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Grassland set-asides (GLSA) are fields that are taken out of intensive annual crop production and seeded with a mixture of grasses and legumes for one to four years to improve soil quality. The objectives of this study were to evaluate (i) the relationships among soil organic carbon (SOC), permanganate oxidisable C (POXC), dilute-acid extractable polysaccharides (DAEP) and aggregate stability to determine if they may be used as proxies for one another, (ii) whether these indicators could be used to predict aggregate stability, (iii) if differences in soil quality after short-term GLSAs, detected with aggregate stability, could instead be detected with POXC or DAEP and (iv) potential use of diffuse Fourier transform spectroscopy (FT-MIR) to predict POXC, DAEP and aggregate stability in the Fraser River Delta region of British Columbia, Canada. There were strong relationships among SOC, POXC and DAEP, but the relationship between DAEP and SOC (R2 = 0.60, P < 0.0001) was less strong than that observed between POXC and SOC (R2 = 0.71, P < 0.0001). All three soil C fractions were significantly predicted with the 2–6 mm aggregate size fraction but the correlations for DAEP (R2 = 0.43) and POXC (R2 = 0.36) were stronger than that for SOC (R2 = 0.29). Predictions of soil quality indicators using FT-MIR produced R2 = 0.92 for POXC, R2 = 0.93 for DAEP and R2 = 0.62 for the 2–6 mm aggregate size fraction. These results suggest that FT-MIR holds promise as a low-cost method to determine labile soil C fractions that are better proxy soil quality indicators for aggregate stability than SOC.

Through instructional scaffolding, students move toward independent learning.The forest floor is an important bridge between aboveground living vegetation and soil.The topic of forest floor is not typically covered in the university curriculum. Instructional scaffolding employs a variety of instructional techniques that move students progressively toward stronger understanding and greater independence in the learning process. The objective of this study was to develop a scaffolding instructional module focused on forest floor for the second-year Introduction to Soil Science course at the University of British Columbia (UBC), Canada. The scaffolding module included a campus-based lecture; online multimedia material in the Forest Floor educational resource; campus-based, instructor-led demonstrations of forest floor description and classification; campus-based, collaborative, hands-on activity; written instructions provided in the laboratory manual; an individual written assignment; and a self-guided activity (or quest) performed on the university campus aided by a mobile game application. These forms of support were gradually removed as students developed independent learning strategies, culminating in the self-guided activity that led students to a forest on the university campus to practice their newly developed skills in forest floor description and classification. The scaffolding components were developed to foster intellectual inquiry and analysis, group problem-solving, and the application of knowledge to complex issues in a real-life setting. This could serve as a model for future educational design in post-secondary courses in the natural sciences.

Forest floor is essential to forest ecosystems, but classification is difficult.Multimedia and face-to-face learning can teach visual tasks like soil classification.Students identified repeated visualizations and collaboration as important.Combining quantitative and qualitative methods of assessment gives deeper insights. The forest floor is essential to functional, healthy forests. It is important for forestry professionals to understand, describe, and classify forest floors. We developed a Forest Floor educational resource, blending web-based multimedia and face-to-face teaching. The objectives of this study were to (1) develop blended-learning activities to teach forest floor description and classification and (2) assess student perceptions of the blended-learning method using exploratory factor analysis and group interviews. We used a Likert scale survey instrument to assess student perceptions of their learning, and investigated underlying factors through exploratory factor analysis of survey results and the manifestation of factors in focus group interviews. Five implicit factors were interpreted: (1) satisfaction with the Forest Floor resource as a learning enhancement; (2) response to presentation of concepts using a blended learning method; (3) student self-assessment of learning; (4) student learning preferences in accessing materials; and (5) website usability. Ninety-four percent of students agreed or strongly agreed that the Forest Floor resource was helpful for learning forest floor concepts, 79% that describing samples in class was essential for understanding the properties of organic horizons, and 81% that they were able to relate information in the Forest Floor resource to samples used in a face-to face activity, demonstrating that students tended to prefer learning information from videos and in collaboration with other students, and felt positive about their knowledge of the new material.

