Meet NAC’s Technology Transfer Staff

Jim Robinson is a NRCS Agroforester
located in Fort Worth, Texas. Jim has
been employed by NRCS for 27 years.
His specialty areas include: alley crop-
ping, riparian forest buffers, and silvopas-
toral systems. He is the southeast regional
contact for NAC.

Gary Kuhn is a NRCS
Agroforester located in
Seattle, Washington.
He has 16 years of
experience as an
NRCS Forester. His
areas of expertise
include: windbreaks
and living snowfences,
riparian buffers, and
agroforestry applica-
tions of hyprid poplar.
Gary is the western
regional contact for the
Center.

Clover Shelton recently joined the
Technology Transfer Staff as Technology
Transfer Assistant. Clover assists the TT
Staff with a variety of technology transfer
activities including slide presentations
and writing and designing material for the
Center.

Bill Rietveld, Center Director, is located
in Lincoln. Bill has been with the Forest
Service for 31 years. His areas of special-
ty include: black walnut and short rota-
tion woody crop establishment and man-
agement. He also has experience with all
types of agroforestry practices and their
integration.

NAC Technology Transfer Staff. Left to Right: Back row: Gary Kuhn, Jim Robinson,
Bill Rietveld, Jerry Bratton, Bruce Wight. Front row: Clover Shelton, Kim Isaacson.

Northern
Plains Midwest

Northeast

Southeast

Jerry Bratton is the FS Lead
Agroforester located at the Center in
Lincoln. Jerry has 23 years of experience
in hardwood management in Kansas
before coming to the Center in 1990.
Jerry’s special interests are: hardwood
management and riparian zone manage-
ment. He is the northern plains regional
contact for NAC.

Bruce Wight serves as
the Lead Agroforester
for NRCS and is locat-
ed at the Center in
Lincoln. Bruce has
worked for NRCS for
24 years. His areas of
expertise include: alley
cropping, forest farm-
ing, and windbreaks.
Bruce is both the mid-
west and northeast
regional contact for
NAC.

Kim Isaacson is a Technology Transfer
Specialist at the Center in Lincoln. Kim
has worked for the Center for four years
and works with the TT staff in coordinat-
ing public affairs activities and producing
materials for the Center.

The Center's Technology Transfer &
Applications (TT&A) Program is spon-
sored by the USDA Forest Service, State
& Private Forestry and the USDA Natural
Resources Conservation Service. Its pur-
Pose is to serve as a contact point, clear-
inghouse, and catalyst to accelerate the
development, application, and acceptance
of agroforestry technologies for America’s
farms, ranches, and communities.

To carry out this national responsibili-
ty, the TT&A Program works with a

nationwide network of partners and coop-
erators to develop technical and educa-
tional information, media, guidelines,
tools, and projects.

Our customers are natural resource
professionals in federal and state agen-
cies, who, in turn, deliver natural resource
education, technical assistance, and
incentive programs to landowners.

Through cooperation, teamwork, and
networking our goal is to develop the full
potential of agroforestry to help attain

more productive, profitable, environmen-
tally-sound, resilient, and diverse rural
enterprises and communities.

Some of NAC’s technology transfer
activities include our quarterly newsletter
Inside Agroforestry; a technical note
series Agroforestry Notes; conferences
and workshops; technical support;
demonstrations; applications projects;
assessments; a variety of special projects;
and a variety of informational brochures
and tools.

Inside Agroforestry 5


Nee ieem Missouri

One Man, A Driving Force in Agroforestry Education

State Representative Phil Tate (L) and Gene Garrett (R) announce
the Missouri Agroforestry Cost-Share Program for landowners.

Editor's Note: Strong leaders and knowledgeable educators are a driving force in
the growth of agroforestry. Dr. Gene Garrett's efforts to educate landowners
and put agroforestry practices to work, must be commended.

He has been affectionately referred to as the “Father of U.S.
Agroforestry.” His leadership has introduced a new world of
profitable conservation to landowners across the nation. As an
educator, forester, and pioneer of the agroforestry movement in
the United States, Dr. Gene Garrett has earned respect.

For over twenty years, Gene has helped open doors to
landowners by teaching them how agroforestry can benefit them
economically as well as environmentally.

