13 pages, Silvopasture is an agroforestry practice that combines trees, forage, and livestock in an intensively managed system. We surveyed landowners and natural resources professionals in Minnesota to determine their perceptions of silvopasture. Although most respondents had heard of silvopasture, few knew a lot about it. We concluded that there is a need for more educational programming that expands the knowledge of and provides technical assistance to landowners and natural resources professionals who want to add silvopasture to their management toolboxes.
Barbour, Bruce (author), Morgan, Jennifer (author), and Morgan: Director, Sustainable Agriculture Project, Stony Brook Millstone Watershed Association; Barbour: Associate Professor, Department of Agriculture and Resource Management Agents, Cook College, Rutgers University
Format:
Journal article
Publication Date:
1991-03
Published:
USA: New York : John Wiley & Sons
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 89 Document Number: C06226
Dufour, A. (author), Mauz, I. (author), Remy, J. (author), Bernard, C. (author), Dobremez, L. (author), Havet, A. (author), Pauthenet, Y. (author), Pluvinage, J. (author), and Tchakerian, E. (author)
Format:
Journal article
Publication Date:
2007-10
Published:
USA: Blackwell Publishing
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C26538
23 pages, School-based growing spaces support student engagement in science, technology, engineering, and mathematics (STEM) learning through authentic agricultural pursuits. We conducted a survey of Nebraska schools to characterize existing school-based growing spaces and to identify challenges limiting garden-based STEM learning. Our findings confirm the use of school-based growing spaces for kindergarten through 12th-grade STEM instruction, especially in the sciences. Opportunities for technology and engineering experiences are currently limited, and additional professional development support is needed to broaden garden-based STEM learning efforts. Our findings are relevant to current and future Extension efforts supporting school gardens, especially in rural agricultural communities.