Quantifying the emissions of the three main biogenic greenhouse gases (GHGs), carbon dioxide (CO2), nitrous oxide (N2O) and methane (CH4), from agroecosystems is crucial. In this study continuous measurements of N2O, and CH4emissions from potato and pea crops in southwest British Columbia, Canada were made using the eddy‐covariance (EC) technique. Flux footprint analysis, coupled with EC and manual nonsteady state chamber measurements, was used to address the spatial heterogeneity resulting from the field edge at the study site. Flux footprint corrections had a larger effect on N2O fluxes than CO2fluxes because of a more pronounced difference in N2O fluxes between the crop and edge areas. After flux footprint corrections, the potato and pea crops were both weak CO2sinks with annual net ecosystem exchange values of −57 ± 9 and −97 ± 16 g C m−2yr−1, respectively. However, after taking carbon (C) export via crop harvest and C import via seeding into account, the potato crop shifted to being a moderate C source of 284 ± 55 g C m−2yr−1, while the pea crop became near C neutral, sequestering only 30 ± 26 g C m−2yr−1. Annual GHG balances, quantified by converting N2O and CH4to CO2equivalents as pulse emissions using respective global warming potentials on a 100‐year timescale, were 417 ± 88 and 152 ± 106 g CO2e m−2yr−1for the potato and pea crops, respectively, with N2O contributing the largest proportion to annual total GHG balances and outweighing the CO2uptake from the atmosphere. To better mitigate climate change, quantifying the emissions of the three main biogenic greenhouse gases (GHGs), carbon dioxide (CO2), nitrous oxide (N2O) and methane (CH4), from agroecosystems is critical. Therefore, in this study we made continuous half‐hourly measurements of CO2, N2O, and CH4emissions from potato and pea crops in southwest British Columbia, Canada using micrometeorological instrumentation installed at the field edge. To correct for the effects of the field edge on the micrometeorological measurements, we used supplementary chamber measurements and a footprint model. This enabled us to estimate the actual GHG budgets of the study crop areas. The correction had a larger effect on N2O fluxes than CO2fluxes because of a more pronounced difference in N2O fluxes between the crop and edge areas. Both crops sequestered CO2on an annual basis. However, after taking carbon (C) export via crop harvest and C import via seeding into account, the potato crop shifted to being a moderate C source while the pea crop became near C neutral. Even though CH4emissions were low, substantial N2O emissions outweighed the CO2uptake from the atmosphere by both crops, resulting in both being GHG sources. Combining eddy‐covariance and flux‐chamber data with flux analysis allowed estimation of actual greenhouse gas fluxes from crop fieldsIncluding export (harvesting) and import (seeding), peas were near carbon neutral while potatoes were a moderate carbon sourceFor both potato and pea crops, nitrous oxide contributed the largest proportion of the annual total greenhouse gas emissions Combining eddy‐covariance and flux‐chamber data with flux analysis allowed estimation of actual greenhouse gas fluxes from crop fields Including export (harvesting) and import (seeding), peas were near carbon neutral while potatoes were a moderate carbon source For both potato and pea crops, nitrous oxide contributed the largest proportion of the annual total greenhouse gas emissions

Biosolids may improve the ecological function of degraded semiarid grasslands, but an understanding of the plant community is essential. An experiment was established in 2001 to determine the effects of a single surface application of biosolids on soil aggregate stability and the composition of the plant community in a semiarid grassland in British Columbia, Canada. Four treatments were evaluated: (i) surface biosolids application at 20 (Bio‐20) and (ii) 60 Mg ha 1(Bio‐60), (iii) mineral fertilizer, and (iv) a control. All treatments were replicated in four blocks. Soil was sampled during the spring (May), summer (June–July), and fall (October) in 2005, 2006, and 2009; the plant community was assessed in 2009. The greatest increases in size of stable aggregates relative to the control were in the spring and summer, which coincided with a 1.6‐ to 2.1‐fold increase in the spring concentration of N within stable aggregates when biosolids were applied at 20 and 60 Mg ha 1, respectively. Nitrogen concentrations from the Bio‐60 treatment were not different from the control, but the Bio‐20 treatment had 42% greater N than all other treatments during summer. Biosolids application in this ecosystem did not increase perennial forage grass species relative to the control, and when biosolids were applied at a rate of 60 Mg ha 1there was a 75% reduction in the perennial forage plant species. The application of biosolids to native grasslands in semiarid environments should be done cautiously, especially when winter annual plant species (e.g., cheatgrass [Bromus tectorumL.]) are present before application. Increased size and stability of soil aggregates 8 yr after a single biosolids application.Evidence of a large nutrient flux early in the growing season 8 yr after biosolids application.Biosolids decreased the cover of perennial grasses while increasing winter annuals.The recovery of degraded grasslands is a slow process in semiarid environments.

