Robert J. Dufault
Richard W. Lighty and Leonard P. Perry
Over the past 7 years, eight plants have been introduced from the Mt. Cuba Center for the Study of Piedmont Flora—two woody and six herbaceous ornamentals—which will be illustrated and described. Cornus sericea `Silver and Gold', 1988, is a sport of and similar to `Flaviramea' with white variegated leaves. Aster novae-angliae `Purple Dome', 1989, is a widely known and compact form (50 cm tall) of the species. Heuchera americana `Garnet', 1989, has shiny green foliage of the species mottled garnet-red. Solidago sphacelata `Golden Fleece', 1989, is a compact (50 cm) form of the species with semi-evergreen basal foliage, winning the ISU outstanding plant award in Switzerland in 1994. Leucothoe axillaris `Greensprite', 1991, is easy to propagate and quick to grow, with solid green, narrow leaves with undulating edges and attenuated tips. Pachysandra procumbens `Forest Green', 1992, has larger leaf whorls and a more smoothly undulating surface than the species. Trillium grandiflorum `Quicksilver', 1992, is similar to the species only with 1-year doubling time. Aster laevis `Bluebird', 1995, is similar to the species but has so far been free from foliage diseases.
M. Ngouajio, K. Delate, E. Carey, A.N. Azarenko, J.J. Ferguson, and W.J. Sciarappa
As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satisfy the emerging need of students in organic production. This workshop was organized to bring together experts that are working on different organic and sustainable agriculture curricula throughout the country to share their experiences and lessons learned. Most of these curricula include a traditional classroom teaching component, a major experiential component, a student farm for hands-on experience and internships, and in some cases a marketing—typically a community supported agriculture (CSA)—component. Others programs are more extension oriented, providing applied training to growers outside of the university teaching curriculum.