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DOCUMENT RESUME SE 056 568 ED 387 316 Baveye, Philippe, Ed.; And Others AUTHOR Soil Science Education: Philosophy ard Perspectives. TITLE SSSA Special Publication Number 37. Soil Science Society of America, Inc., Madison, INSTITUTION WI. REPORT NO ISBN-0-89118-809-6 PUB DATE 94 NOTE 182p. Soil Science Society of America, Inc., 677 South AVAILABLE FROM Segoe Road, Madison, WI 53711 ($18). PUB TYPE Books (010) MF01/PC08 Plus Postage. EDRS PRICE Agronomy; *Earth Science; Educational Philosophy; DESCRIPTORS Elementary Secondary Education; Graduate Study; Higher Education; *Holistic Approach; Science Education; *Soil Science; *Systems Approach ABSTRACT Soil science provides the educational framework to integrate components of earth science systems, to understand the causes and consequences of spatial variability, and view dynamic processes impacting ecosystems in a holistic perspective. This book, a special publication of the Soil Science Society of America (SSSA), identifies and analyzes current challenges facing soil science (1) "Introducing Soil Science into the education. Chapters include: K-12 Curriculum" ("Cooper, Terence H.; Schultz, John W.; & Barton, (2) "Undergraduate Core Curriculum in Soil Science" Marion); (3) "Trends in Soil Science Teaching Programs" (Barbarick, K. A.); (4) "Revision and Rescue of an Undergraduate Soil (Letey, J.); (5) "Understanding Cognitive Science Program" (Taskey, Ronald, D.); Styles: How To Teach to the.Whole Soil Science Classroom" (Friedman. (6) "Private Sector Experience of Diana, B.; & Parrott, Rodne;., (7) "Advising M.S. a Soil Science Graduate" (Reese. Frances A.); Graduate Students: Issues and Perspectives" (Sparks, Donald L.); (8) "SupervisiJn of Ph.D. Level Soil Science Graduate Students" (Jackson, (9) "Advising Doctoral Students in Soil Science" Marion, L.); (10) "The Advisor-Advisee Relationship in Soil (Traina, Samuel J.); Science Graduate Education: Survey and Analysis" (Baveye, Philippe; (11) "Educational Needs in Soils and Crops and Vermeylen, Francoise); of Graduate Students from Developing Countries" (Larson, W. E. (12) "AdviGing Students from Crookson, R. Kent & Cheng, H. H.): (13) "Nontraditional Developing Countries" (Bornemisza, Elemer); Students: Off-Campus M.S. Degree in Agronomy" (Banwart, W. L.; and (14) "Distance Education in Soil Science: Reading the Miller, D. A.); Nontraditional Students" (Lansu, Angelique L. E.; Ivens, Wilfried, P. M. F.; and Hummel, Hans G. K.); and (15) "Fostering Learner Self-Direction in Soil Science Graduate Courses: A New Paradigm" (Baveye, Philippe). Each chapter contains references. (JRH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. : . - I,. 6. A 1 lat i THIS "PERMISSION TO REPRODUCE U It DEPARTMENT Of EDUCATK/N GRANTED BY Imoiovement MATERIAL HAS BEEN Office of Educational Research and EDUCATIONAL RESOURCES INFORMATION VOL CENTER (ERIC) ) ea soroduCed rus document has been r u 11 q rpsnstron shed hom the osesOn Or o originating .5 To improve 0 Who( chamois have been made 'lloroducliOn quality RESOURCES IN* doCu. Points of vet* ot opuhons elided in TO THE EDUCATIONAL represent official (ERIC) mint do not necessarily INFORMATION CENTER OEM Desu lion or policy Soil Science Education: Philosophy and Perspectives I , Soil Science Education: Philosophy and Perspectives Proceedings of a symposium sponsored by Divisions S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8, S-9 of the Soil Science Society of America in Minneapolis, Minnesota, 5 Nov. 1992. Editors Philippe Baveye, Walter J. Farmer, and Terry J. Logan Organizing Committee Philippe Baveye, chair Walter J. Farmer Editor-in-Chief SSSA J. Luxmoore R. Managing Editor David M. Kral Associate Editor Marian K. Viney SSSA Special Publication Number 37 Soil Science Society of America, Inc. Madison, Wisconsin, USA 1994 III '1 Cover Design: Patricia Scullion Copyright kf' 1994 by the Soil Science Society of America, Inc. ALL RIGHTS RESERVED UNDER THE U.S. COPYRIGHT ACT OF 1976 (P.L. 94-553) Any and all uses beyond the limitations of the "fair use" provision of the law require written permission from the publisher(s) and/or the author(s); not applicable to contributions prepared by officers or employees of the U.S. Government