Saving the world, one yard at a time

Jan 2, 2025

6 min

Doug Tallamy


University of Delaware professor Doug Tallamy has a simple mission: Encourage people to rid their property of invasive plants and replace them with native ones. One of the ways he's tackling it is through a concept called “Homegrown National Park,” a grassroots initiative he co-founded to offer a simple solution for the biodiversity crisis — the decline of a variety of animals, plants and numerous species.


Tallamy, the TA Baker Professor of Agriculture and Natural Resources at the University of Delaware, is trying to encourage everyone to do their part to protect the planet.


If invasive plants (which don’t belong in an area and can ultimately harm the ecosystem by taking away essential resources from other plants) grow out of control, then an area loses its biodiversity, the ability for multiple plant and animal species to function at once and create a rich ecosystem.


Invasive species are prolific. For example, many invasive plants produce berries, which some birds eat. The birds then spread those seeds around. So, once invasive plants are in an area, they’re hard to get rid of. The idea is to replace them with native plants, which have historically belonged to a region and provide critical habitat for insects, birds and other creatures.


It's an uphill climb, but Tallamy persists and is trying to save the world, one yard at a time.


“Everybody has a responsibility of doing things that sustain their little piece of the earth, and there are a whole bunch of things one individual can do to help in that regard,” Tallamy said.



What’s not so simple, however, is getting the Earth’s 8 billion people (or, at least, anyone with property) to do this.


“We are trying to change the culture so that [replacing invasive plants with native ones] becomes the norm, not the exception,” Tallamy said. “We’re not getting rid of lawns. But we don’t need 44 million acres of them. There are now so many people on the planet that natural systems are not functioning the way they need to sustain us.”


A snowball effect

Much of our current plant culture revolves around colorful, aesthetically pleasing ornamental plants that don’t support the local food web. When they grow out of control, a local yard or larger region loses out on biodiversity.


The natural world is all connected. For example, Tallamy said, if we lose pollinators like our native bees that transport pollen between plants, then we also lose most of our plants that produce flowers and fruits. It’s a snowball effect.



“If that happens, the energy flow through our terrestrial ecosystems is almost totally disrupted, which means the food webs that support our vertebrate animals, our amphibians, our reptiles, our birds and our mammals would collapse and all those animals would disappear,” Tallamy said.


“Without insect decomposers, the creatures that break down dead material, mostly plants, would rot and only bacteria and fungi would endure.”


“Homegrown National Park” has generated a lot of buzz for Tallamy, who received recognition for it in October by the Massachusetts Horticultural Society. The MHS awarded Tallamy with its highest honor, the George Robert White Medal of Honor, for eminent service in the field of horticulture.


Conservation in action

Tallamy’s quest to “change the culture” on planting can be witnessed in the fall at UD.


On a warm October afternoon, he and a group of students from the Introduction to Insect and Wildlife Field Studies (ENWC 165) course trudged out to UD Wetlands to curtail some pesky invasive plants native to Asia.



Equipped with clippers, loppers and handsaws, they walked behind Worrilow Hall, part of the College of Agriculture and Natural Resources’ 350-acre campus, which includes the UD Wetlands, an area that was formerly a dairy cow pasture but transformed into wetlands in 2008 because pollution from the farm was reaching the local watershed.


The wetlands were created because wetlands, by design, absorb nitrogen from runoff before it goes into waterways. They then release it as a gas into the atmosphere.


But the UD Wetlands repeatedly deal with pesky invasive plants such as Porcelain-berry and Chinese elm. Over the years, UD students have stymied the species from overtaking the area.


“See this? This is a good guy,” said Tallamy to the students as he held up a fallen branch. “You just want to get the Porcelain-berry off of it. They’ll grow back very well. But we want to nip [the Porcelain-berry] in the bud.”


Taylor Kelly, a senior wildlife ecology and conservation major who took part in the invasive species removal, said Tallamy has helped her better understand the interconnectedness of various ecosystems.


“Native plants provide so much value to our local pollinators, which add value to our local birds because they feed on pollinators, seeds, fruit and trees,” Kelly said.


When native plants are in their natural environment, she added, it is a beautiful thing to see.


Gardening with intention

Tallamy, who began his teaching career at the University of Delaware in 1982, has published numerous research papers about entomology and written three books about native plants, insects and ecosystems, with a fourth book soon to come out.


Lately, much of his career has revolved around public outreach. He often lectures across the country about native plants and their ecosystem value and is regularly quoted in outlets like The New York Times, The Washington Post and Natural History Magazine.


“Dr. Tallamy is a rare scientist that is able to explain his work to everyone,” said Jake Bowman, UD professor of wildlife ecology and chair of the Department of Entomology and Wildlife Ecology. “His passion for the importance of native plants has driven a major shift in thinking.”



