Reaching Out: A University Builds Long-distance Relationships

Robert D. Byers

ADDITIONAL INDEX WORDS. educational programs, Elderhostel, USDA hardiness zones, hydric, mesic, microclimate, xeric

SUMMARY. Botanical gardens continually seek new ways to improve their education programs and increase their audiences. In the case of most university gardens, the larger academic community presents many opportunities. However, what does a university garden do when separated by several hours travel from the campus served? Garvan Woodland Gardens and the University of Arkansas (UA) have developed several ways to address this challenge. A summer school session and Elderhostel program work together to benefit both partners in this alliance. This article discusses these efforts according to their structure, costs, and educational benefits.

ost gardens affiliated with colleges and universities are lo- cated near the main campus or are on an auxiliary campus. MHowever, a few, such as Garvan Woodland Gardens, are quite remote from the academic communities they serve. This 200- acre (81-ha), forested site owned by the University of Arkansas Foun- dation, occupies two peninsulas in a 7,200-acre (2,914-ha) lake near Hot Springs National Park. Located 175 miles (282 km) and over 3 h by car from the land grant campus in Fayetteville, the gardens are far removed from the typical college experience, both in distance and spirit. This long-distance relationship requires that the gardens use a creative approach to serve the university community and its educa- tional mission. As with most institutions of higher learning, the University of Arkan- sas has a 3-fold mission: academic services, research, and community service. Although still a developing garden with limited resources, Garvan Woodland Gardens uses several avenues to fulfill these goals and serve the university’s various constituencies. While on-site research is not currently occurring at the garden, educational and public out- reach objectives are served in several ways. This article discusses two of the most successful efforts to date: summer school and Elderhostel programs.

The cost of publishing this paper was defrayed in part by the payment of page charges. Under postal regulation, this paper therefore must be hereby marked advertisement solely to indicate this fact. 1Director, Garvan Woodland Gardens.

