2009 - Volume 38

P. 1 - 10 Article
Lecture and Workshop Modes Comparison on Rangeland Developments: The Case of Iran
M. Shahvali, A. Poursaeed, and M. Sharifzadeh
This study investigated the effects of workshop and lecture methods on pastoralists’ learning in Ilam Province, west of Iran. A quasi-experimental research method and non-equivalent control group design was used. Sixty pastoralists participated in this study. An open-ended questionnaire was used as the instrument of the study and found to have content validity and inter-rater reliability. Findings of the study showed a significant difference between effectiveness of lecture and workshop through pre- and post-tests. In general, the workshop method was proven to be more effective in improving pastoralists’ learning with regard to preservation, renovation, and utilization of rangelands due to better decision making about their rangeland management practices. Most importantly, the workshop method also seemed to have established the behavioral mapping of these factors to a greater degree for participants.
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P. 11 - 15 Article
Describing Soils: Calibration Tool for Teaching Soil Rupture Resistance
C.A. Seybold, D.S. Harms, and R.B. Grossman
Rupture resistance is a measure of the strength of a soil to withstand an applied stress or resist deformation. In soil survey, during routine soil descriptions, rupture resistance is described for each horizon or layer in the soil profile. The lower portion of the rupture resistance classes are assigned based on rupture between thumb and forefinger. The tactile sense of the pressure can vary considerably between individuals. A calibration tool was developed, to help the students and soil scientists calibrate their thumb and forefinger for the correct amount of pressure. Instructions on how to assemble four pressure calibration tool assemblies measuring 8, 20, 40, and 80 N of applied pressure are presented. The calibration tools are demonstrated on how the combinations of spring/knobs are put together to get different rupture pressures. Manufactured or substitute fragments for natural fragments can be used in the instruction of rupture resistance in the classroom. In soil survey, this tool has been effective in calibrating the finger-force range for rupture resistance class placement for the last two decades.
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P. 16 - 26 Article
Collaborative Graduate Education across Multiple Campuses
J.R. Thompson, G.R. Hess, T.A. Bowman, H. Magnusdottir, C.E. Stubbs-Gipson, M. Groom, J.R. Miller, T.A. Steelman, and D.L. Stokes
Multi-institutional approaches to graduate education continue to emerge as a way to better prepare students for collaborative work. In this article, we describe a graduate course designed to investigate application of conservation biology principles by local land use planners. “Where is Conservation Science in Local Planning?” was offered jointly by three institutions and integrated inquiry-guided, collaborative, and computer-mediated learning. Participants collaborated across universities to investigate this question and create products based on their work, including a presentation and two peer-reviewed manuscripts. We used a wiki for brainstorming and collaborative writing, a virtual classroom for work meetings, and video conferencing for building community and making complex decisions. Pre- and post-course questionnaires were used to evaluate the effectiveness of the course for improving skills in collaboration, use of collaborative technologies, and subject-area knowledge. Student development mirrored those areas where learning was required to consistently support class-wide activities. Students reported that they gained knowledge about collaboration, increased their mastery of communication skills and use of collaborative technologies, and gained knowledge about course subject matter. Students did not indicate significant changes in knowledge or activities related to leadership. Participants gained a fuller understanding of the benefits—collective creativity and enhanced accountability—and drawbacks—time required to build relationships and engage in deliberation—of collaborative research. Faculty participants suggest that future offerings continue to follow an inquiry-guided, collaborative learning approach using similar collaborative technologies, but include more explicit guidance about leadership and attempt to generate a smaller number of products.
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P. 27 - 32 Article
A Novel Experimental Design for Examining Bryophyte Response to Increased Ultraviolet Radiation
Linda Fuselier and Nicole True
Abstract: Bryophytes were among the earliest colonizers of terrestrial environs, and despite their interesting life histories and population dynamics, they are rarely used in undergraduate introductory biology labs. In an inquiry-based laboratory exercise for introductory biology, students implement a controlled experiment to investigate effects of increased ultraviolet radiation (UVR) exposure on liverwort gemmae. The exercise integrates impacts of climate change on plant populations with experimental design and liverwort ecology. It uses a readily available and easily propagated thallose liverwort. Liverworts reproduce both sexually and asexually, but asexual reproduction is imperative for population persistence. In the laboratory exercise, students explore how the environment impacts colonization of asexual propagules using a novel design that underlines the importance of randomization and introduces basic statistical techniques. The experiment can be completed in two, 2-hour laboratory periods and concepts and techniques are transferrable to a variety of learning environments. After the first implementation of this laboratory exercise, the majority of students agreed that they learned more about bryophytes, experimental methods, and reporting statistics in lab reports.
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P. 33 - 39 Article
Using Reflection Documents to Assess Student Learning
Larkin A. Powell
Traditional assessment methods such as tests and essays may not be adequate to evaluate students’ ability to solve problems and think critically. I developed a qualitative assessment technique for a junior-level Wildlife Management Techniques course that incorporated written responses in a pre- and post-course reflection exercise. I provided the students with three reflection documents: (1) an historic photograph of Nebraska waterfowl hunters, (2) a short reading from Aldo Leopold’s Sand County Almanac, and (3) a memo on wetland habitat management from a state wildlife agency. I evaluated students’ pre- and post-course responses to a series of questions about these documents. The precourse assessment was designed to allow me to determine what knowledge and skills students brought to course; the comparison of the pre- and post-course responses allowed me to determine whether their knowledge had increased during the course. When asked to explain what they knew about the documents, 88 to 96% of the students showed more in-depth understanding or enhanced critical thinking in their responses after taking the course. When asked what they found most interesting about the documents, 40 to 68% of the students increased in their use of proper terminology or other indicators of improved understanding. This assessment tool is flexible and directed at the student learning objectives for the course. As such, it may serve as a good complement to standard student evaluation forms.