“Multi-cropping” was the term used in the early 1970’s, to
describe the practice of combining agriculture with forestry.
Agroforestry, or “working trees” as we call it today, isn’t a new
idea; it has been practiced in the tropics for many years. But try-
ing to convince American landowners that trees and farming can
work together, has been, and continues to be, a challenge.

“Most people’s first thoughts are that agriculture and forestry
just don’t mix,” Garrett said. “For generations, landowners have
been trying to remove trees from their farmland. And, for that
matter, foresters have been telling landowners to keep livestock
away from their trees.”

When Hammons Products Co. in Stockton, Mo., a leading
producer and processor of black walnuts, began to blend crops
and trees together on their farm, capturing both production and
conservation benefits, Garrett saw an opportunity to help legit-
imize agroforestry’s claim. Garrett and Jim Jones, who is now
vice-president of Hammons began working together and were
able to integrate ideas from both university and industry levels.

As alley cropping practices were put to work on the farm,
awareness of agroforestry began to increase. The difficulty
seemed to be getting word out to landowners. Hammons 400+
acres became the first major demonstration plot for agroforestry
alley cropping practices, used to directly educate landowners who
were reluctant to make such an investment in trees while “sacri-
ficing” some of their cropland. Landowners, however, needed
more than simple proof of the benefits. They wanted incentives.

As luck would have it, Garrett received a call from Kit Bond,

Senator for Missouri. After seeing the Hammons plantation,
Bond was sure he had just got a glimpse of “the forestry of the
future” and was ready to get directly involved. As a result, agro-
forestry was included in the 1990 Farm Bill, offering cost-share
funds to landowners to encourage them to incorporate agro-
forestry practices onto their land.

Still, landowners were not adopting agroforestry to the extent
that Garrett and his colleagues hoped. “Typically, professionals
were helping CRP landowners with the one thing they knew -
grass,” Garrett said. “If Federal employees at the district level
don’t understand agroforestry practices, they can’t promote them.

It then became obvious, after 15 years in the trenches, that
agroforestry needed leadership from the USDA. Federal profes-
sionals had to get out and work directly with the landowners.”

Eventually, this movement led the way for greater develop-
ment and a stronger role for the USDA. The National
Agroforestry Center which was authorized in the 1990 Farm Bill
to serve as a catalyst to promote agroforestry.

In addition to Garrett's work with Hammons Products and the
University of Missouri, he has been a major contributor, along
with Jones, to a bi-ennial agroforestry landowner workshop in
Missouri. For over 15 years, landowners and forestry profession-
als have attended these workshops, many returning several times.
“Landowners are coming back and teaching us about the prac-
tices they’ ve used. Now we're learning from the user,” Garrett
said. “Landowners continue to advance the learning curve.”

Garrett continues to promote agroforestry. His most recent
educational project is the development of an agroforestry farm
near the University of Missouri called the Horticulture and
Agroforestry Research Center. Found on the farm is the historic
“Hickman House” that was built in 1819 and will provide a his-
toric look back at the land and how it was used, as well as draw
people onto the farm. But more importantly, the Center will have
an example of every form of agroforestry. The 540 acres will
include everything from forest farming to silvopastoral rotational
grazing. Garrett intends for the home to draw people onto the
farm by its beauty and historic appeal, and once they’re there,
“show off” agroforestry. “*Show and tell’ is the best way to teach
agroforestry,” Garrett said. “Create the proper environment and
bring the landowner in.”

Dr. Garrett’s thirst for knowledge and his desire to spread the
word about the financial and environmental benefits of agro-
forestry, has been the focus of his career. Therefore, actually see-
ing landowners putting trees to work, is the mark of success.

Landowners have already begun to experiment with innova-
tive agroforestry ideas - proof that Garrett’s goals are beginning
to be attained. He believes in a quote he once read.
“Agroforestry is user-oriented. Because of this, sooner or later, it
has to become user-driven.””

“We have done an adequate job in preparing the road for the
future, but at some point, the user must take over,” Garrett said.
“This behooves us to make sure that the landowner is directly
involved in the process. We become facilitators or initiators, but
the user drives the system.”

4. Inside Agroforestry


USDA Satellite
Broadcast and
Agroforestry Video

A USDA satellite broadcast on agro-
forestry is being planned for March 1997.
The broadcast will be targeted to field
professionals, to provide information on
the different types of agroforestry prac-
uces and how to incorporate them into
conservation and production systems for
farms, ranches, and communities. A plan-
ning team has been established to design
the broadcast.

