2010 - Volume 39

P. TBA Editorial Board Minutes
Editorial Board Minutes
Editorial Board Minutes, Pittsburgh, PA - 2009
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P. TBA New Media Received
New Media Received
Crazy Like a Fox: One Principal’s Triumph in the Inner City
Doing Science: Design, Analysis and Communication of Scientific Research, 2nd edition
The Ecosystem Approach to Fisheries
Hill Country Landowner’s Guide Number 44: Louise Lindsey Merrick Natural Environment Series)
Planted Flags: Trees, Land and Law in Israel/Palestine
Texas Cacti
Taming the Dragon--book review
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P. TBA List of Reviewers
List of Reviewers
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P. TBA Peer Reviewed Web Lessons/Learning Activities
doi:10.4195/jnrlse.2009.0023w
Cellular Absorption of Herbicides
Tracy M. Sterling and Deana Namuth-Covert*
Herbicides are effective because they each target a specific metabolic pathway in plants. In order for a herbicide to kill a plant, it must first be absorbed by the plant’s leaves or roots. Once the herbicide is absorbed, it will enter a cell which possesses the metabolic pathway the herbicide was designed to target. This lesson follows the fate of the herbicide after it has entered the plant via leaf or root tissue, and explains the factors controlling transport of a herbicide into plant cells. This lesson describes (1) the barriers to herbicide entry, such as the plant cell membrane, (2) the role that the herbicide’s chemical properties have on the rate of cellular absorption, and (3) experimental approaches to understanding herbicide absorption at the cellular level.
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P. TBA News Features
100 Years Ago: 1919
The Wonder Rotunda
Does Eye Position Affect Agility?
Skunk in the Backyard
Super Science Site
Songs for Teaching
Porcupines
Boost Your Immune Health
WSSA Undergraduate Award: 2011
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P. 1 - 9 Undergraduate Education
doi:10.4195/jnrlse.2008.0027u
A Computer-Based Simulation for Teaching Heat Transfer across a Woody Stem
Michael R. Maixner,* Robert K. Noyd, and Jerome A. Krueger
To assist student understanding of heat transfer through woody stems, we developed an instructional package that included an Excel-based, one-dimensional simulation model and a companion instructional worksheet. Guiding undergraduate botany students to applying principles of thermodynamics to plants in nature is fraught with two main obstacles: (1) students have a limited knowledge of heat transfer fundamentals, and (2) the highly complex and cognitively demanding analysis of the plant thermal environment. To provide the necessary background, reduce the complexity, and allow students to process information in a step-wise fashion, the computer simulation permits students to vary heat transfer properties for the bark and xylem, along with lateral stem dimensions, to visualize the resulting diurnal transient radial temperature distribution throughout the stem. Additionally, the maximum cambial temperature excursion could be visualized, along with the phase difference between the cambial temperature and the outer bark temperature at any time. A paper-based instructional worksheet guides students through a series of questions and leads them through the learning process. They acquire basic concepts of heat transfer and apply their observations to ecophysiological conditions such as heat stress on saplings, the insulative value of bark, and the impact of fire on the cambium. Anecdotal evidence indicated that the computer simulation proved to be a valuable tool for students because it reinforced woody stem structure and placed it into context of a tree’s physiological response to temperature.
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P. 10 - 14 K-12 Education
doi:10.4195/jnrlse.2008.0040k
A Culturally Relevant Agricultural and Environmental Course for K-12 Teachers in Hawaii
Traci Sylva,* Pauline Chinn, and Charles Kinoshita
A Hawaiian cultural-based agricultural and environmental science professional development course was transformed based on the precepts of situated learning in communities of practice, and offered to K-12 teachers. In this article we describe the format and content of the transformed course based on lessons learned from previous years offered to K-12 teachers. We also describe the teachers’ responses to the course and students’ response to curricula implemented by teachers. Hawaiian ways of learning are experience-based, embedded in real-life purpose and context, highly interpersonal, and location specific. Our goal in transforming this course was to help teachers to incorporate important topics related to the environmental and agriculture science fields into their curricula, and to make that content relevant to their students’ lives and backgrounds, especially those of native Hawaiian decent. Based on observations, written and oral evaluations from teachers, student assessments, and student involvement in community projects, we feel that we have attained that goal. Some of the important factors for effective learning and implementation of this new culture–science curriculum by teachers are: (1) culturally relevant course format that provides meaningful, effective social interactions among instructors and teachers/students; (2) development of a “community of practice”; (3) a team of instructors, each knowledgeable in different areas, such as science, agriculture, Hawaiian culture, all experienced in problem-based teaching; (4) excellent models of problem-based and culturally based projects/curricula; and (5) continued support from peers and instructional team throughout the academic year.