Years ago, when Tallamy first set out to spread his messages about native plants, he anticipated a lot of pushback from horticulture enthusiasts who he thought might be resentful about being told how to choose their plants.


Instead, Tallamy found that many actually embraced his ideas, including Delaware’s own Master Gardeners, a group of about 300 volunteer educators trained by UD Cooperative Extension.


Among his supporters are Delaware Master Gardeners Karen Kollias, Brent Marsh and Judy Pfister, who each praised Tallamy for the impact he has had on how they garden.


Kollias now “gardens with intention”— not for herself or her neighbors, but for the environment.


“I was a gardener before,” she said. “Now I consider myself an ecological gardener.”


After Marsh received a copy of Tallamy’s 2007 book, Bringing Nature Home, which talks about the link between native plants and native wildlife, Marsh became a Master Gardener and began planting native species in his Georgetown lawn.


Today, native plants such as woodland sunflowers and oak trees adorn Marsh’s yard, and he is grateful for the value of native plants that he learned through Tallamy’s book.


“Someday, maybe 20 years from now when I’m 100 years old, somebody's going to buy my house and they’re going to say, ‘Who planted all these oak trees?!’” Marsh chuckled. “Doug Tallamy changed my life.”


As Tallamy has sought to simplify scientific knowledge with the general public, Pfister has utilized Tallamy’s approach to do the same.


“He has a way of just making the whole thing a big circle, tying the need for a plant back to the need for a bird back to the need for a tree,” she said.


Tallamy, who has been delighted by the fervor ignited by his native plants teachings, said the future of the Earth and its diverse ecosystems will in large part depend on how people treat their yards.


“In the past, we asked our landscapes to do one thing, and that was, be pretty,” Tallamy said. “Now we have to ask them to do two things: be pretty and ecologically functional. That's the horticultural challenge of today.”


But it’s one Tallamy believes can be achieved.


Sometimes, he wishes he could speak to his 10-year-old self and tell the young boy to dig another pond for the toads to colonize. Restore. Conserve. Focus on keeping nature’s ecosystems intact, he would say.


“We have to do both,” Tallamy said. “Yes, we have to conserve what’s out there, but we have to get in the mindset that we can really put a lot of it back.”


Tallamy and Homegrown National Park co-founder Michelle Alfandari have created a database for people to type in their zip code and discover which native plants are best for their area.

Connect with:
Doug Tallamy

Doug Tallamy

Professor, Agriculture and Natural Resources

Prof. Tallamy researches how plants that evolved elsewhere impact food webs and biodiversity.

Native PlantsInsect ConservationEcological LandscapingEcosystem Function
Powered by

You might also like...

Check out some other posts from University of Delaware

2 min

Discovery pinpoints potential Achilles’ Heel in HIV, opening new frontier in drug development

Scientists have long known that detecting HIV early is crucial in slowing and treating the virus. During the acute stage of infection, a single human cell can produce as many as 10,000 new HIV particles. A discovery led by the University of Delaware's Juan Perilla offers hope: A new drug target early in the virus's life cycle that could save millions of lives. In the surprising discovery, published Feb. 18 in Nature, Perilla and collaborators in the U.S. and the United Kingdom, have revealed a previously unknown role for the viral protein integrase. Scientists already knew that integrase helps HIV insert itself into human DNA. But this new study provides the first direct evidence that integrase plays a critical structural role earlier on in HIV’s life cycle — when the virus matures into an infectious force. Using high-resolution cryo-electron microscopy (cryo-EM), the research team – which also included UD doctoral student Juan S. Rey – found that integrase proteins form gluey filaments that line the inside of the capsid. Each segment of the filament slots neatly into the capsid’s hexagon-shaped tiles, while gripping tightly to HIV’s RNA genome. This zipper-like arrangement organizes and packs the virus, preparing it to hijack a cell and start making copies of itself. “Integrase plays a structural role inside the HIV capsid — nobody expected that,” Perilla said. “This protein forms filaments that anchor the RNA to the capsid. Without these filaments, the virus is non-infective.” Seeing inside HIV is no small feat. The capsid is only about 120 nanometers wide —roughly 1/800th the thickness of a human hair. It is incredibly small, fragile, densely packed and constantly changing, Perilla said. To reveal its hidden architecture, the researchers relied on deep collaboration and a combination of sophisticated microscopy, molecular modeling and experimentation. Read more about the science behind the study here. “The thing with HIV is that people are chronically living with it,” Perilla said. “Treatments are effective, but patients always need new therapeutics. We want to help develop the next generation of inhibitors and hope to have a significant contribution.” To reach Perilla directly and arrange an interview, visit his profile page. Interested reporters can also email MediaRelations@udel.edu.

