers and session length, which will help guide future programming. The facilitator had been unsure about the time length, wavering between 45 and 60 minutes. Two group members felt the sessions were too short, and the facilitator concurs with that assessment. Time was a constraint. For the session on herbs, the most popular subject, 45 minutes was not adequate. In retrospect, it should have been spread out over two sessions, possibly three. During this session, the instructor showed one method of drying herbs, and the bundling method would also have been demonstrated with additional time. Instead, the handout listed the instructions. All three members showed an interest in new ways of using herbs in the kitchen. Following Diep's (2019) third stage for creating social connections in an online format, a role reversal where the student becomes the teacher would have been employed. An activity where each person demonstrated a simple recipe using herbs, such as making pesto or the lemonade demonstrated by the instructor, would have been a fun addition to the session. ONLINE GARDENING SOCIAL GROUP 34 Forty-five minutes was also too short for the terrarium class. The terrarium building group activity became a demonstration due to insufficient time. When designing activities for older adults, especially ones that require dexterity, it is essential to acknowledge that the older adults may need more time to perform the tasks. Another consideration is the visual aspect of virtual meetings. Viewing a demonstration in-person and on a 2-dimensional computer screen are not equal. The facilitator may need to hold items close to the camera and explain procedures more comprehensively than necessary when in person, adding time to the lesson. Again, in hindsight, things would have been done differently, potentially breaking it into two sessions, with the first being a more in-depth discussion about terrariums and the second building a terrarium. It depends on how deeply the instructor wants to delve into the science of terrariums. One participant was interested in the oxygen and carbon dioxide exchange in closed terrariums, for which the facilitator was unprepared to answer. Resources for this information were added to the handout before being emailed. The time used for these questions consumed time for the terrarium building, and the instructor did her best to lead the group back to the “basics” of terrariums. The members’ participation in the discussions was the intent of the project. Their curiosity was great, and learning to navigate the questions and tangents that occur without going too far off from the session objectives was not always easy. While the lesson plan was a guide and not a strict format, there was a need to remain true to certain elements. This attempt was noted by one of the participants in the post-program questionnaire, “the instructor had a curriculum she wanted to impart, and when we deviated from that, there was still a need to get the info out.” One way to potentially alleviate this occurrence would be, at the beginning of the class, to break down the time by saying something like, “the first 20 minutes we will learn about basic open terrariums, and the last 25 minutes, we will build a terrarium.” Time constraints also ONLINE GARDENING SOCIAL GROUP 35 affected recruitment. The sample was quite limited, tiny, and lacking diversity. The optimal group, while still small, would have included 6-8 participants. In a perfect world, this project would have spanned two semesters instead of one, providing additional time to expand recruitment. Based on Brown’s (2004) research, had more time been available, the format would have changed from two sessions per week to one, running a total of 4-6 weeks, for increased social connectedness. This sample was socially active, educated, and tech-savvy enough to be comfortable using video conferencing, making best practices (meeting with participants beforehand to answer questions, practice, and troubleshoot technology) regarding the Technology Acceptance Model (Davies, 1996) ineffectual. While that was a limitation for improving comfort levels with technology, it was not a limitation for creating a social connection. The one person who met with the facilitator beforehand had no concerns with the technology and instead used the time, one-on-one, to converse and share