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P. 15 - 21 Article
OPEN ACCESS
doi:10.4195/jnrlse.2009.0004
The T Assessment Tool: A Simple Metric for Assessing Multidisciplinary Graduate Education
P. V. August,* J. M. Swift, D. Q. Kellogg, G. Page, P. Nelson, J. Opaluch, J. S. Cobb, C. Foster, and A.J. Gold
Although there is considerable activity in developing assessment protocols for undergraduate learning, there are few established models for assessment of student progress in multidisciplinary doctoral-level graduate education. To resolve this impediment in tracking graduate student development, we created a simple assessment tool based on the concept of T competency that allows graduate students to articulate explicit learning goals in disciplinary and multidisciplinary research. Our instrument allows quantitative measurement of a student’s self-perception of his/her knowledge and interest in multidisciplinary inquiry. We use our T assessment tool to measure graduate student progress in an NSF IGERT-funded graduate program in coastal ecosystem management. The T model provides us a nomenclature to articulate learning goals, a quantitative means to evaluate current and future learning targets and progress in reaching those targets, and gives us another measure of assessing overall graduate program effectiveness. Our T tool is an instrument that should have considerable utility in measuring knowledge and interest in multidisciplinary research across a range of disciplines and graduate programs.
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P. 22 - 30 Undergraduate Education
doi:10.4195/jnrlse.2009.0024u
Exploring Photosynthesis and Plant Stress Using Inexpensive Chlorophyll Fluorometers
Stephen Cessna,* Barbara Demmig-Adams, and William W. Adams III
Mastering the concept of photosynthesis is of critical importance to learning plant physiology and its applications, but seems to be one of the more challenging concepts in biology. This teaching challenge is no doubt compounded by the complexity by which plants alter photosynthesis in different environments. Here we suggest the use of chlorophyll fluorometers in the undergraduate plant physiology classroom as one means to enhance conceptual learning of photosynthesis and its acclimation to changing environments. We also provide an overview of current research in photosynthetic acclimation to changing conditions, review the methodological considerations of making good Fv/Fm measurements with small inexpensive fluorometers, and suggest an open-inquiry activity for teaching concepts of photosynthesis and photo-acclimation with fluorometers in an undergraduate plant physiology course.
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P. 31 - 39 Notes
doi:10.4195/jnrlse.2009.0017n
Enhancing Undergraduate Agro-Ecological Laboratory Employment through Experiential Learning
J. M. Grossman,* M. Patel, and L. E. Drinkwater
We piloted an educational model, the Sustainable Agriculture Scholars Program, linking research in organic agriculture to experiential learning activities for summer undergraduate employees in 2007 and 2008. Our objectives were to: (1) further student understanding of sustainable agriculture research, (2) increase student interest in sustainable agriculture careers, and (3) use community service as a vehicle for learning. The three learning environments were on-farm and laboratory research settings, weekly meetings and field trips to discuss research and observe farming practices, and a service-learning project. We collected feedback from participants through a post-program focus-group style evaluation in Year 1 and pre/post individual evaluations with participants and a non-participant comparison group in Year 2. Students learned about linkages between research and practice within all environments. Farm visits were the primary learning site, specifically through observations of sustainable agriculture practices related to lab work and interactions with farmers. Students described how farm visits made lab work relevant; however, there were few instances describing how lab work was relevant to farming communities. Our preliminary findings from this pilot study suggest that participation in the program led to increased interest in sustainable agriculture careers and increased desire to pursue research in some students.
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P. 40 - 44 Student Essays
doi:10.4195/jnrlse.2010.0001se
Wastewater Phosphorus Removal by Two Different Types of Andesitic Volcanic Tephra
Amanda M. Liesch*
Phosphorus (P) is the limiting nutrient controlling productivity in most inland freshwater systems. Several materials have been proposed for use to remove excess P from wastewater treatment, including volcanic lapilli and ash (tephra). There is limited data in using tephra as a P filter. There were two objectives of this study: 1) to determine the physical feasibility of tephra as a filter making sure the infiltration rate remains high enough to use under prolonged saturation, and 2) to test the suitability of volcanic tephra as a medium for removing P from an artificial solution on two different volcanic tephra materials: Okato and Papakai tephra. The experiment used a synthetic P influent solution (20.5 mg P/L) and a solution residence time in the columns of approximately 3 hours. By the end of the experiment infiltration in both tephras was adequate for use in wastewater treatment systems. The Okato tephra absorbed nearly 8 mg P/g tephra with 97% of the total amount of P added to the column over a 54 day period. The Papakai tephra absorbed only 4 mg P/g with a 52% of the total P added to the column.