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P. 40 Letters to the Editor
Letter to the Editor
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P. 41 - 44 Graduate Education
Advanced GIS Exercise: Performing Error Analysis in ArcGIS ModelBuilder
Steven T. Hall and Christopher J. Post
Knowledge of Geographic Information Systems is quickly becoming an integral part of the natural resource professionals' skill set. With the growing need of professionals with these skills, we created an advanced geographic information systems (GIS) exercise for students at Clemson University to introduce them to the concept of error analysis, stream delineation, model iterations and feedback loops. The objective of this study was for students to understand how error analysis works within a GIS and for them to be able to perform the analysis on their own, without instruction, once the exercise was completed. In this exercise we instructed students in creating an ArcGIS model in ModelBuilder that created a probability surface model, aimed at predicting the most likely location of a stream network when incorporating inherent error from the initial elevation model. Random amounts of vertical error were included in the model by generating a random raster with specified bounds, and students learned how to perform multiple iterations of a model with the use of feedback loops. Feedback from students was collected during an in class anonymous survey. Students found the exercise to be exceptionally useful for both explaining what error analysis is, as well as how to perform the analysis in ArcGIS Desktop. On average, most students felt they would be able to apply what was learned from the exercise to their own projects in the future with little to no instruction. Furthermore, students felt the exercise was useful in learning about error analysis within a GIS.
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P. 45 - 49 Article
Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching
Brian M. Schmid, Andrew Manu, and Amy E. Norton
Three-dimensional visualization is helpful in understanding soils, and three dimensional (3-D) tools are gaining popularity in teaching earth sciences. Those tools are still somewhat underused in soil science, yet soil properties such as texture, color, and organic carbon content vary both vertically and horizontally across the landscape. These properties can be realistically modeled and visualized using a 3-D geographic information system (GIS). This type of visualization offers instructors a unique method to deliver soil landscape information to students. The objectives of this article were to: (1) explore 3-D landscape modeling to visualize pedological properties and processes on a well understood loess landscape in western Iowa, and (2) evaluate the feasibility of the model as an instructional tool. The modeled site is a 2.1-ha field that was intensively characterized both in the field and in the laboratory. These data were used to build 3-D soil landscape models that demonstrate the pedological properties and processes central to the site. As a costeffective alternative, soil survey information was substituted for field collected data and used for model creation. While there are slight visual differences between the two models, they were not pedologically significant, and more importantly did not undermine the teaching or learning of concepts and processes inherent to the site. This study illustrates how 3-D soil landscape models could be beneficial to students, but explains that instructors must seriously consider the amount of time and money they are willing to invest in creating these models.
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P. 50 - 55 Article
Implementing Case Studies in a Plant Pathology Course: Impact on Student
Aman Yadav and Janna L. Beckerman
Case studies have been used in undergraduate science education as a way to develop students' critical thinking and problem-solving skills. However, little empirical evidence exists on whether this teaching method is having the desired impact on students in plant pathology courses. This study evaluated the influence of the case teaching method on students' problem-solving and critical thinking skills in an undergraduate plant pathology course. Specifically, the course utilized both traditional lecture-based teaching as well as case study methodology. Students completed a problemsolving test that gave them four problem scenarios similar to two that were taught by lecture and two that were taught by case studies and examined students’ ability to critically think and problem solve. We also investigated students’ attitudes and feelings toward the case study approach assessed via a 22-item Likert-scale survey. A paired sample t-test comparing the lecture vs. case study method suggested that the case study approach was more beneficial in helping students develop applied problem-solving skills. The survey results demonstrated that students had more positive attitudes toward the case study teaching approach. For the applied plant science students, the diagnosis of plant health problems is one of the most difficult skills to develop. The results from this study indicate that case studies helped students develop critical thinking skills required to diagnose plant health problems while actively engaging them in the course content.
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P. 56 - 60 Notes
Counting Grass as a Rich Introduction to Population Estimation
George R. Hess and Evan M. Keto
Undergraduate students often have trouble grasping concepts of statistical inference and sampling. The activity described here is designed to help students connect their intuition about estimating population sizes to statistical terminology and procedures, and to shed light on some of their misconceptions about sampling techniques. On the first day of an undergraduate Natural Resources Measurements course, students are given 45 minutes to estimate the number of blades of grass covering a large field using rulers and measuring tape. This simple activity is a microcosm of what students will be doing throughout the course, and it provides a basis for rich discussion of many aspects of statistical sampling and population estimation, including random and stratified sampling, variability, error, bias, and decisions about plot and sample size. The activity can also be used to highlight professional skills, such as collaboration and the need for clear communication, and begin the transformation from thinking like students to thinking like professionals. Instructors can easily vary the emphasis on particular topics, depending on course goals and serendipity during the activity. Of significant pedagogical value, this activity is referred to throughout the semester as the intuitive base for statistical concepts that might otherwise get lost in terminology and symbols, and during discussion of professional development.
