Soil Judging Research Articles

An updated method for identifying the formative factors in soil structure

AbstractSoil structure is a standard component of pedon descriptions collected to characterize the nature and function of soils as a natural body. Soil structure is an important indicator of soil development and a predictor of water, air, and root movement throughout the profile. However, inconsistencies exist within the current standardized methodologies used to describe soil structure in the field, making soil structure data difficult to use and often confusing to students encountering these concepts for the first time. Therefore, we propose an updated method of soil structure description to add an interpretive component that clearly distinguishes geogenic, pedogenic, and human‐induced structures. This method employs terminology that communicates both observable morphology and the mechanism of formation. The updated method herein differentiates three classes of structure: (a) geogenic structural formation (GS), (b) natural pedological structural formation (current nomenclature), and (c) significant human‐induced structure changes from natural pedological structure. This updated approach improves the documentation of scientifically relevant soil morphology and communicates the processes involved in the formation of all forms of soil structure. As a result, this change eases description challenges around soil structure and interpretations common in soil science classes, including soil judging.

The “Soil Skills” Pedagogical Approach Conjugated With Soil Judging Contests

The inherent complexity of soil and its interactions with Earth’s diverse spheres, including the atmosphere, biosphere, hydrosphere, lithosphere within the ecosphere, and anthroposphere, requires that soil science specialists and students develop not only a profound understanding of soil science, but also the ability to collaborate across various disciplines to address these complex challenges. Equipping students with the necessary knowledge, skills, and attitudes to tackle the intricate and dynamic issues of the 21st century, spanning soil science, water sciences, hydropedology, geology, agronomy, geotechnical engineering, sedimentation, waste management, recycling, and environmental management, is of paramount importance. In response, innovative pedagogical approaches that integrate classroom learning from diverse soil science courses with practical skills and field-based competencies are needed. This paper suggests merging our own “Soil Skills” (SSK) pedagogical method with the “Soil Judging Contest” (SJC), a teaching approach supported by the American Society of Agronomy and the Soil Science Society of America since 1961. This integration aims to enhance the holistic, harmonized, interdisciplinary, and enthusiastic nature of soil science education. Both the SSK and SJC approaches received positive feedback from students and demonstrated significant improvements in academic performance. Our study begins with an in-depth exploration of the SSK contest, followed by an overview of the pertinent aspects of the SJC. Subsequently, we offer a comparative analysis of the complementarity of these two approaches. Finally, in the concluding remarks, we summarize the strengths of the implemented SSK and outline prospective applications. Our findings underscore the unique advantages of combining SSK and SJC approaches in delivering comprehensive, problem-based, and practical field-learning experiences. This combination approach closely aligns with applied scenarios that demand multidisciplinarity and interdisciplinarity perspectives, preparing students for their future professional careers, and enabling the practical application of their soil science knowledge in real-world contexts.

Soil judging e‐contest: The virtual experience expanding the soil learning process

AbstractSoil judging contests are important activities to explore the soil science and its relation to the natural world. They have been held for many years and proved to be very efficient for the student's engagement, field practice, and learning. During the COVID‐19 pandemic, the soil science societies worldwide had to adapt this activity to the virtual environment. The objective of this article is to document two experiences tested in Brazil and the United States of America, exploring its potential as an innovative and widely available educational method for teaching soil science. The procedures developed in both countries are presented, and the students perceptions indicated that the virtual events are a viable way to hold the soil judging contest, contributing to their academic skills. The Brazilian and American experiences are viable models that can serve as a basis for other countries adopting this activity in their pedagogical planning and academic calendar.