The program will be broadcast from
the USDA studio in Washington, DC.
Local groups who wish to receive the
broadcast need to make advance arrange-
ments for a local downlink.

The broadcast will also produce a
much-needed agroforestry video. The
video will be an edited version of the
broadcast, and will be available at a Jater
date. We will provide more details in the
next issue of Inside Agroforestry.

It’s Here!
Our new supply of the
Working Trees for
Communities brochure
has arrived!
Working Trees for
Communities shows
how agroforestry
technologies can help make
community environments
more sustainable.
For more information,
a sample, or a supply
call 402-437-5178

Kim ext. 13 or
Clover ext. 14

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ee 7

In Praise of Ash

Beechwood fires are bright and clear
If the logs are kept a year
Chestnut only good, they say,
if for long ‘tis laid away.

But ash new or ash old
Is fit for queen with crown of gold.

Birch and fir logs burn too fast.
Blaze up bright and do not last.

It is by the Irish said
Hawthorn bakes the sweetest bread.
Elm wood burns like churchyard mold,
E’en the very flames are cold.

But ash green or ash brown
Is fit for queen with golden crown.

Poplar gives a bitter smoke,

Fills your eyes and makes you choke.
Apple wood will scent your room
With an incense like perfume.
Oaken logs if dry and old,

Keep away the winter's cold
But ash wet or ash dry
A king shall warm his slippers by.

Crane, C.E. 1941. Winter in Vermont. Alfred A. Knopf, Inc., New York, NY i

ee

sce: 2 2550S SSRSSSSESES SSS SSE STIESSS SSS SSDS SESSA

(International from page 2)

Consultative Group for International
Agricultural Research centers, provide
access to a network of natural resource
professionals engaged in agroforestry
research and training all over the world.

Since it’s beginning early in 1996, the
program has linked Forest Service person-
nel with collaborator organizations in
Mexico and helped secure funds to pursue
socio-economic research in Mexican
states on the Yucatan peninsula. The
Center’s program coordinator, Sarah
Workman, has lead a team in an evalua-
tion of the Agroforestry Research
Network program in Uganda and will be
helping design agroforestry training for
forestry officers working in the Albania
Private Forestry Development Program.
The training modules to be proposed for
work in Albania will closely follow those
that are scheduled to be provided to
NRCS personnel beginning in the near
future. The training also has potential to
be extended to training others pursuing
work in natural resource fields such as
Peace Corps volunteers.

Future activities envisioned for the
International Program include pursuit of
funds to support graduate reaseach educa-
tion in collaboration with ICRAF and the
African Network for Agroforestry
Education; promotion of silvopastoral
research and technical assistance; interac-
tion with organizations in Latin America
and promotion of agroforestry through the
publication Revista Agroforesteria de las
Americas; and increased involvement
with non-governmental organizations.

Continual advances are being made in
temperate and tropical agroforestry sys-
tems. The wealth of knowledge that is
being accumulated about traditional farm-
ing practices that have incorporated tree
species, adaptions and modifications in
existing farming systems, and methods of
integrated farming to provide for sus-
tained culture of food products is increas-
ing at phenomenal rates. The International
Agroforestry Program is one link in the
chain for promotion and utilization of
understandings gained through these
advances.

6 Inside Agroforestry


inside Agroforestry

ASA Agroforestry New Agroforestry Training Course
Symposium a Big The Natural Resources Conservation _forest buffers, silvopasture, and wind-

Service (NRCS), through its National breaks.

S Employee Development Center is devel- This training course is intended to pro-

uccess oping an agroforestry course to be offered _ vide field specialists with knowledge and

| nationwide to NRCS personnel and con- tools to integrate agroforestry practices

There were a total of five agroforestry ovation partners. into farm plans and landscape systems to
sessions at this year’s American Society Agroforestry: A Conservation meet conservation, economic, and social
of Agronomy (ASA) meetings held Planning Opportunity will provide an objectives. Training is also expected to
November 3-8 in Indianapolis, Indiana: & introduction to agroforestry including a help students begin to develop a network
temperate agroforestry symposium, tem-" Gi-cussion on the ecological, economical to promote and apply agroforestry princi-
Perate agroforestry poster Papers, a tropi- and sociological principles to consider in ples in their work area.
cal agroforestry symposium, tropical agroforestry planning and application. Members of the design team develop-
agroforestry poster papers. and agro- Each agroforestry practice will be dis- ing this course are from the National
forestry volunteer papers. cussed including design and application Agroforestry Center, University of

The temperate agroforestry sympo-

sium: Agroforestry: An Integrated
Science, was focused on agroforestry in
the United States. It consisted of eight
invited papers covering the emergence
and development of agroforestry in the
US, overviews of the five basic types of
agroforestry practices, and the economic
and social factors that affect adoption.
The proceedings will come out as an ASA
special publication, and will provide a
much-needed textbook and desk reference
on agroforestry in America.