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P. 61 - 70 Article
OPEN ACCESS
Grading Scheme for Veterinary Student Performance in Pass-Fail Didactic Surgery
F. A. Mann, Zachary March, James L. Tomlinson, Eric R. Pope, James L. Cook, Colette C. Wagner-Mann, and Hun-Young Yoon
A retrospective study was performed to evaluate a satisfactory/unsatisfactory (S/U) grading scheme in a didactic surgery laboratory during the first 3 years of implementation (2002-2004) and identify areas for improvement that might be adapted to this course or similar courses. Each instructor graded six students per session by assigning a descriptor of very good (G), acceptable (A), or unacceptable (U) in each of 11 assessment categories. A U in any category in one of the final two laboratories resulted in a failing grade for the course, unless the student performed acceptably in a make-up laboratory. A computerized course evaluation was used to solicit student feedback. Also, the numbers of G, A, and U grades were used to evaluate consistency of grading among instructors, to compare resident and faculty scores, and to track student progress. The return of course evaluations was low, but those available indicated favorable acceptance of S/U grading. There was little difference in assigned grades between faculty and residents, but some individual instructors seemingly graded more strictly than others. Student grades improved as the course progressed each year. No student received a final failing grade; however, two students required the make-up laboratory. Efforts to improve subjective grading should include planned acquisition of student feedback and establishment of more consistency of grading. While objective criteria may not be enough to adequately assess overall performance in didactic surgery laboratories, consistency of subjective evaluation requires adherence to well-defined assessment criteria.
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P. 71 - 81 Undergraduate Education
An Ecosystem Approach to Invasive Species Management: An Aquatic Ecosystem Case Study
A. M. Villamagna and S. M. Karpanty
College students in natural resources continue to encounter instructor-centered teaching, despite strong evidence that suggests active-learning experiences benefit students more than passive learning activities. Case studies provide an active-learning alternative to lectures by teaching students new content and challenging them to engage in contemporary and relevant natural resource issues. In this article we present an interrupted teaching case that introduces students to problems associated with invasive species and the challenges of ecosystem-level management. We challenge students to assume the role of a lake manager that is faced with the introduction of a non-native plant about which little is known. Invasive species are a key area of research and management in the fields of ecology and natural resources. Students hoping to pursue a career in these fields should possess critical analysis, creative thinking, and collaboration skills, which are all fostered through the uses of case studies in the classroom. The interrupted case study technique used here models a real-life management experience by asking students to think critically about scientific information that they are provided, develop a study to collect information, make management decisions based on a suite of information provided, and finally to justify their management decision in light of prior and current knowledge. This case study is based on a wide-spread invasive species problem; one that has yet to be completely solved, although there are several success stories.
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P. 82 - 86 Notes
Plant Biology: From the Classroom to the Internet
Lucy K. Bradley, Jean C. Stutz, and Leslie R. Towill
The lecture content of a Plant Biology class for non-majors was transformed from a traditional on-campus lecture to an asynchronous website for use both as a stand-alone internet-based course and as an adjunct to the on-campus course. Additional information and examples of the online interactive activities included in PLB 108, Concepts in Plant Biology, can be found at http://is.asu.edu/plb108/ (verified 5 Mar. 2009). The 2-year planning and development process included a partnership between instructors in the Plant Biology Department and multimedia designers in the Instructional Technology Support Group of Arizona State University. The team developed, designed, and delivered a 259-page website rich in illustrations, images, animations, and videos. More than 100 interactive animations were used to illustrate complex processes and structures and for self assessments.
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P. 87 - 92 Article
An Integrated Analysis of the Use of Woodstoves to Supplement Fossil Fuel–Fired Domestic Heating
D. Barto, J. Cziraky, S. Geerts, J. Hack, S. Langford, R. Nesbitt, S. Park, N. Willie, J. Xu, and P. Grogan
Consumers are constantly being presented with choices that have economic, environmental, and lifestyle/social dimensions. For example, is an energy-efficient hybrid car (with regenerative braking) a better choice than a regular petroleum-only vehicle when considered from all three dimensions? Surprisingly, although each and all of these dimensions is clearly important to optimal long-term choices, integrated analyses are rare, and there is a great need for better education on how best to approach such consumer decisions. Here, we present a case study by a small class of primarily final-year undergraduate students on renewable vs. fossil-fuel based options for domestic heating to explore the actual economic and environmental advantages and disadvantages of each option. We analyzed 4 years of fuel consumption data for a household in Kingston, ON, Canada that installed a wood stove to supplement (i.e., reduce their reliance on) natural gas for domestic heating. Furthermore, we conducted a survey of local householders to identify those factors that are most important to consumers in deciding on future heating options. Supplemental use of the woodstove for home heating reduced natural gas consumption by 60%. Total annual operating costs before and after installation were similar because woodfuel costs matched the savings from lowered natural gas consumption. Consideration of projected fuel price rises and ongoing maintenance and replacement costs, however, strongly suggests that substantial overall cost savings would accrue, especially after the first decade of woodstove installation. Since wood can be a renewable resource, annual net CO2 emissions associated with domestic heating were also reduced by 60%. Survey respondents consistently ranked heating effectiveness, operating costs, and environmental issues among the most important factors in choosing a replacement heating system, but those who do not currently have a woodstove ranked safety as the primary concern. Together, these results suggest that promotion of eco-friendly options for consumers could be greatly enhanced by supplying clearly focused information on the critical economic, environmental, and lifestyle/social dimensions of that choice.
