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Grant Winners -- 1999Past award recipients:
Grants Awarded in 1999 In reviewing the criteria, the committee looked for interest in perennials, of course, but also: a clear, well-defined, reasonable proposal, with specific plant lists and well-researched budgets; potential for good public access and garden education (not merely "nice landscaping"); innovative ideas and solutions to problems; geographic distribution; indications that the applicant had sought support elsewhere, if possible.
The garden is an effective curriculum/therapeutic tool in this program; the TR students attend the program in the summer, when the garden serves an even more important role. As a teacher wrote, developing the gardens is a terrific way "to include special-needs children in the mainstream and develop their sense of importance, expertise, and ability to contribute positively; to connect classroom lessons to garden planning, maintenance, and enjoyment; and to present something beautiful to the community at large...."
Excellent curriculum development to use the habitat in many ways. Teachers demonstrate much experience and enthusiasm for project. School has effectively found plant and material donations, involving parents, and developed a solid project budget.
Active student involvement, innovative garden program Excellent work in seeking help from a variety of sources, such as the Meyer Memorial Fund Teacher Team Grant.
An active, established program
Teachers and students have gotten training in creating wildlife habitat. Student involvement is high; garden project is in response to housing development adjacent to school which destroyed wildlife habitat.
School has applied for a $6000 grant from the Eisenhower Fund, which it will receive IF it can raise an additional $3000. The school will hire an environmental educator (with Eisenhower funding) to offer more experienced help (curriculum support and better use of the space). The school is serious about integrating the outdoor center into the life of the school; parents are very much involved with the project (for example, families commit to watering and tending the garden in the summer). School has also received funding from the Nat'l Wildlife Federation.
This inner-city assisted living residence will be the first of its kind in the country to offer "personal care and routine nursing services to very low income people who have lived marginalized lives as a result of chronic medical problems, physical disabilities, addictions and mental health disorders." Including an accessible garden in this project will be, we think, crucial to the success of this home. Design and plant recommendations have been provided by Terezia Hazen, the well-known horticultural therapist at Legacy-Emanuel Hospital. She will continue to advise (gratis) the project managers as the garden is built, and offer program activity training to staff.
An excellent, highly public program for a difficult age group, organized by Master Gardeners. Shed is desperately needed on site for tool/supply storage (no other structure on site). A good project for program participants. Well-prepared plan and budget.
Very public and accessible garden, great potential as a community resource. Project well-planned; has solicited a lot of public support.
Fits HPSO grants criteria: perennials in a public educational setting; project plan well-prepared.
The school provides a rare educational opportunity for high school students to learn plant identification/propagation skills. Planting and maintaining this garden will also give them the hands-on experience they need. FFA students can use the garden to prepare for FFA career development events and competitions (sort of a Junior Achievement program for horticulture/agriculture students; they learn many valuable skills through the program, regardless of what their career paths may be).
Proposal was meticulously researched and prepared, with an extensive plant list. The project promises to attract much attention; there are few public gardens that highlight this wrongly-neglected season.
A very well-prepared proposal with excellent justification for the program. Increased need to teach the public IPM (Integrated Pest Management) techniques; the Extension Service is one the few sources around for such technical help.
An excellent public program with a long history of success; serves many children in disadvantaged areas.
Organization serves a well-defined purpose; the garden can have great therapeutic value to families under stress. Project planners have worked hard to find community support.
This is a follow-up to successful first garden (bird/butterfly habitat). Well-documented plan, a carefully-prepared proposal. Much enthusiasm from parents and teachers. School has earned support from other contributors.
Highly public garden with great education potential in an under-represented area (East Multnomah County). Well-prepared proposal; good plant list.
A great deal of parent/teacher involvement. Students already maintain a community garden in front of the school and collect seeds from the garden, which they sell to raise money for this new project. Much support from the community (the local Marine Corps has volunteered to remove the blacktop!); school has applied for several grants.
Teachers involved have experience and training as wetland stewards and gardeners, and have a clear set of curriculum goals. This project will build on existing preparation work; school has received a Reynolds Education Foundation grant and will continue to look for community support.
Excellent use of the existing garden - it has been incorporated into much of the curriculum and the daily student routine. For example, students collect cafeteria food scraps and add them to the red worm compost bin! The native plant garden will add to an already successful school garden. Active on-going support from SOLV (Stop Oregon Litter and Vandalism) and National Gardening Association.
Copyright © 1998-2001 The Hardy Plant Society of Oregon.
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