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P. 45 - 48 Student Essays
doi:10.4195/jnrlse.2010.0002se
Organic Matter Application Can Reduce Copper Toxicity in Tomato Plants
Brian Campbell*
Copper fungicides and bactericides are often used in tomato cultivation and can cause toxic Cu levels in soils. In order to combat this, organic matter can be applied to induce chelation reactions and form a soluble complex by which much of the Cu can leach out of the soil profile or be taken up safely by plants. Organic acids such as citric, fulvic, and malic acids are contained in organic matter, and complex well with Cu. Both the chelation reaction and the effectiveness of soil organic matter in the chelating process are pH dependent, and generally a more alkaline soil will be less affected by high Cu levels. In addition to organic matter application, lime may also be added in order to raise the pH and aid the process by which Cu is removed. Other benefits are also derived from soil organic matter application in addition to soil remediation. Organic matter improves soil structure, exchange capacity, and water holding content. Application of organic matter is thus a viable option for restoring toxic Cu soils.
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P. 49 - 52 Student Essays
doi:10.4195/jnrlse.2010.0003se
Ruminant Grazing of Cover Crops: Effects on Soil Properties and Agricultural Production
Hanna Poffenbarger*
Integrating livestock into a cropping system by allowing ruminant animals to graze cover crops may yield economic and environmental benefits. The effects of grazing on soil physical properties, soil organic matter, nitrogen cycling and agricultural production are presented in this literature review. The review found that grazing cover crops generally led to increased bulk density, especially in no-till systems. On the other hand, the negative effects of grazing on penetration resistance and aggregate stability were more prominent under conventional tillage than no-till. The deleterious effects of grazing on soil physical properties were most severe when grazing was implemented at high intensity and on wet soils. Microbial biomass C was higher under grazed conditions than ungrazed conditions. Nitrogen was found to be higher when cover crops were grazed than not grazed; however, this was only true for conventional tillage systems. Generally, grazing cover crops did not negatively affect primary crop yields. Cover crops provided nutritious forage for cattle and reduced feed costs by offsetting the use of hay or other pasture.
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P. 53 - 62 Article
doi:10.4195/jnrlse.2009.0027
Sage-Grouse and Coal-Bed Methane: Can They Coexist within the Powder River Basin?
Michael B. Duncan*
Concerns are growing regarding the availability of sustainable energy sources due to a rapidly growing human population and a better understanding of climate change. In recent years, the United States has focused much attention on developing domestic energy sources, which include coal-bed methane (CBM). There are vast deposits of the natural gas within the Powder River Basin (PRB), Wyoming. A sharp increase in exploration and development of CBM in the region has led to a decline in the surrounding greater sage-grouse (Centrocercus urophasianus) populations in developed areas. This case study presents the issues surrounding CBM development and sage-grouse conservation within the PRB and provides instructors with online resources and classroom activities that can be used to stimulate and develop students’ active learning and critical thinking skills.
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P. 63 - 69 Article
doi:10.4195/jnrlse.2009.0042
Riparian Areas of the Southwest: Learning from Repeat Photographs
George N. Zaimes* and Michael A. Crimmins
Spatial and temporal variability of riparian areas, as well as potential impacts from climate change, are concepts that land and water managers and stakeholders need to understand to effectively manage and protect riparian areas. Rapid population growth in the southwestern United States, and multiple-use designation of most riparian areas, makes understanding these concepts even more important. To assist in this endeavor, the Watershed/Riparian and Climate Science Extension programs at the University of Arizona developed two experiential learning exercises with repeat photographs of riparian areas. Experiential learning is the process of learning from direct experiences; repeat photography, a tool for long-term monitoring, provides visual details of landscapes across large temporal scales. The goal of the exercises was to increase the participant’s knowledge on certain topics through active participation, communication, problem-based learning, critical thinking, and empowerment. The first exercise examined precipitation, stream flow, and potential climate change impacts on riparian areas. The second exercise investigated how riparian areas change around the state of Arizona and through time while trying to understand the factors that cause these changes. The participants’ evaluations indicate that their knowledge level increased after conducting the exercises. In addition, the exercises are a more pleasant way of learning than the traditional teaching methods. These exercises were specific to the southwestern United States but could easily be adapted by extension professionals in other regions of the United States as well as for university courses. The plethora of repeat photographs is an unexploited resource that should be utilized for educational purposes.