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P. 93 - 98 Undergraduate Education
doi:10.4195/jnrlse.2009.0002u
Raptor Electrocution: A Case Study on Ecological Traps, Sinks, and Additive Mortality
James F. Dwyer
The recovery from human persecution of some upper trophic level wildlife species coupled with ongoing expansion of human-dominated landscapes is leading to increased human-wildlife interactions in urban environments. Raptors in particular are drawn to high resource concentrations of potential nest sites and prey, and are colonizing cities across North America. These birds are encountering novel and sometimes dangerous situations such as exposed overhead electric systems, which can operate as ecological traps, create population sinks, and lead to additive mortality. Ecological traps occur when the cues animals use to evaluate habitat quality are decoupled from the true quality of the environment. Sinks occur in areas where mortality exceeds productivity. Additive mortality can occur when mortality factors that are not density dependent continue to operate proportionally as numbers decrease. Herein, I use the situation of Harris’s hawks (Parabuteo unicinctus) colonizing Tucson, AZ, to illustrate these concepts to students in an introductory college ecology course. The case is deliberately loaded with the terminology of ecology, and is intended to be delivered early in the course so that as students explore the case and the vocabulary, their questions probe related material. Student interest and questions thus dictate the order of content delivery as students realize and seek to expand the boundaries of their knowledge. Ecology is rarely one-sided and multiple competing hypotheses should be encouraged to facilitate student transitions to higher level modes of thinking. Together, these approaches will increase student interest in detailed coverage of the typical curriculum of an introductory ecology course.
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P. 99 - 105 Article
The Academic Roots of Forestry Programs: A Case Study from Virginia Tech
Carolyn A. Copenheaver, Katie L. Nelson, and Kyrille Goldbeck
Constructing academic genealogies involves the practice of creating family trees based on doctoral advisors, that is, the advisor-graduate student relationship replaces the father-son relationship. Forestry academic genealogies document the historical development of forestry and quantify the contributions of other disciplines. In this study, the authors researched the academic genealogies of all the tenured faculty members in the Forestry Department at Virginia Tech. The resulting academic genealogies included 122 individuals and individual family trees varied in length from 19 generations spanning 360 years to two generations spanning 8 years. The interdisciplinary history of forestry was demonstrated by the high number of non-forestry doctorates earned and the genealogies included individuals trained in agricultural economics, agronomy, botany, civil engineering, ecology, environmental engineering, environmental science, chemistry, economics, horticulture, medicine, plant physiology, political science, recreation, and soils. In contrast to academic genealogies from other disciplines, most early American forestry programs hired faculty members who lacked doctorates, instead of hiring European-trained foresters, and these gentlemen went on to train doctoral students and develop forestry research programs, even though they lacked doctorates themselves.
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P. 106 - 114 K-12 Education
Guided Inquiry Learning Unit on Aquatic Ecosystems for Seventh Grade Students
Jongdee To-im and Pintip Ruenwongsa
Using mini-aquaria experiments, a learning unit on the effects of light period on aquatic ecosystems was developed for 7th grade students. This guided inquiry unit was aimed at helping students understand basic ecological principles involved in relationships among physical, chemical, and biological components in aquatic ecosystems. It involved asking guiding questions to direct students’ investigations and experimental designs, providing experimental data for analysis and interpretation, and facilitating students’ construction of explanations. The students’ achievements were assessed through a questionnaire, written documents, interviews, and classroom observation. In this study, students were encouraged to ask questions throughout the learning sequence, in which they did ask more intelligent questions, generate fruitful ideas, and finally develop their own understanding. Students gradually accumulated conceptual understanding through the designed learning activities, and both students and teachers had a positive attitude toward the learning unit. The minimum and maximum values of the students’ perceptions on the learning unit were found to be 4.14 and 4.65 (on a 5-point scale). The mean and standard deviation of the 15 items on perception were 4.41 and 0.41, indicating a moderate level of approval. One advantage of this learning unit is in its low cost for implementation while producing effective learning activities, especially in schools with budgetary and time constraints. This study should inspire teachers to adapt and adopt the proposed activities to enhance students’ understanding of the ecosystems.
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P. 115 - 127 Article
OPEN ACCESS
Fisheries Management of Red Snapper in the Gulf of Mexico: A Case Study
Joy N. Smith, Stephanie M. Snyder, Jim Berkson, Brian R. Murphy, and Steve L. McMullin
In the Gulf of Mexico, the overfished population of red snapper (Lutjanus campechanus) is a major source of revenue resulting in a dichotomy between maintaining the health of the fishery and meeting the demands of the local economies. In order to govern marine fisheries the Magnuson-Stevens Fishery Conservation and Management Act of 1976 was created. This act has established a 200 mile exclusive economic zone (EEZ) around the United States coastline and 8 regional fishery management councils whose roles are to develop fishery management plans. With the involvement of the fishers, the councils work to protect fishery resources while managing the fishery in such a way as to produce optimum benefits for society. Therefore, according to regulation, any change in the economic status of the Gulf Coast or the health of the red snapper fishery must result in a regulation change to uphold this balance. In an attempt to improve understanding of the complexity of managing a fishery, this case study illustrates the roles of the various people involved in the extensive process of regulating this red snapper fishery. It introduces the complications that arise in this process through the perspectives of biologists, policymakers, and fishers at each step along the way. By necessity, to introduce the process in a manageable way, various steps, people, and complexities in the process are either reduced in importance or not introduced. All of the people introduced in this case study are fictional, but they are based on actual individuals within the process.