as part of their official duties. Soil Science Society of America, Inc. 677 South Segoe Road, Madison, WI 53711 USA Library of Congress Cataloging-in-Publication Data Soil science education : philosophy and perspectives : proceedings of a symposium sponsored by Divisions S-I, S-2, S-3, S-4, S-5, S-6, S-7, S-8, S-9 of the Soil Science Society of America in Minneapo- lis, Minnesota, November 5, 1992 / editor, Philippe.Baveye, Walter J. Farmer, and Terry J. Logan ; organizing committee, Philippe Baveye, chair, Walter J. Farmer ; editor-in-chief, SSSA, R.J. Luxmoorc. cm. (SSSA special publication : no. 37) p. Includes bibliographical references. ISBN 0-89118-809-6 I. Soil scienceStudy and teachingUnited StatesCongresses. 2. Soil scienceStudy and teachingCongresses. I. Baveye, P. II. Farmer, Walter J. (Philippe) IV. Soil III. Logan, Terry .1. Science Society of America. Divisoin S-1. V. Series. S59I .55.U6S65 1994 631.4 '071dc20 94-17681 CIP Printed in the United States of America CONTENTS Page vii Foreword ix Preface xi Contributors Introducing Soil Science into the K-12 Curriculum 1 Terence H. Cooper, John W. Schultz, and Marion K. Barton 1 Undergraduate Core Curriculum in Soil Science 2 7 K. A. Barbarick Trends in Soil Science Teaching Programs 3 15 J. Letey Revision and Rescue of an Undergraduate Soil Science 4 Program 21 Ronald D. Taskey Whole Understanding Cognitive Styles: How to Teach to the 5 Soil Science Classroom 29 Diana B. Friedman and Rodney J. Parrott Private Sector Experience of a Soil Science Graduate 6 45 Frances A. Reese Advising M.S. Graduate Students: Issues and Perspectives 7 51 Donald L. Sparks Supervision of Ph.D. Level Soil Science Graduate Students 8 59 Marion L. Jackson Advising Doctoral Students in Soil Science 9 65 Samuel J. Traina Graduate The Advisor-Advisee Relationship in Soil Science 10 Education: Survey and Analysis 73 Philippe Baveye and Francoise Vermeylen Students Educational Needs in Soils and Crops of Graduate 11 from Developing Countries Cheng 85 W. E. Larson, R. Kent Crookston, and H. H. vi CONTENTS Advising Students from Developing Countries 12 Elemer Bornemisza 99 Nontraditional Students: Off-Campus M.S. Degree 13 in Agronomy W. L. Banwart and D. A. Miller 109 Distance Education in Soil Science: Reaching 14 the Nontraditional Student Angelique L. E. Lansu, Wilfried, P. M. F. Ivens, and Hans G. K. Hummel 121 Fostering Learner Self-Direction in Soil Science Graduate 15 Courses: A New Paradigm Philippe Baveye 135 FOREWORD their future Two-thirds of Americans believe that science will improve Scientific literacy in and three-fourths indicate they enjoy learning science. peak in the Sput- this country, however, is at its lowest ebb since reaching a and engineering reform nik era. The nation is currently undergoing a science this educational with massive influx of public and private monies to counter literacy by the year 2000, void. The goal is to attain preeminence in scientific the timeframe. It is perhaps a little presumptuous and unattainable given of soil science education within this backdrop, however, that the relevance Earth properties, takes on n m meaning. Understanding the near-surface global habitat sustainability. Soil processes, and functionality is essential to integrate components of earth- science provides the educational framework to of spatial varia- science systems, to understand the causes and consequences in a holistic per- bility, and view dynamic processes impacting ecosystems ability spective. The future of our discipilne is heavily dependcent on our effectivley communicate this message. Our clien- as educators and scientists to backgrounds, value tele are diverse. They represent multiple occupations, of soil and land judgements, interests, and experiences. Their understanding publication examines these issues, resources may be limited. This special environments challenges, and opportunities for new trends in educational Society of America is under new soil science paradigms. The Soil Science education through de- committed to enhancing the outreach of earth-science in velopment of resource learning materials and teacher mentor programs initiatives. We conjunciton with the American Geological Institute textbook committee for their ef- commend the authors of this