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P. 70 Letters to the Editor
Letter to the Editor
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P. 71 - 78 K-12 Education
doi:10.4195/jnrlse.2009.0035k
Competing Interests, Economics, and Marine Fisheries Management: An Educational Case Study
James T. Thorson,* Jim Berkson, and Brian Murphy
Managing fish resources in the ocean, known as marine fisheries management, often involves disagreement among many groups of people: commercial fishers, recreational anglers, national and local conservationists, and several branches of government. While managing marine fisheries in federal waters, the federal government must rebuild marine fish populations while balancing the economic demands of these competing groups. Red snapper (Lutjanus campechanus) is a particularly useful example, involving more than 200,000 people and $80 million each year in the Gulf of Mexico. After a lawsuit won by conservation groups in 2007, the National Marine Fisheries Service was required to tighten management while selecting from many possible management tools. We envision that students will read this case study and participate in classroom discussion using the questions and teaching notes that are included. Students will then be divided between recreation and commercial user groups, and will advocate for their user group in a classroom role play in an attempt to persuade a third group: student resource managers. These student resource managers will ultimately select a set of allocation and management actions for the red snapper fishery that will decrease total catch as required by the 2007 court case, which can be compared with real-world decisions. This study aims to illustrate the complex conflicts and economic issues that surround fisheries management decisions. The learning objectives are: (1) to develop and demonstrate students’ ability to craft arguments in a debate, and (2) to build student experience working as a team doing research and planning an argument.
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P. 79 - 83 Article
doi:10.4195/jnrlse.2008.0041
Incorporating Case Studies into a World Food and Population Course
Bethany F. Econopouly, Patrick F. Byrne,* and Marc A. Johnson
The use of case studies in college courses can increase student engagement with the subject matter and improve analytical, problem-solving, and communication skills. Case studies were introduced in a relatively large (54 students) undergraduate world food and population course at Colorado State University in the spring semester of 2008 and evaluated for their effectiveness. Groups of two to four students selected and presented case studies developed at Cornell University that address human health and nutrition, food production, poverty alleviation, and natural resource management. The quality of the presentations and the learning experience varied considerably among the 16 presenting groups. The most successful presentations were those that had been rehearsed with an instructor, incorporated role playing or other creative techniques, and demonstrated enthusiasm for the topic. In an evaluation at the end of the semester, a majority of students felt the case studies were an important learning experience, improved their presentation skills, and should be retained in future offerings of the course. However, in multiple choice exams, students performed less well on questions based on case studies compared with questions derived from lecture material. This may be a reflection of the ineffectiveness of multiple choice exams to evaluate higher-level learning. Based on our experience, case studies can make positive contributions to similar courses, especially if efforts are made to improve class discussions and synthesis comments are made by the instructor to tie the case studies to the rest of the course.
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P. 84 - 91 Graduate Education
doi:10.4195/jnrlse.2009.0019g
Improving Student Discussions in Graduate and Undergraduate Courses: Transforming the Discussion Leader
Patricia A. Soranno*
Student discussions are a common teaching approach in graduate and advanced undergraduate courses because of their benefits to student learning, and to future professional development for natural resources professionals. However, traditional student-led discussions often are ineffective at meeting course and learning objectives and suffer from many common pitfalls, such as dominance by a few vocal students. I present the “student facilitator approach” to student-led discussions that changes the roles of all students in the discussion classroom, particularly the leader, and provides students clear guidelines about preparing for and participating in classroom discussions. A key feature of the approach is the replacement of the student discussion leader (who has control over both discussion content and process) with a student facilitator (who has control over only the discussion process). Using this approach, I found that students responded very positively, that it tended to encourage student participation, and that it created an environment where students took more ownership of the discussion.
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P. 92 - 93 Editorial
doi:10.4195/jnrlse.2010.0111e
Tips for Motivating Students
Marvin Druger*
One of the most important questions to consider when planning a presentation is, “If I was in this audience what would I want to know about this subject and why?” Then you should prepare and present the session accordingly. I learned the importance of this question at two of my presentations.