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P. 128 - 132 Article
doi:10.4195/jnrlse.2008.0016
Celebrating the Smithsonian Soils Exhibit in the Classroom with the State/Representative Soil Project
E.A. Mikhailova, C.J. Post, Andrea Koppenheffer, and John Asbill
State/representative soil is one of many symbols (e.g., tree, flower, bird, etc.) adopted by citizens to be recognized as an important item to their state. We have developed a set of laboratory exercises, assignments, and exam questions utilizing the state/representative soil that gives college students an opportunity to practice interpretation of soil series descriptions, taxonomic classes, soil forming factors, and soil physical and chemical properties. Sixty-seven Clemson University students from various fields (horticulture, forestry, agricultural mechanization, agricultural education, wildlife biology, and environmental science) had a hands-on experience with the State/Representative Soil Project during the CSENV 202: Soils course taught in the spring of 2006. Student responses to the laboratory exercises were strongly positive, both in terms of how the State/Representative Soil Project helped them understand a range of soil science topics as well as their practical applications. Incorporation of the State/Representative Soil Project into agricultural science education should have a significant impact on the quality of soil science education and training.
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P. 133 - 139 Article
doi:10.4195/jnrlse.2009.0001
Extension Education for Dryland Cropping Systems in Iraq
Rita Abi-Ghanem, Lynne Carpenter-Boggs, Richard Koenig, Chris Pannkuk, William Pan, and Robert Parker
Iraq, formerly known as Mesopotamia, is the birthplace of agriculture. The recent war and instability have significantly impacted the country's agricultural production and knowledge support systems. To support revitalization of the Iraqi agricultural system, the USDA funded a consortium of five U.S. universities (Washington State University, University of California-Davis, New Mexico State University, Utah State University, and Texas A&M University as the lead institution) to provide training to agricultural extension personnel from Iraq. Each university had a specific training area. Washington State University was responsible for training in dryland cropping systems and delivered five separate sessions to Iraqis in several Middle East locations. Questionnaires distributed during each session guided subsequent training agendas and enhanced our understanding of extension and dryland cropping systems information needs in Iraq. There is great demand for training, technology, basic farm equipment, seed, and fertilizers, since current access to resources is insufficient to satisfy the country’s needs. In addition to supplying inputs and equipment, further training should introduce methods for utilizing on-farm resources. There is also a clear need for better cooperation between Iraq’s universities and extension agency, administered by the Iraq Ministry of Agriculture, in order to maximize the efficiency of research information transfer to farmers.
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P. 140 - 143 Notes
doi:10.4195/jnrlse.2008.0007n
An Example Emphasizing Mass-Volume Relationships for Problem Solving in Soils
J. L. Heitman and M. J. Vepraskas
Mass-volume relationships are a useful tool emphasized for problem solving in many geo-science and engineering applications. These relationships also have useful applications in soil science. Developing soils students’ ability to utilize mass-volume relationships through schematic diagrams of soil phases (i.e., air, water, and solid) can help to facilitate cross-discipline problem solving efforts encountered throughout their careers. The objective of this article is to provide an applied example emphasizing mass-volume relationships and schematic diagrams for problem solving in soils. The example is taken from a study in restoration of an organic wetland soil. Drainage of organic soils results in a reduction of horizon thickness, termed subsidence, through shrinkage, loss of buoyancy, and oxidation of organic matter. Knowing the amount of subsidence that has occurred is important in restoration efforts, but is difficult to determine from conditions post-drainage at a given site. Scientists must make use of mass-volume relationship and inference to assess the amount of subsidence that has occurred. In this example, information about post-drainage and offsite horizon thickness, bulk density, and sand content are used to develop an estimate of the amount of subsidence. General information about the site is presented followed by assumptions used to develop the solution. The problem, assumptions, and step-by-step solution are divided into parts to facilitate use as a homework example, lecture example, or group problem solving activity. Questions and discussion points are presented to encourage student development of their own solution to the problem.
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P. 144 - 147 Student Essays
doi:10.4195/jnrlse.2009.0001se
Re-Examining the Relationship between Tillage Regime and Global Climate Change
Sarah K. Hammons
It is known that anthropogenic greenhouse gas emissions are a major contributor to global climate change and that reducing our emissions will stem its acceleration (Baker et al., 2007). Aside from emission reductions, another method for stemming global climate change is to reduce the levels of greenhouse gases already in the atmosphere by storing them elsewhere. As the largest carbon pool within terrestrial ecosystems, the soil is thought to have considerable potential to sequester carbon. Changes in land-use and management have been proposed to sequester atmospheric CO2, particularly converting conventional plowing to conservation tillage, especially no-tillage (Lal, 2004). Businesses are currently allowed to purchase carbon credits for emission reductions through agricultural activities, such as soil carbon sequestration from switching to no-tillage. However, emerging research calls into question the validity of these carbon credits. This paper focuses on the potential role of no-till management in relation to global climate change by specifically examining the use of no-till as a way to sequester atmospheric CO2 in the world’s soils and to combat the predicted effects of global climate change on the agricultural sector.