a little about themself with the facilitator. Another improvement the facilitator would have made was to employ better packing methods. Supplies for making the terrarium were mailed to the participant whose spouse has Alzheimer’s, and the plants came loose from their wrapping inside the box. They were alive but not in the best condition. On the positive side, the participant said, “[the spouse] did help to re arrange the little plants you sent.” Recommendations for Future Programs The online gardening group was a learning experience that supported the acceptability and viability of this type of format for gardening as social engagement. Building on this experience, it is recommended that future programs meet just once per week for a minimum of four weeks, with each session lasting 60-75 minutes. Increasing group size to 6-8 participants is also recommended. While this class focused on just a few topics related to indoor gardening, ONLINE GARDENING SOCIAL GROUP 36 subjects abound, such as caring for bonsai or flower arranging. An outdoor-gardening social group would also be a great addition to virtual programming. For stronger data using LSNS, SCS, or other social connection or social isolation scales, it is necessary to utilize a sample with lower baseline scores than the Online Gardening Social Group sample. Since the optimal group size is small for this type of group, it may be difficult to form a diverse sample; therefore, programs that serve diverse populations should be created for comparison. Lastly, as previously mentioned, thought should be made in establishing virtual programs like this for people with dementia and their caregivers. Student Reflection & Conclusion There were challenges creating the Online Gardening Social Group, which revolved around recruitment and time constraints. Overall, it was an enjoyable experience. The participants were wonderful and enthusiastic. The subject matter was interesting, and designing the curriculum expanded my gardening knowledge and skills. From the technical side of creating this project, while I am no expert, I have gained knowledge about statistical analysis, REDCap, and all the details that go into designing and the final write-up. I would have to say that writing was the most time-consuming aspect of the endeavor. Gardening is good for the body and mind. Programs like the Online Gardening Social Group can have a positive impact on the lives of older adults. Even with the diminutiveness of the sample, and their lack of social disconnect, the positive feedback from the post-program questionnaire proves that this type of program is feasible and acceptable. With expansions in virtual programming over the past 18 months, providing synchronous groups when attending inperson is not an option, can be a conduit to social engagement. It is hoped that senior centers, community organizations, and educational institutions will continue to expand their online ONLINE GARDENING SOCIAL GROUP 37 synchronous offerings. 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Journal of Clinical Nursing, 19(7-8), 949-958. https://doi.org/10.1111/j.1365-2702.2009.02803.x Ulrich, R.S. (1984). View through a window may influence recovery from surgery. Science 224(4647), 420–421. https://doi.org/10.1126/science.6143402 ONLINE GARDENING SOCIAL GROUP 44 Washington State University Spokane County Extension. (n.d.). Gardening for life. Retrieved 29 June, 2021, from https://s3.wp.wsu.edu/uploads/sites/2079/2015/12/GFL-bookletcomplete.pdf Wilkinson, A., Bowen, L., Gustavsson, E., Hakansson, S., Littleton, N., McCormick, J., Thompson, M., & Mulligan, H. (2019). Maintenance and development of social connection by people with long-term conditions: A qualitative study. International Journal of Environmental Research and Public Health, 16(11). https://doi.org/10.3390/ijerph16111875 ONLINE GARDENING SOCIAL GROUP 45 Appendix A Recruitment Flyer ONLINE GARDENING SOCIAL GROUP 46 Appendix B Demographics ONLINE GARDENING SOCIAL GROUP 47 ONLINE GARDENING SOCIAL GROUP 48 Appendix C Lubben Social Network Scale ONLINE GARDENING SOCIAL GROUP 49 Appendix D Social Connectedness Scale ONLINE GARDENING SOCIAL GROUP 50 Appendix E Post-Program Questionnaire ONLINE GARDENING SOCIAL GROUP 51 ONLINE GARDENING SOCIAL GROUP 52 Appendix F Attendance Log ONLINE GARDENING SOCIAL GROUP 53 Appendix G Lesson