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P. 94 - 101 Article
doi:10.4195/jnrlse.2010.0003
Differences in Forestry Students’ Perceptions across Study Years in a Brazilian Undergraduate Program
Javier Arevalo,* Barbara Jarschel, Sari Pitkänen, Liisa Tahvanainen, and Jorma Enkenberg
Forestry higher curricula reform is being debated globally. This study examines the views of students on aspects related to forestry education and the profession, focusing on how these views differ across the study years of a higher education forestry program. The objective of the study was to investigate the differences across study years with regard to the students’ forestry-related concerns, the value they give to competencies and experiences, and their preferences with respect to future work and studies. The case study of a 5-year Brazilian undergraduate program was selected, analyzing the responses to a questionnaire of 268 students. Results indicate students in the later years of their study program have a much broader variety of forestry-related concerns, have a greater interest in choosing a different university for doing a Master’s degree, and more often consider working as consultants upon graduation. Additionally, students in the later years give a higher importance to competencies related to traditional forestry areas (silviculture, management, policy), computer-related subjects (Forest Information Systems, statistics, computer skills), and generic communication competencies (oral and writing skills). On the contrary, students in the first years give a higher value to environmental and climate change–related issues and to international forestry, as well as to achieving their best. Our findings show there are numerous differences in students’ perceptions across the study years of a program. The consideration of these differences in the reform of forestry and life science curricula, aiming at increasing the attractiveness and effectiveness of the programs, is suggested.
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P. 102 - 108 Article
doi:10.4195/jnrlse.2008.0037
Online Learning Modules for an Extension Program: Useful and Utilized?
Theresa M. Crimmins* and Candice L. Rupprecht
A set of publicly available online learning modules was created as an educational supplement to a university extension program. Because the modules created for this program—like many online modules developed as a part of university outreach—are supplementary to programs featuring in-person instruction and hard-copy materials, it is not required that they be completed. An exploratory evaluation aimed to determine whether program participants make use of the non-compulsory modules and whether the modules are effective in helping participants to gain a greater understanding of watershed concepts. Such findings may extend to similar supplementary online learning experiences being developed through university extension and other similar programs. Participants in the evaluation demonstrated a >30% increase in content knowledge from pre-test scores to post-test scores; 70% of participants retained this knowledge through a 2-month follow-up test. Participants also provided very positive feedback regarding their experience with the modules. Online usage statistics indicated sustained site visitation for many months following the modules’ release and advertisement. Modules were found to be an asset to the hard-copy text used for the extension course. Evaluators expressed appreciation for interactive learning objects and seemed to use the modules over time as a ready reference. However, the modules are clearly not a substitute for in-person instruction. Overall, the exploratory evaluation indicated that the modules were a welcome supplement to the course and were effective in reinforcing key concepts.
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P. 109 - 119 Graduate Education
doi:10.4195/jnrlse.2009.0043g
Graduate Education in Risk Analysis for Food, Agriculture, and Veterinary Medicine: Challenges and Opportunities
Ana-Paula Correia* and Jeffrey D. Wolt
The notion of risk in relation to food and food production has heightened the need to educate students to effectively deal with risk in relation to decision making from a science-based perspective. Curricula and related materials were developed and adopted to support graduate learning opportunities in risk analysis and decision making as applied in agriculture, veterinary medicine, and the life sciences. Student and instructor interviews, course evaluations, and expert reviews of course syllabi and the program description were used to determine the value of formalizing this interdisciplinary graduate minor/certificate program. The quality of the three graduate level core courses developed and delivered exhibited the merit of the program but a major challenge remains with regard to long-term sustainability of this specialized training.
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P. 120 - 124 Notes
doi:10.4195/jnrlse.2009.0036n
A Simple Approach for Demonstrating Soil Water Retention and Field Capacity
A. Howard, J. L. Heitman,* and D. Bowman
It is difficult to demonstrate the soil water retention relationship and related concepts because the specialized equipment required for performing these measurements is unavailable in most classrooms. This article outlines a low-cost, easily visualized method by which these concepts can be demonstrated in most any classroom. Columns (62.5 cm tall) were constructed using 25, 2.5 cm tall sections of 7.62-cm (3-inch) i.d. polyvinyl chloride pipe, which were connected using transparent tape. Three different soil materials were packed to specified bulk densities in the columns, and saturated with water. These vertical columns were then allowed to drain into a simulated water table 2.5 cm above the bottom of the soil volume until drainage ceased. After drainage, columns were sectioned to determine water content distribution with depth along the column. It was assumed that matric potential was inversely related to height above the water table. Therefore, water content measurements and assumed potentials for each section provided data for a water retention curve with minimum potential of approximately -60 cm. During drainage, measurements of soil matric potential were taken at regular intervals using tensiometers installed within the column, validating assumptions about matric potential. Among soil materials tested, those with narrow particle-size distributions, ~100% sand, gave the widest distribution of water contents in the observed matric potential ranges. This method, with proper explanation and execution, may be a valuable learning tool by which visual, auditory, and kinesthetic learners may be better able to understand the concepts pertaining to soil-water retention relationships.