The ASA meetings are a good forum
for agroforestry. The meetings bring
together professionals from a broad range
of disciplines, institutions, and agencies.
Division A-8 is very supportive of agro-
forestry and hopefully this will lead to
more involvement of the agricultural
community in agroforestry science; and
co-sponsorship of activities with Division The design team plans a new in-service training course on “Agroforestry: A Conservation
A-6 (International Agronomy) provides a Planning Opportunity.” The first course is tentatively scheduled for October, 1997.
good opportunity to interact with the

! .

international agroforestry community. | This Is sue
|
|

of alley cropping, forest farming, riparian (See Training on page 7)

We hope to continue to hold agro-
forestry sessions at future ASA meetings,
with a more major effort in years alternat-
ing with the biennial North American
Agroforestry Conference.

HB Agroforestry Education in the United States...page 3
HB A Driving Force for Agroforestry Education...page 4
HE Meet NAC’s Technology Transfer Staff...page 5

Make plans to attend the 5th North
American Agroforestry Conference in
Ithaca, New York August 3-6, 1997

& Agroforestry Educational Institutions in the US...page 7



(Training from page 1)

Missouri, Cornell University, and NRCS.
technical and field staff. Conservation
partners from several other universities
and agencies are assisting with the devel-
opment of particular lesson plans.

Personnel from NRCS, USFS, conser-
vation districts, extension, state forestry,
and other conservation agencies or orga-
nizations are expected to benefit from the
course, Each student will receive a text
book and student handbook.

Plans are to present a pilot course in
October 1997 and after evaluation and
adjustments make this course available
throughout the United States as requested
by NRCS and conservation partners.

Some of the topics from the proposed
course outline include:

1 Introduction to Agroforestry (context,

definition, historical background, and

general discussion of major
agroforestry categories)

Principles to consider in agroforestry

(ecological, economical, and

sociological).

MI General overview of agroforestry
practices (alley cropping, forest
farming, riparian forest buffers,
silvopasture, windbreaks). Each
agroforestry practice module will
include: design and description,
benefits, biological and environmental
characteristics, liabilities, (perceived
and real), special considerations, farm-
level and landscape-level applications.

IV Integrating agroforestry into the
landscape (relationships with on-farm
activities, landscapes, and natural
resources). Included in this segment
will be a field excercise with on-site
inventory and development of
alternative agroforestry systems.

V The future of agroforestry

VI Making agroforestry work in your area
(network building, where to get help,
influencing others, available resources,
and outreach to the public).

Plan now to put Agroforestry: A
Conservation Planning Opportunity into
your next training plan. Ask your NRCS
State Conservationist about the possibility
of hosting a course in your state.

Watch JA for more information
on the upcoming
Agroforestry Satellite Broadcast

Agroforestry Education and
Training Institutions in the
United States

* California Polytechnic State University, San Luis, Obispo, California

* Cornell University, Ithaca, New York

* Florida A&M University, Tallahassee, Florida

* Humboldt State University, Arcata, California

* Towa State University, Ames, Iowa

* Kansas State University, Manhatten, Kansas

* Michigan State University, East Lansing, Michigan

* Michigan Technological University, Houghton, Michigan

* North Carolina State University, Raleigh, North Carolina

* Oregon State University, Corvallis, Oregon

* Purdue University, West Lafayette, Indiana

* Southern IHinois University, Carbondale, Illinois

* State University of New York, Syracuse, New York

* Texas A&M University, Centre for Semi-Arid Forest Resources, Texas A&M
University, College Station, Texas

* University of California, Berkeley, California

* University of Florida, Gainesville, Florida

+ University of Hawaii at Manoa, Hawaii

* University of Idaho, Moscow, Idaho

* University of Illinois, Urbana, Illinois:

* University of Minnesota, St. Paul, Minnesota

* University of Missouri, Columbia, Missouri

* University of Montana, Missoula, Montana

* University of Nebraska, Lincoln, Nebraska

+ USDA Forest Service, Institute of Pacific Islands, Hawaii

+ USDA Forest Service, USDA Natural Resources Conservation Service
National Agroforestry Center, Lincoln, Nebraska

* Utah State University, Logan, Utah

* Virginia Polytechnic Institute and State University, Blacksburg, Virginia

* Washington State University, Pullman, Washington

* Yale University, New Haven, Connecticut

Information is taken from the Directory of Agroforestry Education and Training
Institutions in the United States compiled in October, 1995 by Badege Bishaw,
PhD, Research Associate for the Department of Forest Science, Oregon State
University, Corvallis in cooperation with the National Agroforestry Center.

This directory is available from the National Agroforestry Center if you’re
interested in more detailed information about each institution’s program. The
directory includes a comprehensive summary of all institutions, a contact person,
and respective agroforestry education and training programs. Call Clover Shelton at
the Center for a copy, 402-437-5178, ext. 14.

Inside Agroforestry 7


Message From the Manager

agroforestry is recognized and in demand.

cal systems context.

training. This includes both formal training at the university level
and informal training provided by agencies and private contrac-
tors. The increase in training activities is a strong indicator that

According to a fall 1995 survey conducted by the Center in
cooperation with Oregon State University, there are 29 universi-
ties in the United States that have an agroforestry program. The
majority of programs offer an agroforestry specialization rather
than a degree in agroforestry. Several agroforestry books are
already in print, and others are in progress. A textbook/desk ref-
erence entitled: “Agroforestry: An Integrated Science and
Practice,” which will come out next year, is specifically focused
on US agroforestry and presents agroforestry within an ecologi-

On-the-job agroforestry training is also increasing. Over the
past several years, the USDA Natural Resources Conservation
Service’s “Windbreak Technology” course has trained over
1,000 field specialists. Now NRCS is developing a new course
entitled: “Agroforestry: A Conservation Planning Opportunity,”

A commentary on the status of agroforestry
as reported by Program Manager, Bill Rietveld

Train the Trainers

which will begin next year. In addition, Cooperative Extension
specialists supported by the USDA Cooperative Research,
Education, and Extension Service have delivered agroforestry
workshops throughout the country, and agroforestry has been
incorporated into several sustainable agriculture training pro-

grams.

Technical guidelines are available for several agroforestry
practices, windbreaks and riparian forest buffers in particular.
Field specialists are asking for, and are getting, training on how
to incorporate agroforestry practices into conservation and pro-
duction systems for farms, ranches, and communities. Next
March there will be a USDA satellite broadcast on agroforestry
practices and how to incorporate them into farm and watershed
plans. A video will be produced from the broadcast, which will
provide an additional tool for informal training.

The National Agroforestry Center has played a key role in
developing many of these activities. No, we didn’t do it our-
selves — all of us did it. The Center acts as a catalyst to stimu-
ate things to happen, and we are proud to see what you have
accomplished. Your success is our success.

International Agroforestry Technology Exchange Program

Since agroforestry science is quite
developed in foreign countries, the
National Agroforestry Center, as well as
anyone interested in agroforestry, can
benefit substantially from international
cooperation. Through a partnership with
the US Agency for International
Development, the National Agroforestry
Center’s International Technology
Exchange Program functions to provide
technical assistance and facilitate
exchange between practitioners and scien-
tists in the United States and overseas.
Expertise is drawn from the Forest
Service (FS) and the Natural Resources
Conservation Service (NRCS) for techni-
cal assistance efforts. The program focus-
es on the conservation of natural
resources, environmental enhancement,
and supply of natural resource products
from agroforestry systems to households
in both rural and urban settings. Scientific
information from USDA and other gov-
ernmental departments serves as a

resource for program planning and infor-
mation exchange.

The goals of the program are to
advance the science and practice of agro-
forestry in the United States and targeted
countries through technology exchange,
to contribute to
sustainable devel-
opment through
training practi-
tioners in appli-
cation of agro-
forestry technolo-
gies, and to
develop working
partnerships with
organizations
involved in appli-
cation of agro-
forestry technolo-
gies worldwide.
The International
Agroforestry
Program supports

the missions of the NRCS, and the Forest
Service. Liasion activities with the
International Centre for Rescrach in
Agroforestry (ICRAF) located in Nairobi
Kenya, one of the centers in the

(See International on page 6)

The Agroforestry Center regularly hosts visitors from other countries.
Visitors take home information and techniques to apply to their coun-
try and NAC gains knowledge about different agroforestry techniques.