text and the organizing in such a timely manner. forts to bring this special publication to fruition earth-science education- It is a significant new contribution to the arsenal of al materials. LARRY P. WILDING, President Soil Science Society of Agronomy PREFACE education have belonged to Traditionally, the "clients" of soil science graduate students, and those clients three groups: undergraduate students, the preferred mode reached through extension activities. In all three cases, been via formal lectures in class- of transmission of knowledge has usually importance of the task before them, soil science room settings. Realizing the attention to teaching in all of educators have over the years paid significant example, the Soil Science Society its multiple facets. In November 1969, for graduate instruction. Dur- of America held a symposium devoted entirely to published in 1970 as ASA Spe- ing this symposium (and in its proceedings, invited to analyze in detail cial Publication No. 17), prominent scientists were methodologies used in the teaching needs and the knowledge-transmission physics, soil chemistry, etc.). the various subdisciplines of soil science (soil dealing with the teaching of soil Since the late sixties, numerous articles Journal of Agronomic Education science courses have appeared in, e.g., the Resources and Life Sciences Education), (to become the Journal of Nati ral and the Agricultural Education Magazine. multimedia technologies) Even though the visual aids (videofilms and phenomenal pace, much available to instructors are currently evolving at a soil science courses remains emi- of this existing literature on the teaching of in early 1992 the SSSA Com- nently relevant and useful. Therefore, when decided that the time was ripe mittee S571 ("Training of Soil Scientists") soil science education and planned it for to devote another symposium to that this symposium should try the fall 1992 annual meetings, it was agreed territory, and not simply to explore new facets of the field, to map out new how to make lectures lively and rehash information on what to teach and appealing. should explore seemed clear- A number of directions that this symposium need for a shift of emphasis from ly dictIted by recent trends and events. The brought about in part by Iral to environmental soils-related issues, agrici.. America and Europe in the last the pronounced decline of farming in North changes in the soil science curriculum. The two decades, mandates drastic imminence of "information rapid pace of technological advances and the usefulness of an extension superhighways" challenge the need for and the universities must prepare their stu- service in its current form. Furthermore, dents for a life of continuous learning. university environment in which Aside from these societal changes, the operated has also evolved signifi- soil science educators have traditionally body has become more and more cantly in the last two decades. The student the same time more foreign stu- diverse in terms of age and gender, while at universities than ever before. The dents are attending U.S. and Canadian also of the students and their career objectives areas of interest and training combined to modify the conditions have evolved. All of these trends have PREFACE conditions under which soil science educators have to approach the advising of undergraduate or graduate students. These and other current challenges facing soil science education are ana- lyzed in detail in the various chapters of the present SSSA Special Publica- tion. These chapters have been purposely left heterogeneous in style and depth of coverage; some contributors have chosen to briefly relate their personal experience in a journalistic style, while others carried out detailed surveys or extensive literature reviews. In all cases, the authors benefitted greatly from the careful and thoughtful comments of anonymous reviewers. May 1993 WALTER J. FARMER University of Florida, Riverside TERRY J. LOGAN Ohio State University

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Agronomy; *Earth Science; Educational Philosophy;. Elementary Students: Off- Campus M.S. Degree in Agronomy" (Banwart, W. L.; and. Miller, D. A.); (14)
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