Assessing Student and Coach Learning Experiences with Virtual Collegiate Soil Judging Contest during COVID-19 Pandemic

Collegiate soil judging competitions are organized as annual face-to-face events both regionally and nationally in the USA. Soil judging provides a competitive platform for students to identify and describe soil characteristics in the field. However, the COVID-19 pandemic forced soil judging contests to find new strategies to maintain student engagement and provide competitive opportunities for students to apply their knowledge of soils. In response, Region IV in the USA hosted a virtual regional contest in October 2020. The objectives of this study were to quantify students’ and coaches’ perspectives on virtual soil judging contests and evaluate the role of virtual soil judging contests as either a complement or alternative to in-person contests. We conducted post-contest surveys of students (n = 31; 86% response rate) and coaches (n = 6, 100% response rate) to assess student learning outcomes and reflections on the virtual soil judging contest. Students responded most favorably to the virtual format, citing the flexibility it provided. Coaches were satisfied with the virtual format but still preferred an in-person contest. Coaches also expressed concern that the virtual soil judging format would not accurately measure the full range of student’s skills typically measured during in-person contests. Overall, the coaches and students reported that the virtual soil judging contest was helpful to gain experience with soil descriptions and enhance skills related to soil assessment and pedology. We conclude that virtual soil judging contest formats can be an inexpensive way to provide students with additional soil judging experiences when field-based formats are not feasible (e.g., health restrictions such as COVID-19) or economical (e.g., budget constraints on soil site selection, contest development, and travel), and that hybrid formats may be a way to encourage greater participation among students in soil judging contests without losing the in-person benefits gained by judging soils in the field.

Jumble judging: Cognitive and affective outcomes of intercollegiate collaboration at a soil judging competition

AbstractStudent–student interactions are influential parts of field experiences. While competitive judging events are a fun way to engage students in field‐based learning, the focus on competition leads to an atmosphere that discourages collaboration between students. The objective of this study was to evaluate the cognitive and affective learning outcomes resulting from intercollegiate collaboration at a soil judging competition. Teams with students from two to three different universities were assigned and referred to as jumble judging teams. Jumble judging was held for the first time in the 2021 Region 5 Collegiate Soil Judging Contest. Learning outcomes were assessed using a pre‐ and postsurvey, as well as group and individual reflections completed in the field. Student responses were generally positive, with 70% of students expressing agreement or strong agreement that they would like jumble judging to be included in future contests, 54% citing jumble judging as one of the best parts of the contest, and 93% identifying learning outcomes or describing an affective learning experience resulting from jumble judging. Evidence of both cognitive and affective learning were identified through student surveys and reflections. Overall, the event created a collaborative and collegial atmosphere and increased interaction between students from different universities, while maintaining the competitive nature of the event that motivates many students to get involved with judging teams.

Soil Science Education: Adaptation of Soil Judging (Evaluation) to Libya

Adaptation of Soil Judging to Libya involves tailoring Soil Judging materials to the country's local context. The objectives of this study were to adapt Soil Judging to Libya and evaluate it in various locations in Libya. Different soil judging handbooks from the United States (US) were used to develop teaching materials for Libya (including tables of soil physical and chemical properties and scorecards). The soil judging scorecard was enhanced by adding more specific information relevant to Libya (e.g., soil salinity, calcium carbonate, etc.). Libyan users were asked to complete a survey on the usefulness of Soil Judging in Libya. Eighty-two percent of those surveyed were unaware of Soil Judging prior to this study. After completing Soil Judging trials in various locations in Libya, 95% of those surveyed indicated that Soil Judging is helpful in natural science education in Libya. Future improvements to Soil Judging should include better equipment and explanation.

Soil science education: A multinational look at current perspectives

AbstractSoil knowledge is essential to address modern global challenges. Soil science education began with soil survey and agricultural activities, with a focus on the traditional subdisciplines of soil chemistry, soil physics, pedology, soil mineralogy, and soil biology. Soil education has evolved to address the needs of an increasing variety of fields and increasingly complex issues, as seen through the move to teach soil content in programs such as biological and ecological sciences, environmental science, and geosciences. A wide range of approaches have been used to teach soil topics in the modern classroom, including not only traditional lecture and laboratory techniques but also soil judging, online tools, computer graphics, animations, and game‐based learning, mobile apps, industry partners, open‐access materials, and flipped classrooms. The modern soil curriculum needs to acknowledge the multifunctionality of soils and provide a suite of conduits that connect its traditional subdisciplines with other cognate areas. One way to accomplish this may be to shift from the traditional subdiscipline‐based approach to soil science education to a soil functions approach. Strategies to engage the public include incorporating soil topics into primary and secondary school curricula, engaging the public through museums and citizen science projects, and explaining the significance of soil to humanity. Soil education has many challenges and opportunities in the years ahead.