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P. 148 - 151 Student Essays
doi:10.4195/jnrlse.2009.0002se
Combating Human Micronutrient Deficiencies through Soil Management Practices that Enhance Bioavailability of Nutrients to Plants
Mary O’Meara
Micronutrient malnutrition affects the health and well being of 3 billion people globally. Identifying means to improve the micronutrient density in the edible portions of crops is an important way to combat nutrient deficiencies. By studying how plants obtain micronutrients from the soil, we can develop methods to enhance uptake. Although more research is necessary, important farming methods include micronutrient and biofertilizers, crop rotations, organic matter management, and irrigation water fortification.
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P. 152 - 158 Student Essays
doi:10.4195/jnrlse.2009.0003se
Comparing Energy Use and Efficiency in Central Iowa Agroecosystems
Rachael Cox and Mary Wiedenhoeft
Energy is relevant to all areas of human life; energy sustains us through food, drives our transportation, warms and cools our buildings, and powers our electrical gadgets. In nature, ecosystems function by capturing and transforming energy. Agroecosystems are formed when humans manipulate the capture and flow of energy for food, fiber, and fuel production. Comparing the energy use and efficiency in different agroecosystems throughout central Iowa allows producers and consumers alike to make more informed decisions about energy and sustainability in the food system.
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P. 159 - 166 K-12 Education
doi:10.4195/jnrlse.2009.0005k
Student Participation in Ecological Research: Preliminary Insights from Students’ Experiences in the Smoky Mountains
Lara B. Pacifici, Craig Miller, and Norman Thomson
Students participating in summer research internships at the Great Smoky Mountain National Park kept electronic journals to document their experiences. We used a combined content analysis to quantify the responses from the students in particular areas of interest and to understand the essence of experiences from the explanations provided in their journals. The major themes that emerged were adventures in nature, becoming a scientist, and application of science and math knowledge. Though the sample size was small, the students’ journals illustrate the value of research experiences for young people.
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P. 167 - 172 Article
doi:10.4195/jnrlse.2008.0022
Current and Future Leaders’ Perceptions of Agricultural Biotechnology
Gary J. Wingenbach and René P. Miller
Were elected state FFA officers’ attitudes toward agricultural biotechnology significantly different from elected Texas legislators’ attitudes about the same topic? The purpose of this study was to determine if differences existed in agricultural biotechnology perceptions or information source preferences when compared by leadership status: current (Texas legislators) vs. future (state FFA officers). Descriptive survey methods were used to obtain data from all elected state FFA officers (n = 360) and all House (n = 150) and Senate (n = 181) members in Texas (n = 181). State FFA officers’ perceptions of agricultural biotechnology were influenced by their families’ perceptions of biotechnology; Texas legislators’ perceptions were not as affected by their families’ perceptions of biotechnology, possibly because of a function of age. Respondents perceived agricultural biotechnology as having “positive” effects on the environment. Legislators relied more on the cooperative extension service as their biotechnology information source than did state FFA officers. Both groups relied on the internet and newspapers as information sources for agricultural biotechnology. Since respondents used internet and newspapers as information sources, those working in agricultural biotechnology or those communicating it should use the internet and newspapers more often to educate leaders about agricultural biotechnology practices. Education about agricultural biotechnology through the most accessed media may produce more informed leaders, which may alleviate their concerns about agricultural biotechnology uses.
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P. 173 - 182 Article
doi:10.4195/jnrlse.2009.0010
Conservation of Yellowstone Cutthroat Trout in Yellowstone National Park: A Case Study
Michael B. Duncan, Brian R. Murphy, and Alexander V. Zale
The Yellowstone cutthroat trout (YCT; Oncorhynchus clarki bouvieri) has become a species of special concern for Yellowstone National Park (YNP) fisheries biologists. Although this subspecies formerly occupied a greater area than any other inland cutthroat trout, the current distribution of YCT is now limited to several watersheds within the Greater Yellowstone Ecosystem. Increased angling pressure, whirling disease, and the introduction of nonnative lake trout (Salvelinus namaycush) threaten the sustainability of cutthroat trout within YNP. Biologists believe these factors could result in a 70% decline in YCT abundance in Yellowstone Lake over the next 100 years if no management actions are taken. Therefore, management strategies have been developed to minimize the effects of these stressors, but some of the native YCT populations are still in jeopardy of extirpation within YNP. This case study was developed to provide instructors with an example of management and conservation issues that are common among many ecosystems within the United States. Additional resources (i.e., internet sources, classroom activities, and discussion questions) are provided that teachers can use to facilitate discussion among their students.
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P. 183 - 194 Article
doi:10.4195/jnrlse.2008.0042
Behavioral Changes Based on a Course in Agroecology: A Mixed Methods Study
Kristyn Harms, James King, and Charles Francis
This study evaluated and described student perceptions of a course in agroecology to determine if participants experienced changed perceptions and behaviors resulting from the Agroecosystems Analysis course. A triangulation validating quantitative data mixed methods approach included a written survey comprised of both quantitative and open-ended questions as well as observations by the authors. Qualitative data garnered from the 2001-2007 daily evaluations were analyzed to locate and categorize central factors essential for the development of an experiential learning environment (n = 140). Study participants consisted of students and instructors who participated in the course, with matched non-participant subjects serving as the control group for baseline comparisons (n = 66). Quantitative responses were analyzed using item analysis and ANCOVA. Qualitative responses were coded in accordance with grounded theory research practices. Although there was no significant difference between the responses of the course participants and the control group, five causal conditions were identified as playing a major role in creating an experiential environment more conducive to behavior change: hands-on experience, emotional response, human interaction, self-efficacy, and intensity of experience. Based on the research conclusions, five additional causal conditions were added to create a more comprehensive, effective model for creating an agricultural environment more conducive to experiential learning: length of course, appropriateness and rigor of curriculum, learner-centered curriculum, ongoing education, and metacognitive processes. A comprehensive grounded theory model was presented, and recommendations for future course design and research were identified.