● October–December 1999 9(4) 573 Summer school program Using the principles of compari- session (Fig. 1) are shown observing son and contrast, students greatly ex- identifying characteristics of mockernut In the most ambitious attempt at pand their understanding of the natu- hickory (Carya tomentosa Nuttall) educational outreach, a summer school ral world and of cultivated mate- along one of two large ridges that program offers garden access for stu- rials. In some instances those compari- transverse the gardens. dents from the Department of Land- sons relate to cultural requirements. Students explore hydric areas filled scape Architecture. This program has As examples, students compare kurume with sweet gum (Liquidambar been in place for 4 years. Twelve to azaleas ( obtusum styraciflua L.), willow oak (Quercus eighteen students study at the gardens Planchon; Zones 6–8) with southern phellos L.), alder (Alnus rugosa K. for 5 weeks, spending mornings in an indica azaleas (Rhododendron indicum Sprengel), baldcypress (Taxodium advanced plant materials class and af- Planchon; Zones 7b–9), and franklin distichum L. Richard), virginia-willow ternoons in the second half of a two tree (Franklinia alatamaha H. (Itea virginica L.), and jewelweed (Im- part planting design curriculum. The Marshall; Zones 6–9) with cultivars of patiens capensis Meerburgh). They visit Arkansas School for Mathematics and japanese camellia (Camellia japonica mesic plateaus and north slopes clothed Sciences, a statewide magnet high L.; Zones 7b–9). At other times, dis- in white oak (Quercus alba L.), south- school, provides housing and studio cussion centers on how to make use of ern red oak (Quercus falcata A. space. The author serves as a plant locally adapted to achieve de- Michaux), hophornbeam (Ostrya materials instructor and John Crone, sign effects normally associated with virginiana C. Koch), huckleberry professor of landscape architecture and living materials from other . (Vaccinium elliottii Chapman) and former department head, teaches de- One plant pair illustrating this point partridge berry (Mitchella repens L.). sign and serves as the on-site coordina- for large conical evergreens is norway Studies also include xeric zones on tor of the program. spruce (Picea abies Karsten; Zone 3–8) south facing slopes that offer post oak During the summer school ses- contrasted with deodar cedar (Cedrus (Quercus stellata Wangenheim), black- sion, instructors take advantage of sev- deodara G. Don; Zone 7–9) (USDA jack oak (Quercus marilandica eral opportunities presented by an off- Plant Hardiness Zone references from campus teaching venue. The most Brickell (1989)). As at least one mem- Fig. 1. Landscape architecture notable are a significant change in ber of each of these pairs will not grow students from the University of , a broad range of native habi- well in both climates, these compari- Arkansas study identifying character- istics of mockernut hickory during a tats available for study, large collec- sons would be difficult if either loca- summer school class at Garvan tions of endemic and nonnative plant tion were the only teaching venue. Woodland Gardens. materials for comparison, and use of The summer the knowledge gained at the garden school session also during design studies. These factors exploits opportunities build on one another, producing ex- to teach by exploring citing possibilities for teaching. native habitats. The One educational advantage of the Gardens contain sev- remote location is a notable change in eral natural areas that climate. Students receive most of their have suffered only instruction at Fayetteville (USDA Plant minimal disturbance. Hardiness Zone 6b, see Brickell In contrast, most in- (1989)). Garvan Woodland Gardens struction in enjoys a milder Zone 8a microclimate, Fayetteville takes created by proximity to Lake Hamilton. place within a rapidly In addition, one enters Zone 7b by developing suburban traveling from the gardens just a few setting where truly miles in any direction. These varied undisturbed sites are instructional settings represent all the rarely available for hardiness zones that occur in the Mid- daily instructional South, offering teaching opportuni- use. Comparing ties normally enjoyed only by aca- unmanaged, wild ar- demic programs near major mountain eas with environ- ranges, coastlines, or other significant ments in which stu- geographic features. dents have previously Students receive at least one plant studied clearly illus- materials course in Fayetteville’s colder trates issues design- climate before enrolling in the sum- ers face in their pro- mer program. This experience pro- fessional careers. vides valuable working knowledge of Early summer ornamental plants commonly used in school class sessions the upper South. When students enter expose students to a the second course at Hot Springs, they variety of these native learn by building on previous educa- environments. Par- tional experiences. ticipants in the 1997