Plan - Microgreens ONLINE GARDENING SOCIAL GROUP 54 ONLINE GARDENING SOCIAL GROUP 55 Appendix H Lesson Plan - Herbs ONLINE GARDENING SOCIAL GROUP 56 ONLINE GARDENING SOCIAL GROUP Appendix I Lesson Plan - Houseplants 57 ONLINE GARDENING SOCIAL GROUP 58 ONLINE GARDENING SOCIAL GROUP 59 Appendix J Lesson Plan - Terrariums ONLINE GARDENING SOCIAL GROUP 60 ONLINE GARDENING SOCIAL GROUP 61 Appendix K Expectations & Ground Rules Virtual Indoor-Gardening Group Expectations & Ground Rules Welcome! I am so happy that you have joined this group. A little about me: • I am originally from Pennsylvania but have lived in Utah for 25 years. • 15+ years of experience with organic and xeric gardening methods. • There is no grass in my yard – well, there is a tiny patch in the shade for our dog. • I still play soccer, and my 85-year-old mom always asks, "when are you going to stop playing soccer?" • If I'm not playing soccer, you will find me out in the garden. I love plants and nature; they make me happy. This group is a way of bringing that feeling indoors. What to Expect This program is meant to be a forum where you can share an interest in plants and gardening with like-minded individuals. Our focus is indoor gardening, which includes houseplants and plants as a food source. All levels of gardening experience are welcome, and I look forward to you sharing your gardening knowledge, successes and failures with the group. Topics for each session will be provided beforehand to allow you to ponder the subject and prepare any questions you may have. The Zoom meetings will open 15 minutes before the session begins. This will allow you to make sure your technology is working properly and will also give you time to meet and socialize with the other group members. ONLINE GARDENING SOCIAL GROUP 62 There is no need for you to worry about taking notes during our sessions. I will email you with all the notes and resources. This is meant to be an enjoyable, friendly group where you can learn something new and meet new people. Videoconferencing Ground Rules o Please be polite and respectful. o Be on time, or even better, arrive a bit early. o Do not interrupt others when speaking. o If you have a question or comment, please raise your hand or use the chat feature. o No vulgar or mean-spirited language. o Keep your camera/video turned on so we can see your beautiful face. o Remember, we can see you, so dress appropriately. o Be fully present. Do not do other things such as checking email or washing dishes. o Get your beverage, go to the restroom, and so on, before the meeting begins so that you’re not frustrated during the meeting. o Refrain from side conversations. Helpful tips: 1) Speak in a normal tone and at a normal volume. 2) Look into the monitor when speaking. 3) Have adequate lighting in the room. 4) Remove background noises – turn off tv, cell phone, etc. ONLINE GARDENING SOCIAL GROUP 63 Appendix L Handout - Microgreens Microgreens Microgreens are seedlings of vegetables and herbs. They’re used as a garnish, added to salads, sandwiches, juices, and smoothies. They’re small but packed with flavor and nutrients, such as vitamins C, E, & K. Microgreens are often confused with sprouts, but you can think of sprouts as being the first stage of the plant’s growth, and microgreens are the next stage, a bit more mature. With sprouts you eat the seed pod, roots, and all. When harvesting microgreens, you use scissors to cut the stem just above soil level and baby leaves. Commonly grown seeds are: - purple radish - beets - wheatgrass - chard - broccoli - spinach - peas - basil Supplies needed for growing microgreens: • Seeds • Containers & covers • Growing medium - soil or soilless • Spray bottle • You do not need to buy containers, you can reuse many take-out food containers. The method uses germination in the dark. If you choose not to start the seeds in the dark, the steps are the same, you just omit covering them to block the light. Step 1: Soak seeds, if needed. To help your seeds germinate quickly, pre-soak larger seeds (mung beans, wheat, peas, beetroot and sunflowers) in warm water for a few hours or overnight. ONLINE GARDENING SOCIAL GROUP 64 Make sure there is plenty of water, as some seeds (like peas) absorb a large amount of water. While all seeds benefit from soaking, small seeds such as broccoli, cabbage, radish, and kale