Postsecondary institutions are currently developing and applying innovative curricula to meet the future demand for land managers and planners with a solid knowledge of soil science. The objective of this study was to describe and evaluate the University of British Columbia (UBC) Farm problem-based learning (PBL) case study within the upper level, undergraduate/graduate Sustainable Soil Management course. The UBC Farm case led to compilation of a student-generated data set that dates back to 2004 and allowed students to work in collaboration with the UBC Farm managers and staff. Preliminary student feedback indicated that the UBC Farm case was effective at presenting the impacts of agricultural management practices on soil chemical properties and overall soil quality concepts. In addition, students found the hands-on activities of soil sampling, data interpretation, and working in collaboration with the farm staff to be stimulating. Having the opportunity to involve students in data collection each year allows instructors to build depth into the case, to ask more complex questions, and to cooperate with the farm manager in focusing on specific issues of relevance to the farm that change over time. This educational approach could serve as a framework for using PBL within postsecondary soil science curriculum in ways that support both student learning and natural resource management.

As global issues continue to place increasing demands on soil resources, the need to provide soil science education to the next generation of soil scientists and the general public is becoming more imminent. In many countries around the world, including Canada, soil is either not included in the high school curriculum or it is not covered in depth. To address this need for better integration of soil science into high school programs in Canada, a national collaborative program entitled Soil 4 Youth (soilweb.landfood.ubc.ca/youth/), was established in 2009. The goals of the Soil 4 Youth program are to: (1) promote the discipline of soil science to high school students and teachers, (2) create open access soil education resources that can be directly implemented in high school curricula in Canada, and (3) raise awareness about the importance of soil. During the initial 4 years of the Soil 4 Youth program, we developed a variety of soil education resources, struck collaboration with several provincial high school teachers’ associations and not-for-profit organizations focused on promotion of science, and focused our efforts toward reaching a broader group of high school teachers and students. Our initial efforts of building the Soil 4 Youth program indicate that it is a viable platform through which collaboration among Canadian soil scientists and high school teachers can take place to ensure that high school students are better informed about the importance of soil. Impact StatementThe Canadian collaborative program, Soil 4 Youth, was established to promote the discipline of soil science to high school students and teachers. The program provides a platform for collaboration among soil scientists and high school teachers to ensure that high school students are better informed about the importance of soil. This article describes the development of the Soil 4 Youth program, offering insights into the challenges and potential solutions to advance soil science education for youth.

Increased disengagement of the current generation of postsecondary students (sometimes referred as “net generation”) from traditional instruction coupled with on-going popularity of games and mobile technologies have prompted interest in game-based learning in education. The objective of this study was to develop and evaluate the viability of a mobile game-based learning quest, based on the Questogo platform (website and mobile app) in an undergraduate Forest Ecology course offered at the University of British Columbia (UBC), Vancouver. The disturbance ecology (DE) quest was designed as a self-study activity that supports field-based laboratory sections of the course. The quest included instructional, location-based, and question- and answer-type of tasks that tested students’ knowledge of forest and disturbance ecology in an outdoor setting. After completing the DE quest, students provided feedback via an online survey. The majority of students found the DE quest to be a useful self-study tool, with 81% of respondents indicating that they were able to successfully engage with the mobile game-based learning technology. Sixty-six percent of the students would like to also see quests incorporated into other courses and 28% would like to have additional quests in the Forest Ecology course. This study provides a framework for incorporating mobile game-based learning into outdoor learning activities that offer students an engaging self-study educational experience.