574 ● October–December 1999 9(4) Muenchhausen), shortleaf pine (Pinus discussions on why some plants occur costs under control, students have echinata P. Miller), hawthorn over such wide native ranges while to pay living expenses at a time (Crataegus marshallii Eggleston), fra- others grow only in geographically when they might live at home. A grant sumac (Rhus aromatica Aiton), restricted areas. Discussions arise on secondary impact is that working and crow poison (Nothoscordum bi- the nature of cold and heat tolerance students lose 5 weeks of summer valve Britton). As a result, students and the mechanisms plants employ to income. develop an understanding of the range cope with natural stresses. The breadth • Extra administrative costs are as- of habitats possible within a small area, of personal experience represented by sociated with an off-campus edu- environmental conditions that make a group of 40 individuals, over the age cational program. The primary de- these plant communities different, and of 50 and residing in many states, mands have been extra time spent natural adaptations of the plants that makes Elderhostel sessions rewarding by the Chair of the Department of occur there. for both students and instructors. Landscape Architecture (also the After exposure to these sites, stu- Elderhostel was the first educa- gardens’ executive director) and dents study nonnative plants within tional activity begun at the gardens her staff arranging contracts with the garden’s collections. The curricu- and has been in place for 8 years. As a the Arkansas School for Math- lum challenges them to decide, based less costly endeavor, it served as an ematics and Sciences for use of on cultural requirements, which of the important training ground, preparing housing and studio facilities. These native plants studied earlier are most staff for summer school sessions by costs are declining as the program similar to these introduced species and defining some ways the gardens could becomes established. what local environments most likely establish an educational program. With • Extra garden staff time. The plant resemble each nonnative plant’s natu- each new session, the staff gains ex- materials class occupies 4 to 6 h a ral range. Students begin building panded knowledge of plants (or re- day of the director’s time while knowledge-based plant palettes well gionally-adapted taxa) that thrive in summer school is in session. There adapted to each microclimate that they various parts of the country and in is also a 1 to 2 week preparation have previously learned to identify us- specific environments. This provides period that requires an average of ing indigenous indicator species. practical information used in planning 2 h each day. In addition, the To reinforce this learning, several and executing the curriculum elements garden superintendent and a crew locations throughout the garden serve outlined above. of two hourly workers spend about as sites for design projects in afternoon a day to set up and then another studios. Students begin to connect the Conclusions day to break down the studio facil- natural habitats of sites they design Both programs have been in place ity each year. with both native and nonnative plant long enough to begin drawing some However, we feel that the follow- materials that are appropriate for those basic conclusions about their costs and ing benefits justify the expenses: conditions. This allows greater per- benefits. Summer school is the most • Extended class periods, typical of spective on their studies in plant iden- ambitious of the two programs and tification and design courses. requires the most resources. The pri- Fig. 2. New England residents admire southern indica azalea ‘Duc mary concerns with this program are as Elderhostel program de Rohan’ while participating in an follows: off-campus University of Arkansas Comparative studies of plants and • Extra expense to the students. Al- Elderhostel program in Hot Springs their environments prepare garden staff though efforts are made to keep National Park. well for the University’s Elderhostel program. A cooperative effort between the UA Division of Continuing Edu- cation and Elderhostel, Inc., this pub- lic outreach program enjoys great pub- lic response. Spring and fall sessions at the gardens teach participants about botanical gardens, , and culture of ornamental plants. The stu- dents come from all over the U.S. and enjoy seeing familiar plants from their homes appear in the different guises of Arkansas’ locally adapted species. For example, in 1998, visitors from south- ern New England compared the 3- inch (7.6-cm) blossoms of southern indica azalea ‘Duc de Rohan’ with types of azaleas they grow in their home garden (Fig 2). Participants often comment that plants seen at the gardens also occur in the upper Midwest, the Gulf Coast, or other distant regions. This leads to

● October–December 1999 9(4) 575 summer sessions, allow greater possibili- These programs provide interesting and ties for in-depth study of a particular worthwhile avenues by which a small univer- habitat in one visit. Exercises that would sity garden can serve the needs of both the normally occupy most of a week’s lecture academic community and of the general pub- time during regular semester sessions lic. While the example of Garvan Woodland become feasible. This summer schedule Gardens does not fit the profile of the average allows a degree of continuity that is dif- university garden, in many ways our institu- ficult to achieve under a typical college tion is similar to smaller public gardens teaching regime. throughout the U.S. Working with educa- • Access to the botanical garden collec- tional institutions in distant parts of our state tions is a tremendous teaching asset. A has offered us opportunities to expand our wide variety of species is on hand, allow- programs and reach new audiences. Nonaca- ing study of several members of a genus demic botanical gardens and colleges with- or family at one time. This creates many out botanical gardens may be able to build on opportunities for learning plant commu- this model to create new educational out- nity composition, plant identification reach programs with other institutions. An characteristics, cultural requirements, example of such a program might be a dis- design qualities, and uses. tance learning program between a small ur- • There are other intangible benefits that ban college in need of natural areas for envi- accrue from being in a new learning ronmental curricula and a rural botanical environment. Students appear more in- garden which would like to expand its educa- quisitive than in standard classroom set- tional offerings. tings. A more casual approach to teach- Overcoming the challenges of a long- ing encourages creativity and self-expres- distance relationship allows Garvan Wood- sion. Perhaps most importantly, oppor- land Gardens to continually explore new and tunities for students to observe so many exciting ways to use a wonderful and re- plants growing together offers inspira- source-rich facility. With thought and effort, tion to try new combinations in studio other gardens could do the same. work during the summer session. The administrative and staff concerns Literature cited are similar for Elderhostel programs, but total costs are far less as each program lasts Brickell, C. (ed.). 1989 The American Horticul- only 3 d. tural Society encyclopedia of garden plants. Macmillan, New York.

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