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P. 195 - 197 Editorial
doi:10.4195/jnrlse.2009.0999d
20 Practical Teaching Tips for College Science Teachers: How to Get Off to a Good Start
Marvin Druger
Your first few class sessions are especially important; this is when you set the stage for the rest of the semester. If you start off well, students will tolerate and excuse those few sessions that may not work out well later in the semester. What can you do to make sure that your first few class sessions convey a positive impression to your students? Expect to be worried and nervous. A bit of tension can help you to put more effort into your teaching and do a more effective job. Remember that your students probably feel more insecure and uncomfortable than you do. The first class session is often a silent, tense occasion. Students are anxiously awaiting your initiative to find out the answers to some of the questions mentioned above. You have the advantage of being in command of the situation. You can set the direction and take the initiative in establishing a good learning atmosphere and expectations.
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P. 198 - 203 Article
doi:10.4195/jnrlse.2009.0012
Prospective Scope of Forest Management Education at James Madison’s Montpelier
John F. Munsell, Rachel Hamilton, and Adam K. Downing
Urban sprawl and intergenerational transfers are fostering a new period of family forest ownership in the United States typified by larger numbers of younger owners with smaller parcels that are interested in managing their forests but often lacking requisite knowledge. At the same time, there is a general decline in the public’s connection to forests and appreciation of forestry. In light of these circumstances, forest management educators are increasing opportunities for younger citizens, owners of small forests, and suburban and urban residents. Incorporating forest management education into heritage tourism offers an approach that could contribute to ongoing efforts. The potential scope of such a strategy is possible to explore within the context of a newly created outdoor sustainable forestry education initiative at James Madison’s Montpelier. Knox’s (2002) Adult Basic Education Guide was used to guide a formative evaluation of visitor participation in outdoor sustainable forestry education at Montpelier. Results suggest the initiative may help reach a sizeable number of key constituents. The implications for reaching family owners of smaller acreages, engaging younger citizens and likely opinion leaders, future program development, and potential impacts are discussed.
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P. 204 - 208 Undergraduate Education
doi:10.4195/jnrlse.2008.0001u
Case Study: Transgenic Crop Controversy in Costa Rica
Steve S. Hague
Costa Rica has rich ecological resources and has been a steady political force in turbulent Central America. Most recently, it has become a battleground between pro- and anti-genetically modified organism (GMO) political forces. This case study examines the roles of U.S.-based cotton (Gossypium hirsutum L.) seed companies, anti-GMO activists, and the Costa Rican government officials in this debate. Cotton seed companies in the United States use Costa Rica as an important counter-season seed production location. Most of the seed increases and breeding generations grown in Costa Rica contain transgenic traits. By allowing the use of these traits, Costa Rican exports to food markets in North America and Europe have been threatened and enrage those most passionate against globalization and GMOs. On the other hand, banning GMOs would end the counter-season cotton (Gossypium hirsutum L. and G. barbadense L.) seed industry in Costa Rica, but more importantly reduce the likelihood that crops such as rice (Oryza sativa L.), sugarcane (Saccharum spp), and floriculture in Costa Rica would ever contain valuable transgenic traits. The public debate, which has been ongoing for several years, has left most Costa Ricans more confused than ever with no definitive resolution in sight. Students are encouraged to form possible resolutions to the conflict and weigh the arguments and counter-arguments for transgenic plants.
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P. 209 - 214 Editorial
doi:10.4195/jnrlse.2009.1000d
A Realistic Perspective on Science Education
Marvin Druger
After 55 years of teaching science, I have reached the conclusion that we can do a much better job in science education at all levels. We are constantly reforming science education, but we never seem to be able to get it “right.” Maybe that’s because there is no “right” way to do things in science education. Much of what we do is based upon common sense, for which sophisticated names have been invented, such as “constructivism,” authentic assessment,” “self-efficacy,” “inquiry teaching,” “active learning,” “pedagogical content knowledge,” “cooperative learning,” and so forth. We have new words to describe common-sense concepts.
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P. 215 - 220 Article
OPEN ACCESS
doi:10.4195/jnrlse.2009.0031
The Case for Ecoregion Rather than Regional Extension Water Education
Robert. L. Mahler
In 2000 the National Water Quality program (USDA-CSREES) was refocused to provide water resources education to citizens on a regional basis. The Pacific Northwest--consisting of Alaska, Idaho, Oregon, and Washington--comprises one of these regions. Even though the Pacific Northwest appears to be a relatively homogeneous region, there are large internal differences in climate, demographics (urban vs. rural), natural resources, and agriculture within the region. The purpose of this study is to evaluate splitting the region into three sub-ecoregions and then targeting unique programming to clientele to better meet citizen educational needs. Zip code data was used to separate responses from a comprehensive regional needs assessment survey on water resources into three eco-regions. The data were then analyzed using SAS and chi-square analysis to compare water resource issue differences within the Pacific Northwest. Residents of the wetter Ecoregion (I) were more concerned with endangered species and less concerned with water quantity issues than residents of the drier Ecoregion II. Residents of Ecoregion II were more likely to need educational programming on irrigated agriculture and yard water use. Based on the data, dividing the region into three ecoregions for extension programming makes sense and could result in efficiencies of existing human resources.