Evaluating student attitudes and learning at remote collegiate soil judging events

AbstractAs with many aspects of teaching, the COVID‐19 pandemic forced soil judging teams to attempt new strategies towards achieving student learning outcomes. Soil judging Regions IV and V hosted remote regional contests in October 2020 in place of traditional, in‐person contests typically held each fall. We conducted pre‐ and post‐contest surveys to assess student learning outcomes, attitudes, and reflections on the remote contest experience compared to past, in‐person contest experiences. We received 108 total responses from students who participated in the Region IV and Region V remote soil judging contests (>80% response rate). In self‐reported learning outcomes, there were no significant gains post‐contest and there were minimal differences between students in Regions IV and V. Female students, students with more soil judging experience, and students who had taken more soil science courses agreed more strongly that soil science is important, that they planned to pursue careers in soil science, and that they gained important skills from soil judging. Finally, students who previously participated in contests reported that they gained more knowledge and enjoyed in‐person contests more than the remote contests held in Fall 2020. Thus, while it is possible to replicate some aspects of the soil judging experience in a remote contest, other aspects that are critical to student engagement are lost when teams are unable to gather at the contest location and examine soils in the field.

Soil Judging Promotes Location‐Based Learning

Soil Judging Promotes Location‐Based Learning

Impact of a national collegiate soil judging competition on student learning and attitudes

AbstractThe annual National Collegiate Soils Contest (NCSC) has long been anecdotally recognized as a beneficial event for participating students to practice soil profile descriptions and landscape interpretations. The objective of this study was to quantify student learning outcomes and to identify how students’ perspectives shifted over the course of the week‐long 2019 NCSC, which was hosted by California Polytechnic State University in the San Luis Obispo, CA, area. Participants were asked to complete voluntary pre‐ and post‐contest surveys related to attitudes toward soil science and their knowledge of soil profile description and landscape interpretation, measured using a five‐point Likert scale. Open‐ended questions, which allowed free responses, were also included. Eighty‐three participants completed the pre‐contest survey, and 62 students completed the post‐contest survey. Student understanding increased significantly for five of the seven topics pertaining to soil‐judging‐related skills. Most participants had very positive attitudes toward soil science and soil judging, both pre‐ and post‐contest. Very few significant differences occurred between genders and majors. The most common positive comments were related to location‐based learning, whereas negative comments included environmental factors, such as sun and heat, and long days. Overall, participants indicated the contest was a positive and meaningful educational event, especially for location‐based learning.

Making the Grade: A Week at the National Soil Judging Contest

Students from around the country recently convened for the National Collegiate Soils Contest and promptly crawled into backhoe-scraped pits to dig into soil science.

Sharing soil knowledge and evaluating progress in the New South Wales Soil Knowledge Network

AbstractThe New South Wales (NSW) Soil Knowledge Network (SKN) is a group of retired soil specialist volunteers, who strive to promote the importance of soils through knowledge and expertise. The Soil Knowledge Network is unique and represents a new direction in knowledge sharing using the passion of recently retired soil scientists to support new and early career soil scientists. The terms ‘legacy science’ and ‘sharing legacy knowledge’ are used here to describe SKN activities. This paper reflects on the progress of the SKN and assesses its positive impact on raising the awareness and understanding of soils using qualitative examples from workshops, a survey of soil team coaches at the 2018 National soil judging competition, and metrics from social media and online resources. SKN successes and learning experiences are discussed along with notions of trust, credibility and the importance of people in delivering positive outcomes.