are better sowed dry, right from the packet. If you soak them, it’s really difficult to spread tiny, wet seeds – they stick to your hands. Step 2: Prepare Your Trays Fill your trays with about 1-1/2" of moistened growing medium. Potting soil or equal parts vermiculite, perlite, and peat moss. Experiment with what works best for you. If using a container with bigger holes, such as a grocery store berry container, lay a moistened paper towel on the bottom to stop the soil falling through. You can either moisten the soil in a bowl by stirring in water (like I did), or water it after it is added to the tray. Just make sure it is not soggy. Spread the soil evenly and gently tamp it flat. You want a flat, even bed of soil that is firm, but not compacted. Step 3: Sow Your Seeds Evenly and densely spread the seeds on top of the growing medium. Gently press them into the soil. Step 4: Water and Cover Use the spray bottle to generously mist the seeds. Cover with a lid, paper towel or napkin to keep seeds in the dark during the germination process (germination in the dark is optional). I tried both methods, growing in the dark and allowing them to stay in the light on the windowsill, and guess what? They grew equally well. So, try both ways to see what works best for you. ONLINE GARDENING SOCIAL GROUP 65 Mist every 12 hours, or as needed. Your newly sown seeds need humidity to thrive. Set your tray in a place where it will not get too hot, or too cold. 65 to 75 degrees Fahrenheit is ideal. Step 5: Uncover the Tray (If using the dark method) Your crop should be ready to uncover after 3-5 days. Watch for the first two baby leaves (cotyledons) of your crop to emerge, and then wait one more day. This will help you grow a strong crop. Once you uncover the tray, make sure your crop gets plenty of light. Direct sunlight, fluorescent, or incandescent lights are good. If your crop angles for light, be sure to rotate the tray. Step 6: Check Daily Your crop should have the right balance of water from now until harvest. Check the soil. It should be moist, but not soggy. If necessary, sprinkle or pour water over the soil, avoiding the leaves as much as possible. Do not use the spray bottle anymore. Step 7: Harvest Most microgreens will be ready to harvest in 10 days. Some crops can be harvested as early as 7 days. Most crops will not last pass 14 days before they must be harvested. Move your trays to a cool, shady place. If your greens are harvested when it is too hot, they will wilt very quickly after harvesting. If harvested when cool (late evening, early morning), they will tend to stay fresh and crisp. Use scissors to cut microgreens just above the soil. Step 8: Rinse & Dry Use a colander to rinse your microgreens thoroughly under cold water. Dry the greens completely by spreading over a kitchen towel and air dry or use a salad spinner. ONLINE GARDENING SOCIAL GROUP 66 Cut greens are best if served right after drying but can be stored loosely in a bowl in the refrigerator for several days. If you refrigerate the greens make sure they are completely dry. Websites & Videos https://www.trueleafmarket.com/ (Utah company) Root hairs or mold? https://www.gardeners.com/how-to/grow-microgreens/7987.html Fun & easy way to grow microgreens https://www.newearthmicrofarm.com/microgardening/-instructions-for-growingmicrogreens-starting-seeds-in-soil https://www.gardeningknowhow.com/garden-how-to/propagation/seeds/soillessseed-mix-info.htm https://www.newearthmicrofarm.com/microgardening/-instructions-for-growingmicrogreens-starting-seeds-in-soil ONLINE GARDENING SOCIAL GROUP 67 APPENDIX M Handout - Herbs Herbs Herbs to grow in water: Basil Oregano Catnip Rosemary Chives Sage Lemon balm Stevia Mint Thyme Water propagation: 1) Remove the lower leaves from the stem of an herb cutting 2) Place the stem in a glass of water. A root system will begin to emerge in a week or two. 3) Once there is a healthy root system, you can leave it in the jar of water or plant it in soil in a pot or outside in the ground. 4) If you put it in a pot with soil, just remember, the smaller the pot, the more quickly it will dry out. 5) If you keep it in water, you should change it weekly. 