Weed Technology 2013 27:395–400 Using a Pervasive Invader for Weed Science Education Michelle K. Ohrtman and Sharon A. Clay* Students studying weed science would expand their knowledge by conducting targeted experiments on invasive weeds. Tamarix spp., some of the most problematic weeds known in the United States, have value for weed science education. Tamarix was used in an undergraduate laboratory course to demonstrate weed science principles for a minimal cost and with great potential for academic enhancement. The laboratory exercise was designed to teach weed science students about the difficulty associated with controlling invasive weeds even at a relatively young age in a region where plants have been detected but large-scale invasion has not occurred to emphasize the importance of early detection and rapid response. The successful execution of this exercise and the positive student response suggests that Tamarix and other weeds with similar reproductive capacities could be valuable additions to weed science curricula. Innovative approaches to teaching weed science facilitate greater learning of this complex subject by students from diverse backgrounds and academic disciplines. Nomenclature: Tamarix spp. Key words: Invasive plant management, laboratory exercise, saltcedar, tamarisk, young professional training. Los estudiantes que estudian la ciencia de malezas podr´ ıan ampliar su conocimiento al realizar experimentos enfocados en malezas invasivas. Tamarix spp., algunas de las malezas ma ´s problema ´ticas conocidas en Estados Unidos, tienen valor para la educaci´ on de la ciencia de malezas. Se us´ o Tamarix en un curso de laboratorio de pregrado para demostrar principios de la ciencia de malezas con un costo m´ ınimo y con un gran potencial para el mejoramiento acad´ emico. El ejercicio de laboratorio fue dise˜ nado para ense˜ nar a los estudiantes de malezas acerca de la dificultad asociada al control de malezas invasivas inclusive a edades relativamente tempranas en una regi´ on donde las plantas han sido detectadas, pero una invasi´ on a gran escala no ha ocurrido a´ un, y de esta forma hacer ´ enfasis sobre la importancia de la detecci´ on temprana y la respuesta ra ´pida. La ejecuci´ on exitosa de este ejercicio y la respuesta positiva por parte de los estudiantes sugieren que Tamarix y otras especies de malezas con capacidades de reproducci´ on similar podr´ ıan ser adiciones valiosas a los curr´ ıculos en la ciencia de malezas. Formas innovadoras para ense˜ nar la ciencia de malezas facilitan mucho el aprendizaje de este tema tan complejo a estudiantes con diversos historiales y disciplinas acad´ emicas. Invasive plants continue to expand in range with escalating costs to agricultural, managed, and natural ecosystems in the United States (Pimentel et al. 2005). Despite this advance, U.S. institutions face a shortage of weed science faculty and courses needed to train young professionals in invasive plant management (Derr and Rana 2011). In an older survey, it was reported that weed science curricula offered at North American institutions was fairly homogenous, even though weed species and management needs often differ among regions (Pearce and Appleby 1992). More recent studies suggest that some weed science programs are moving toward more diverse curricula, both in the classroom and laboratory (Gallagher et al. 2007; Gibson and Liebman 2003a,b, 2004). Courses that offer diverse curricula focused on locally important weed issues may improve the students’ ability to master complex subjects. In particular, weed science courses that include experimentation with living weeds have been reported to enhance critical thinking skills and increase student understanding of important weed science concepts (Gibson and Liebman 2004). Using weed species that pose the greatest threat to United States’ resources would help prepare future weed science professionals to control invasive weeds. Tamarix spp. (Tamarix ramosissima Ledeb., Tamarix chinensis Lour., and hybrids; a.k.a. saltcedar, tamarisk) are listed among the most ecologically and economically damaging invasive plants in the United States (Duncan et al. 2004; Pimentel et al. 2005; Stohlgren and Schnase 2006) and in the top 100 worst weeds globally (Global Invasive Species Database ). This nonnative tree/shrub was introduced in the United States in the 1800s as an ornamental and quickly spread across disturbed riparian areas (Robinson 1965). Tamarix has many traits that promote rapid colonization and persistence within disturbed areas. These plants produce millions of wind-dispersed seeds, grow rapidly once established, tolerate a wide range of environmental conditions, and produce new vegetative shoots following aboveground injury (Brotherson and Field 1987). Tamarix continues to expand its range at an unknown rate, with about 1 million km 2 of United States habitat projected to be vulnerable to future invasion (Jarnevich et al. 2011). Northern regions, while not extensively invaded at this time, are poised to be the next areas of large-scale invasion (Jarnevich et al. 2011). Most land managers, agronomists, and weed professionals in the western United States will encounter Tamarix at some point during their career. Applied experience with this species during undergraduate or graduate education will enhance their ability to detect its presence and implement effective control. The goal of this laboratory exercise was to increase awareness of Tamarix invasion in northern regions and DOI: 10.1614/WT-D-12-00132.1 * Postdoctoral Research Associate and Professor, South Dakota State University, Department of Plant Science, Brookings, SD 57007. Corresponding author’s E-mail: michelle.ohrtman@sdstate.edu Ohrtman and Clay: Tamarix for weed education  395