3 min

Rethinking AI in the classroom: A literacy-first approach to generative technology

As schools nationwide navigate the rapid rise of generative artificial intelligence, educators are searching for guidance that goes beyond fear, hype or quick fixes. Rachel Karchmer-Klein, associate professor of literacy education at the University of Delaware, is helping lead that conversation. Her latest book, Putting AI to Work in Disciplinary Literacy: Shifting Mindsets and Guiding Classroom Instruction, offers research-based strategies for integrating AI into secondary classrooms without sacrificing critical thinking or deep learning. Here is how she is approaching the complex topic.  Q: Your new book focuses on AI in disciplinary literacy. What is the central message? Karchmer-Klein: Rather than positioning AI as a shortcut or replacement for student thinking, the book emphasizes a literacy-first approach that helps students critically evaluate, interrogate, and apply AI-generated information. This is important because schools and universities are grappling with rapid AI adoption, often without clear guidance grounded in learning theory, literacy research, or classroom practice. Q: What inspired this research? Karchmer-Klein: The book grew directly out of my work with preservice teachers, practicing educators, and school leaders who were asking practical but complex questions about AI: How do we use it responsibly? How do we prevent over-reliance? How do we teach students to question what AI produces? I also saw a gap between public conversations about AI which often focused on fear or efficiency and what teachers actually need: research-informed strategies that support deep learning. My long-standing research in digital literacies provided a natural foundation for addressing these questions. Q: What are some of the key findings from your work? Karchmer-Klein: AI is most effective when it is embedded within strong instructional design and disciplinary literacy practices, not treated as a stand-alone tool. The research and classroom examples illustrate that AI can support student learning when it is used to prompt reasoning, reveal misconceptions, provide feedback for revision, and encourage multiple perspectives. Another important development is the emphasis on teaching students to evaluate AI outputs critically by recognizing bias, inaccuracies, and limitations, rather than assuming correctness. Q: How could this work impact schools, teacher education programs and the broader public? Karchmer-Klein: For educators, this work provides concrete, evidence-based literacy strategies coupled with AI in ways that strengthen, not dilute, student thinking. For teacher education programs and school districts, it offers a research-based framework for professional development and policy conversations around AI use. More broadly, the work speaks to a public concern about how emerging technologies are shaping learning, helping to reframe AI as something that requires human judgment, ethical consideration, and strong literacy skills to use well. ABOUT RACHEL KARCHMER-KLEIN Rachel Karchmer-Klein is an associate professor in the School of Education at the University of Delaware where she teaches courses in literacy and educational technology at the undergraduate, graduate, and doctoral levels. She is a former elementary classroom teacher and reading specialist. Her research investigates relationships among literacy skills, digital tools, and teacher preparation, with particular emphasis on technology-infused instructional design. To speak with Karchmer-Klein further about AI in literacy education, critical evaluation of AI-generated content and teacher preparation in the era of generative AI, reach out to MediaRelations@udel.edu.

2 min

How AI can improve poor leadership writing and boost productivity

Poor written communication from leaders can create the kind of confusion it intended to avoid. University of Delaware career expert Jill Gugino Panté suggests using AI to sharpen emails, clarify expectations and reduce unnecessary calls. Getting through to employees with strong messaging can boost productivity by saving time and reducing unwanted meetings, she says. Panté, director of UD's Lerner Career Services Center, says that good leadership writing should be direct and outcome-driven, with no fluff, and offered the following advice for improvement. ✅ Don’t bury the lead. Start with what decision needs to be made, what action is required, and the deadline. If your writing doesn’t reduce ambiguity, it’s going to add to it. Vague communication can create interpretation gaps which, in turn, can create more meetings. When ownership isn’t defined, decisions aren’t documented, or outcomes aren’t clear, teams default to “Let’s hop on a call.” Meetings then become the fallback for unclear thinking. ✅ Generative AI can be a powerful clarity tool if it’s used intentionally. When used well, it can sharpen your ask and structure communication for action. The key is prompting it to refine your message, not just polish it. Leaders can use prompts like: • “Rewrite this message so the action, owner, deadline, and success metrics are explicitly stated" • “What assumptions or ambiguities exist in this message?” ✅ Good writing can replace unnecessary meetings. If communication is not direct, outcome-driven, and structured for action, it will cost you time somewhere else. Here are some practical actions that leaders can make in their writing: • Start with the Ask - Be explicit about what decision or action is needed. Don’t make people search for it. • Define Outcomes - Clarify deliverables, timelines, budgets and state what success looks like. • Clarify Ownership - Identify who is responsible for the request. • Document Decisions - Write down what has been decided and reiterate next steps, owners, and deadlines. To connect with Panté directly and arrange an interview, visit her profile and click on the "contact" button. Interested media can also send an email to MediaRelations@udel.edu.

View all posts