6) I normally just keep my cuttings in water short-term then plant them in soil. Ten herbs to grow in pots on the windowsill: 1. Dill, seed 6. Parsley, seed 2. Basil, cutting or seed 7. Cilantro, seed (coriander) 3. Oregano, cutting or seed 8. Tarragon, cutting 4. Thyme, cutting 9. Mint, cutting 5. Sage 10. Rosemary, cutting How to Dry Herbs ONLINE GARDENING SOCIAL GROUP 68 One of the easiest ways to dry herbs is to bundle them together and hang them upside down in a cool, dry, dark (not bright light) location. If you are going to eat the herbs, gently rinse them and allow them to dry before bundling. Drying first will help prevent mold growth. When bundling, remove any the leaves where they will be bundled. As the stems dry, they will shrink. Rubber bands are great for bundling, but if you use wire or string, you may need to tighten the binding as the stem dry out and shrink. During our meeting I showed you another way to dry herbs. I used a garden tray lined with window screen. I like to store herbs in glass jars; it is nice to see what is inside. I save Adam's peanut butter jars and label them with a Sharpie. The best time to harvest herbs (if they are outside) is in the morning after the dew evaporates, before the heat of the day. Flowering herbs (lavender, chamomile) should be harvested before the flowers are fully open. Italian Seasoning with Home-grown Herbs Using your own dried herbs, combine equal parts of oregano, basil, thyme, marjoram, and rosemary. If you want a finer consistency, put the mixture in a spice grinder or use a mortar and pestle. Pesto is my favorite use for basil. Instead of pine nuts, you can also use sunflower seeds or walnuts. I've even made pesto with spinach and chard instead of basil, and it is still quite yummy. With lots of garlic and being the same color as standard pesto, people often, unbelievably, do not realize that it's basil-less. Tzatziki • 1 container of thick, plain yogurt such as lebni, Greek, or strain plain yogurt. • 2 or more cloves of garlic (I like a lot!) pressed thru a garlic press. ONLINE GARDENING SOCIAL GROUP 69 • 1 cucumber, seeds removed (use a spoon), or an English cucumber, chopped into ¼ inch pieces • Handful of finely chopped mint • Dash of salt • Mix all ingredients. Tastes best after it sits in the fridge for a few hours or longer, which allows the flavors to blend. • Eat with some nice bread or use as a condiment. Websites & Resources 10 Herbs You Can Grow Indoors on Kitchen Counter 9 Herbs You Can Grow In Water Over And Over Again For Endless Supply Herbal Radio podcast https://mountainroseherbs.com/herbal-education/herbalradio/ Recipes for lotions, tea, etc. using herbs https://blog.mountainroseherbs.com/topic/recipes ONLINE GARDENING SOCIAL GROUP 70 Appendix N Handout – Air Quality & Pets Plants and Air Quality & Plants and Pets Plants do remove toxins (VOCs) from indoor air, but in such minute amounts that the effect is negligible for an entire room or house. In 1989 NASA completed research which concluded that plants could clean the air, and most articles about plants and air quality cite this research. In that study small, sealed chambers were used to test the ability of the plants to remove toxins in the air. In those small chambers, yes, there was an improvement of the air quality, but bring that to the real world and you would need about 5000 plants to clean the air for 500 square feet. Research at Philadelphia's Drexel University in 2019, debunked this myth. They reevaluated prior research with new methods and found that the best way to remove VOCs is to open a window. Click the link below to learn more about this study. https://drexel.edu/now/archive/2019/November/potted-plants-do-not-improve-airquality/ Even though plants may not clean the air as much as we thought they did, it does not mean that plants do not benefit our health and well-being. Plants add beauty to our lives. Research proves that having plants in the home or office can increase productivity, have a calming effect, and improve mood. ONLINE GARDENING SOCIAL GROUP 71 Working in the garden can improve physical health by providing exercise, and people who grow their own food often have better eating habits than those who do not. Common houseplants that can be toxic or poisonous to cats and dogs. Plant Name Aloe Begonia Chives Poisonous to: Cat Dog X X X X X X Fig Geranium Ivy X X X X X X Oregano Pothos X X X X Sago Palm X X Snakeplant Wandering Jew X X X X Jade Lemon Verbena X X X X Symptoms Vomiting, change in urine color (red). Most