Soil Judging, Crops Contest Results

CSA NewsVolume 63, Issue 12 p. 34-35 Student Soil Judging, Crops Contest Results First published: 06 December 2018 https://doi.org/10.2134/csa2018.63.1225Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume63, Issue12December 2018Pages 34-35 RelatedInformation

Recap of the ASA–SSSA Region 6 Soils Contest

Cal Poly's soil judging team collaborate at the group judging pit. Photo by Irfan Ainuddin. The ASA–SSSA Region 6 Soil Judging Contest was held 3 Mar. 2018, in Butte County, CA. This was the third ASA-SSSA Region 6 contest in as many years since being revitalized in 2016. This year's contest was coordinated by Dr. Garrett Liles, Assistant Professor of Soil Science at California State University–Chico (Chico State) and Chair-Elect of SSSA's Soil Education and Outreach Division. The ASA-SSSA Region 6 Soil Judging contest capped a successful three-day “soil-ebration” in Butte County where Dr. Liles and Chico State hosted the California Soil Survey Cooperators Meeting and the Professional Soil Scientists Association of California's (PSSAC) annual field tour. This multi-day event successfully brought together National Cooperative Soil Survey (NCSS) cooperators and stakeholders to exchange ideas and identify opportunities for collaboration through presentations, open dialog, and experiencing the dynamic landscapes at the interface of the Sierra Nevada and Cascade mountain ranges in the Northern Sacramento Valley. Aligning the soil judging contest with the NCSS meeting and PSSAC field tour was a very efficient and effective way for soil science professionals to connect with students majoring in agriculture, earth sciences, and related fields. The Region 6 Soil Judging Contest marked another year of growth and popularity for this hands-on educational and skill-building experience in the western U.S. This year, the number of participating universities increased to four with Humboldt State University joining California Polytechnic State University (Cal Poly), California State University–Fresno (Fresno State), and Chico State—all returning from last year's competition. The University of California at Riverside also sent students, for the second consecutive year, where they, too, learned and gained knowledge of soils and geomorphology. Butte Community College provided the contest site with many Butte students there to observe soil judging in action. In total, 26 students participated in the judging competition with Cal Poly winning the team judging portion and Fresno State winning the group judging event. The top five individuals were awarded trophy plaques for their individual achievements. The regional contest was also a qualifier for nationals, with Cal Poly and Fresno State advancing to the National Contest, which was held in Martin, TN, 18–23 March (see related article on previous page).

Trends in Undergraduate Soil Science Education at Selected Universities in the USA from 2009 to 2013

Core Ideas Enrollment increased in most soil science courses from 2009 to 2013. Students from many different majors took soil science coursework. Total female enrollment increased, but the percentage of female students decreased. Soil judging participation remained consistent. Student to faculty ratio went up between 2009 and 2013. Data were collected from 10 universities in the United States on declared academic majors and gender of students enrolled in seven different soil science courses over a 5‐yr period. Combined trends for all courses and trends for each individual course were evaluated. Data were also collected on the number of students participating in soil judging as well as tenure track and non‐tenure track full time equivalent (FTE) soil science faculty positions. Environmental science, crop science/horticulture/agronomy, and other agricultural students enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment, while crop science/horticulture/agronomy and soil science student enrollment declined. Soil physics was the only class where declared soil science students were the single largest enrolled group. Soil judging numbers were consistent, while FTE faculty showed a slight decline. Students from many different academic majors took soil science courses at the universities investigated, and the most common majors in these courses depended on the course and the material it addressed. Overall student enrollment increased in all subject areas investigated except soil physics. While the results from this study are somewhat mixed, the overall growth in student enrollment in soil science courses at the investigated universities, as well as the broad range of majors enrolled in soil science coursework, indicate an upward trajectory in soil science education at these universities.

Грунтово-кліматичний та екологічний потенціал території транскордонного басейну Дніпра