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P. 221 - 227 Article
doi:10.4195/jnrlse.2009.0028
Critical Thinking for Natural Resource, Agricultural, and Environmental Ethics Education
Courtney Quinn, Mark E. Burbach, Gina S. Matkin, Kevin Flores
Future decision makers in natural resource fields will be required to make judgments on issues that lack clear solutions and with information complicated by ethical challenges. Therefore, natural resource, environmental, and agricultural professionals must possess the ability to think critically about the consequences of policy, economic systems, and individual human behaviors on the environment. To ensure that future professionals can examine competing claims, university students must develop critical thinking skills that allow them to examine ethical issues surrounding the environment. We review literature on critical thinking specifically in regard to necessary components to creating critical thinking opportunities in the classroom. We then discuss special considerations for teaching critical thinking in the context of natural resource and agriculture ethics education.
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P. 228 - 232 K-12 Education
doi:10.4195/jnrlse.2008.0035k
A Sushi Science Module in Food Production Systems and Aquatic Resource Education
Elisa J. Livengood and Frank A. Chapman
No other food industry depends so heavily on a wild caught resource than those associated with aquatic food products. Domestication of fish, shellfish, and other aquatic resources production has lagged behind other terrestrial livestock products; however, demand for these aquatic natural resources has continued to increase dramatically. Teaching students about aquatic natural resources and the human impact on those resources in terms of use was the major goal of this study, through analysis of a food production system teaching module on Sushi (a traditional Japanese dish of cooked rice formed into a roll and dressed with raw or cooked fish). Our objective was to develop a “Sushi Science” learning education module and test its effectiveness for student knowledge gain in the areas of aquatic life species diversity, life cycle analysis, consumption rates of fisheries products, nutritional importance of seafood, and the history behind sushi as part of an ancient food preservation method. The sushi module was implemented in three combined 9th and 10th grade courses: environmental science, biology, and aquaculture. Data from student pre- and post-tests were analyzed to determine student knowledge gain and the effectiveness of the sushi module approach at delivering conceptual content specific knowledge on the subject area of aquatic natural resources use. Overall, the module was successful in raising the content knowledge of the students in aquatic natural resource use.
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P. 233 News Features
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100 Years Ago: 1909
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Hard Times On the Farm
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P. 238 Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2007.0034w
Soil Genesis and Development, Lesson 1: Rocks, Minerals, and Soils
Dennis McCallister, Christoph Geiss, Martha Mamo, Timothy Kettler, James Ippolito, Ronald Reuter, Patricia Morner, Jody Soester
Most soil parent materials were rocks at some time in their history. The minerals in rocks may contribute to soil fertility and other soil properties long after the original rock is gone. Consequently, it is a valuable skill to be able to identify broad categories of rock. This lesson will discuss igneous, metamorphic, and sedimentary rocks and the minerals found in them. The lesson will also provide opportunities for students to identify rocks based on given characteristics.
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P. 238 Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2007.0033w
Soil Genesis and Development, Lesson 2: Weathering Processes of Rocks and Minerals
Martha Mamo, Timothy Kettler, James Ippolito, Ronald Reuter, Dennis McCallister, Patricia Morner, and Jody Soester
Weathering of rocks and minerals, which include physical, chemical, and biological processes, contributes to the development of soil. The degree of weathering depends not only on the rock and mineral composition but also on climate and biological activities. Experiential learning activities for different global regions support the learning objectives.
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P. 239 Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2007.0035w
Soil Genesis and Development, Lesson 3: Soil Forming Factors
James Ippolito, Martha Mamo, Timothy Kettler, Ronald Reuter, Dennis McCallister, Patricia Morner, and Jody Soester
This lesson explores the five major factors of soil formation—(1) climate, (2) organisms, (3) time, (4) topography, and (5) parent material—and their influence in forming soil. The distinction between active and passive factors, moisture and temperature regimes, organism and topographic influences, and parent material sources are described.
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P. 239 Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2007.0032w
Soil Genesis and Development, Lesson 4: Soil Profile Development
Ronald Reuter, Martha Mamo, Timothy Kettler, James Ippolito, Dennis McCallister, Patricia Morner, and Jody Soester
The processes occurring over time in a soil are reflected in vertical and lateral physical and chemical characteristics of that soil. The four soil forming processes, in conjunction with the five factors of soil formation, organize parent material into a soil profile that consists of soil horizons. These processes can occur over millennia; however, they can also be influenced by short-term variables such as human use. Understanding the processes enables interpretation of the natural history of a soil and provides a starting point to evaluate how future changes will affect the soil resource. Combining landscape history with knowledge of principles of soil profile development allows for more precise and effective land use planning, from residential development to precision agricultural practices.
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P. 240 Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2007.0031w
Soil Genesis and Development, Lesson 5: Soil Classification and Geography
Timothy Kettler, William Zanner, Martha Mamo, James Ippolito, Ronald Reuter, Dennis McCallister, Patricia Morner, and Jody Soester
The system of soil classification developed by the United States Department of Agriculture (USDA) is called Soil Taxonomy. This lesson focuses on broad descriptions of soils at the Order level of classification.
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P. 241 List of Reviewers
List of Reviewers
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P. 242 Editorial Board Minutes
Editorial Board Minutes
Editorial Board Minutes, Houston, TX - 2008
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