toxic part underground. Vomiting, salivation in dogs/cats. Vomiting, breakdown of red blood cells (hemolytic anemia, Heinz body anemia), blood in urine, weakness, high heart rate, panting Gastrointestinal and dermal irritation. Vomiting, anorexia, depression, dermatitis Vomiting, abdominal pain, hypersalivation, diarrhea. Foliage is more toxic than berries. Vomiting, depression, incoordination Stomach upset, colic. No concerns if small amounts used in cooking or as flavoring agent. Mild vomiting and diarrhea Oral irritation, intense burning and irritation of mouth, tongue and lips, excessive drooling, vomiting, difficulty swallowing. Vomiting, melena, icterus, increased thirst, hemorrhagic gastroenteritis, bruising, coagulopathy, liver damage, liver failure, death Nausea, vomiting, diarrhea Dermatitis While the plants listed above are toxic to animals, it does not mean that the animals are going to eat them. If they do take a nibble, that is often not enough to cause any negative effects. ONLINE GARDENING SOCIAL GROUP 72 If you have a pet that shows a keen interest in one of the toxic plants, it may be best to move the plant to an out-of-reach location or remove the plant entirely. Common house plants that are easy to grow and non-toxic to cats and dogs African Violet Air plants Cat grass (wheat, oat, barley, & rye) Ferns Spider plant Most succulents Videos & Resources: https://www.aspca.org/pet-care/animal-poison-control/toxic-and-non-toxic-plants https://be.chewy.com/which-plants-are-poisonous-to-cats-a-complete-guide/ https://be.chewy.com/complete-guide-to-poisonous-plants-for-dogs/ ONLINE GARDENING SOCIAL GROUP 73 Appendix O Handout - Terrariums Terrariums Terrarium (plural Terraria or Terrariums) - a transparent vessel for raising plants or small animals. • Can be open or closed (lid). Closed terraria maintain moisture and are used for tropical plants. • Animals often kept in terraria are turtles or ants. Museums and school classrooms will often have an ant terrarium that allows the viewer to see the tunnels created by the ants. • With terraria, you can mimic the natural world by using desert, tropical, or woodland plants. • Any glass vessel such as a fishbowl, fish tank, or a mason jar can be used to create a terrarium. BASIC TERRARIUM MATERIALS: • Glass Vessel • Plants • Drainage (bottom layer) o Gravel, Pebbles, and Stones o Bark Chips • Divider o This goes between drainage and planting medium. • Paper, Coffee Filter, Cheesecloth, Window Screen, Moss, Activated Charcoal o Goes between the drainage material and soil layer to stop the growth of mold and fungus. • Planting Medium o Potting soil o Gravel, pebbles, stones – desert landscape • Moss o Dividing layer between drainage and planting medium o Decoration ONLINE GARDENING SOCIAL GROUP • • 74 Sand o Used on bottom and top in a dry landscape. Decoration o Gravel, pebbles, stones o Bark Chips o Sand o Glass chips, marbles, crystals o Moss o Anything you want to add! COMMON PLANTS USED IN OPEN TERRARIA • Air plants • Succulents such as hens & chicks like we used. • Jade • Button fern • Cacti STEPS FOR MAKING A TERRARIUM 1. Add drainage material to the bottom of your vessel to hold excess water. 2. Add the divider of choice, if you use one, and put a layer of activated charcoal on top. 3. Add planting medium and plants. a. Remove any dead leaves. b. You may need to trim the root ball if it is too big. c. Wet the roots before planting. 4. Add topdressing (sand, stone, etc.) and any other decorations of choice. THINGS TO KEEP IN MIND BEFORE YOU START BUILDING YOUR TERRARIUM • Before starting your terrarium consider the size of your vessel, the size of the plants, and how all the layers and plants will fit into the vessel. • What is the look you are going for? • What design elements or decorations do you want to add? HAVE FUN! ONLINE GARDENING SOCIAL GROUP 75 Resources: There are plenty of wonderful books about terraria that can be borrowed from your local library. A book I found useful was, Terrariums: Gardens Under Glass, by Maria Colletti. Instructional videos are available on YouTube. Just search "terrarium". An easy DIY terrarium Closed Terrariums - Care & Tips The Urban Nemophilist Nemophilist - One who is fond of forest or forest scenery, a haunter of the woods. (Webster's dictionary). The Science of Terrariums - Carbon Dioxide & Oxygen