Soil and climatic conditions have an independent and integrated space-time impact on the potential and degree of contribution to crop growing and getting yields, which is determined by zonal physical and geographic features of the area of the transboundary Dnieper basin. The area of arable land of the transboundary basin is 283,000 km 2 , or 55.4% of the total area of the basin, of which 206,000 km 2 (72.8%) are located on the territory of Ukraine. In our studies we used the method of zonal soil judging by I.I. Karmanov. Spatial modeling was conducted using the methods of geostatistics and algebra of maps of ArcGIS 10.1 software product. It is the first time that for the area of the transboundary Dnieper basin there have been determined the soil, climatic and ecological potential, as well as the value of zonal soils. As a result of geo-modeling, there were created raster models and established spatial distribution patterns of six components of the value of zonal soils: aggregate index of soil properties, average density of a one-meter-deep layer and useful volume of soil, moistening factor, climate continentality coefficient, monthly average of active temperatures over 10 о С. It was determined that the lands of 435 sub-basins with a total area of 282.800 km 2 (55.4%), over half of which are located in the steppe zone, have the greatest potential for growing certain crops (cereals, sunflower, annual and perennial grasses) and conducting agricultural activities. Favorable soil and climatic conditions stimulated extensive and intensive agriculture, which led to a strong transformation and loss of natural landscapes on the territory of 416 sub-basins occupying 60.2% of the Dnieper River basin area. The geo-modeling results obtained are the basis for an objective economic evaluation of land resources, assessment of the soil and climatic potential of agricultural production, spatial regularities of agricultural stress and a need for priority implementation of land and water conservation measures to optimize the use of land resources in certain sub-basins on the territory of the transboundary basin for the ecological rehabilitation of the Dnieper River.

Comparing SSURGO Data with Geospatial Field Measurements to Estimate Soil Texture and Infiltration Rate Classes in Glaciated Soils

ABSTRACTThe infiltration rate (IR) of water is a key soil property related to hydrological processes, soil health, and ecosystem services. However, detailed measurements of IR in the field and/or laboratory are labor-intensive and expensive to perform. Soil judging in the field provides a rapid and inexpensive method to estimate IR classes based on soil texture, soil organic carbon/matter, and soil structure. The objectives of this study were to classify and compare soil texture and IR for the A horizon across the 147 ha Cornell University Willsboro Research Farm using the Soil Survey Geographic (SSURGO) database and field-based measurements. Soil texture was the dominating factor to explain the general trend of Entisols > Inceptisols > Alfisols with regard to IR in the A horizon. In general, the variability in soil texture observed in field measurements was consistent with the variability reported in the SSURGO database, although the SSURGO representative values for soil texture did not completely match measured mean values for all soil map units. With the exception of one soil map unit, estimates of IR classes utilizing soil judging in the field criteria also were consistent when using either SSURGO or field-based data. Estimating infiltration rate classes for ecosystem services frameworks using geospatial analysis of field and/or SSURGO data can be enhanced with emerging technologies (e.g., sensors) and/or easily measured conventional soil properties.

Use Your Science to Make America a Better Place

Use Your Science to Make America a Better Place

Report on International Field Course and Soil Judging Contest, 2015

Report on International Field Course and Soil Judging Contest, 2015

EDUCATION ON WORLD REFERENCE BASE FOR SOIL RESOURCES (WRB) - EXAMPLE OF GOOD PRACTICE

UDK 631.44:37
 The World Reference Base for Soil Resources (WRB) research work started back in 1980. under the program named International Reference Base for Soil Classification (IRB). World Reference Base for Soil Resources was established in 1998., and its design provide easier communication between scientists to whom soil systematic is primary area of research. International Field Course of the World Reference Base for Soil Resources, held in Gödöllő, Hungary, from 01st to 05th of September, 2015.was organized to celebrate the International Soil Year. Soil Judging Contest of WRB was organized during the course. Students from Bosnia and Herzegovina, primarily students of Faculty of Agricultural and Food Sciences, University of Sarajevo and Faculty of Agriculture, University of Banja Luka attended the course. The above mentioned course and the contest were unique opportunity for students, young scientists and experts as well as those who have been already involved or interested in identification and characterization of the basic soil types all around the world to share information and experience. The unique field study program provided an opportunity to participants to gain new knowledge on Anthrosols, Calcisols, Chernozems, Kastanozems, Phaeozems, Gleysols, Luvisols, Solonetz and Vertisols in accordance to the World Reference Base for Soil Resource. Importance of the continuation of good practices and implementation of this type of field learning about WRB classification is crucial not only at the global level, but also at the regional one. This paper aims to stress the importance of education about WRB classification in order to improve and adapt the national classification system, importance of applied soil science in society in general and to increase the communication with other related disciplines globally.