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P. 125 - 131 Article
OPEN ACCESS
doi:10.4195/jnrlse.2009.0021
Greenhouse Gas Emissions Calculator for Grain and Biofuel Farming Systems
Claire P. McSwiney,* Sven Bohm, Peter R. Grace, and G. Philip Robertson
Opportunities for farmers to participate in greenhouse gas (GHG) credit markets require that growers, students, extension educators, offset aggregators, and other stakeholders understand the impact of agricultural practices on GHG emissions. The Farming Systems Greenhouse Gas Emissions Calculator, a web-based tool linked to the SOCRATES soil carbon process model, provides a simple introduction to the concepts and magnitudes of gas emissions associated with crop management. Users choose a county of interest on an introductory screen and are taken to the input/output window, where they choose crops, yields, tillage practices, or nitrogen fertilizer rates. Default values are provided based on convention and county averages. Outputs include major contributors of greenhouse gases in field crops: soil carbon change, nitrous oxide (N₂O) emission, fuel use, and fertilizer. We contrast conventional tillage and no-till in a corn–soybean–wheat (Zea mays L.–Glycine max (L.) Merr.–Triticum aestivum L.) rotation and compare continuous corn fertilized at 101 and 134 kg N ha^–1 yr^–1. In corn years, N₂O was the dominant GHG, due to high fertilizer requirements for corn. No-till management reduced greenhouse gas emissions by 50% due to net soil carbon storage. Continuous corn fertilized at 101 kg N ha^–1 yr^–1 emitted 1.25 Mg CO₂ equivalents ha^–1 yr^–1 compared with 1.42 Mg CO₂ equivalents ha^–1 yr^–1 at 134 kg N ha^–1 yr^–1, providing a 12% GHG savings. The calculator demonstrates how cropping systems and management choices affect greenhouse gas emissions in field crops.
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P. 132 - 136 Notes
doi:10.4195/jnrlse.2009.0045n
Integrating Field-Based Research into the Classroom: An Environmental Sampling Exercise
T. DeSutter,* E. Viall, I. Rijal, M. Murdoff, A. Guy, X. Pang, S. Koltes, R. Luciano, X. Bai, K. Zitnick, S. Wang, F. Podrebarac, F. Casey, and D. Hopkins
A field-based, soil methods, and instrumentation course was developed to expose graduate students to numerous strategies for measuring soil parameters. Given the northern latitude of North Dakota State University and the rapid onset of winter, this course met once per week for the first 8 weeks of the fall semester and centered on the field as a classroom, allowing the students to learn through hands-on participation. The major focus of the course was providing a real-life example where the scientific method was used to answer a testable hypothesis. Students developed testable hypotheses, designed an experiment, determined sampling protocol and sample analysis, conducted statistical analysis, and wrote results in a peer-reviewed format. The research question for this course was, “What is the concentration of total mercury (Hg) in roadside soils of North Dakota?” The results from the student project indicated that total soil Hg concentration increased with increasing distance from the roadside shoulder and that total soil Hg concentration was not statistically different between high-traffic and low-traffic areas. Field-based courses and student-driven research projects are excellent ways to introduce research methods to graduate students. Student learning was enhanced during the experiential learning process by allowing the students to follow the scientific method starting from the formulation of ideas (research question and testable hypotheses) to the preparation of a manuscript.
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P. 137 - 144 Undergraduate Education
OPEN ACCESS
doi:10.4195/jnrlse.2010.0005u
Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills
Andrea L. Dinkelman,* Jeanine E. Aune, and Gail R. Nonnecke
For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and Horticulture and the library at Iowa State University collaborated in a foundation communication course (English 250). The course incorporates five components--finding information sources; evaluating information sources; and preparing an annotated bibliography, a research paper, and a research poster--all within the context of horticulture. The objective of the collaboration was to integrate communication and information literacy concepts into English 250 and relate these concepts to the students’ discipline of horticulture. Assessment data and focus group discussions strongly validate students’ appreciation for an interdisciplinary approach to teaching communication and information literacy skills within the discipline.
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