2 Inside Agroforestry


Agroforestry Education in the United States

by Larry E. Biles, National Program Leader, Forest Management
USDA Cooperative State Research, Education, and Extension Service

Washington, DC

Several meetings have been convened
in recent years in an effort to consider the
form and content of possible options for
different education and training require-

“Currently the operative words
I find to describe agroforestry
education and training
in the United States are
“woefully inadequate” or
“wretchedly deficient,” but
“desparately needed” and
“in high demand.”

—Larry Biles

ments for agroforestry, what professional
outlets there are, and how best to intro-
duce and support such initiatives.
Agroforestry has been accepted enthusias-
tically by educators, who see in its
breadth and complexity an exciting field
to explore with students from a wide vari-
ety of backgrounds; this in itself is both a
challenge and a reason for caution.
Currently the operative words I find to
describe agroforestry education and train-
ing in the United States are “woefully
inadequate” or “wretchedly deficient,” but
“desparately needed” and “in high
demand.” With only a few natural
resource colleges and universities across
the nation providing “professional train-
ing” in the discipline, students at these
universities, with an interest in agro-
forestry, are encouraged to pursue this
interest by drawing on the interdiscipli-
nary offerings of various departments
with individually designed programs.
Such programs usually offer one or two
regularly scheduled courses covering a
variety of social, economic, ecological,
technical, and institutional information.
Non-formal, extension education, is
only slightly better. Although non-formal
education is offered by more educational
institutions, relatively little of what

appears to be the application of agro-
forestry in the United States is deliberate-
ly planned or managed.

A general observation mentioned by
several noted agroforestry writers is that
most private landowners are not familiar
with the term “agroforestry” although
they may recognize many of the practices
that fall within the definition. They, in
essence, are applied researchers, “going it
alone,” and applying their own defini-
tion(s) to the subject. Many, are also
demonstrating financial success.

For resource professionals there is a
shortage of continuing education courses
and demonstration areas available for
learning and viewing the plethora of agro-
forestry concepts being touted.
Consequently, scientists have identified
training of extension, agency, and techni-
cal personnel as a priority need in agro-
forestry. A better understanding of the
potential benefits and limitations of agro-
forestry practices, and under what circum-
stances to recommend them to landown-
ers is necessary.

In summary, education and training in
agroforestry are needed for college stu-
dents, natural resource professionals, and
landowners. College-level course curricu-
la which covers both theoretical and
applied aspects of agroforestry
needs to be developed and offered
at more of the nation’s colleges and
universitites.

Continuing education courses
for resource professionals must fol-
low. This will likely prompt guides
to agroforestry information sources,
resource packets for libraries and
extension offices, and computerized
“expert” systems for landowners
and public agency advisors. Beyond
printed information, is the develop-
ment of on-farm demonstrations
sites.

‘The growing demand for scien-
tists, practitioners, and development
specialists trained in agroforestry
has encouraged universities around
the world to develop agroforestry

national development community, but stu-
dents now demonstrate considerable inter-
est in the domestic application of agro-
forestry as an approach to sustainable
agriculture. An agroforestry curricula has
been evolving at Cornell University that,
according to Jim Lassoie, Chair of the
Department of Natural Resources, typifies
a process common to other institutions in
developed countries. Starting first as a
seminar for graduate students in 1985,
agroforestry was discussed based on the
experience of the participants. By the
early 1990's the demand from students
without experience in agroforestry,
including undergraduates, drove us to add
a senior-level, ‘theories and practice’
course.

Agroforestry, in the United States, in
its purest sense, is still young.
Consequently, the application potential
for agroforestry faces an interesting
dichotomy. On the one hand, the applica-
tion of agroforestry is dependent upon
marketing the concepts. On the other hand
the marketing of agroforestry is depen-
dent upon the successful application of
scientific principles. Striking a balance
between these two variables will largely
dictate the future of agroforestry practice
in America.

curricula. In the United States, this participants at a workshop on soil bioengineering

pressure first came from the inter-

take streambank slope measurements.

Inside Agroforestry 3