Enhancing Soil Science Education with a Graphic Syllabus

Abstract

Core Ideas The graphic syllabus can be an addition to the traditional course syllabus. The graphic syllabus enables students to visualize the “big picture” of the course. Most students preferred graphic syllabus in addition to traditional one. A graphic syllabus that enables students to visualize the “big picture” of the soil science course can be an addition to the traditional course syllabus. The purpose of this study was to develop the graphic syllabus and test it in an introductory soil science course. The graphic syllabus was based on the principles of “parallel” teaching/learning and storytelling. It was created by dividing the course into three units: (1) Soil ABC's, (2) Soil properties, and (3) Soil fertility and management. Each unit contains a set of soil orders with a list of corresponding state/representative soils in the United States. Clemson University students from various fields (forestry, wildlife biology, and environmental science) compared traditional and graphic syllabi. Students were asked to complete a survey consisting of questions related to their opinions of traditional and graphic syllabi. Responses to the survey questions indicated that most students were juniors and almost never experienced (97%) graphic syllabi in their college courses. Most students preferred the graphic syllabus in addition to a traditional one. Students reported that the graphic syllabus helped them better understand the course structure and was more exciting and easier to view on cell phones. Although the use of a graphic syllabus is usually limited to introductory courses, it can also be adapted to upper‐level soil science courses. This article offers an organizational strategy for expediting the graphic syllabus design.