•People connect with things they view as being relevant to their lives.•Effective communication about soil is important for soil security.•Both formal and informal education can be used to connect people with soil.•Concepts that resonate with people (e.g., soil health, soil security) are needed.•Platforms are needed to reach people (social marketing, social media, games, etc.).

The objective of this study was to determine if application of biosolids is beneficial for restoring semiarid grasslands. The effects of a one‐time surface application of biosolids at a rate of 20 Mg ha−1on individual plant species and plant community composition were examined at three degraded semiarid grassland sites located in the southern interior of British Columbia, Canada. Biosolids application did not result in desirable changes in plant species composition at the two drier sites (with annual precipitation <400 mm) yet led to overall positive plant species changes at the least dry site (with annual precipitation of 400 mm). An important late‐seral species of semiarid grasslands, bluebunch wheatgrass [Pseudoroegneria spicata(Pursh) Á. Löve], did not respond or decreased at the two drier sites but increased at the least dry site. Exotic invasive plant species increased on all sites. The total vegetative cover of native perennial grasses increased from 41 to 99% at the least dry site, with important decreases in low‐growing, early‐seral forb species. Although cheatgrass (Bromus tectorumL.) was not significantly increased by the biosolids treatment, the dominance of cheatgrass and lower growing season precipitation at the two drier sites were likely key reasons for the poor biosolids restoration success at these sites. Despite some concerns, there is potential to use biosolids to restore grassland plant communities successfully within 4 or 5 yr on more mesic grassland sites; however, biosolids use on drier sites where exotic invasives are present cannot be recommended.

Since soil plays a crucial role in all aspects of global environmental change, it is essential that post-secondary institutions provide students with a strong foundation in soil science concepts including soil classification. The onset of information technology (IT) and web-based multimedia have opened new avenues to better incorporate traditional, static educational resources such as soil monoliths into post-secondary teaching and learning. The objective of this study was to develop an open access, web-based educational tool entitled “Virtual Soil Monoliths” (VSM) (http://soilweb.landfood.ubc.ca/monoliths/), based on a soil monolith collection at the University of British Columbia (UBC), Vancouver, Canada. With 197 monoliths, the UBC collection is the second largest of its nature in Canada, but due to poor storage and displays it has been underutilized in teaching. The VSM tool was developed by a team of scientists, instructional designers, IT specialists, and students and integrated into the Introduction to Soil Science course at UBC to support lectures and laboratory sections on parent material identification and soil classification. Student feedback indicated the VSM tool was helpful in facilitating student achievement of learning objectives related to basic soil classification and soil identification skills. Students used the VSM tool to complete assignments in the Introduction to Soil Science course, and students pointed out that the high-resolution monolith photographs were the most useful feature of the tool. This study provides a framework for incorporating inventory-type learning resources into an interactive teaching tool and a “living” educational resource that helps students grasp connections across disciplines.

In an attempt to address declining enrollment in soil science programs and the changing learning needs of 21st century students, several North American universities have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. An interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop a web-based teaching tool, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/; verified 4 Oct. 2011) was a collaborative and concentrated effort to maximize the advantages of two educational approaches—the web's adaptability and accessibility, and PBL's capability to foster an authentic learning environment, apply core concepts, and encourage group work. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool conveyed case study objectives and was appealing to students. The tool is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management, but it is flexible enough to be adopted for other natural resource courses.

The transition of our large (∼300 student) introductory soil science course to the online setting created several challenges, including engaging first‐ and second‐year students, providing meaningful hands‐on learning activities, and setting up online exams. The objective of this paper is to describe the development and use of question banks for online exams and other forms of assessment in an introductory soil science course. Use of question banks for the development of the online exams, especially in large classes, may be advantageous due to time saving features such as automatic marking of quiz style questions, the ability to easily setup practice exams, and question randomization to reduce the risk of misconduct. Instructors should keep in mind that questions in the question banks should be aligned with course learning outcomes, and organized by theme and level of difficulty. Through a case study of this course, we hope to provide lessons learned which may be applicable to other large introductory science courses. Question banks are useful tool for online exams.Questions in the question banks need to align with course learning outcomes.Randomization of exam questions facilitates unproctored online exams.Question banks support retrieval practice and self‐study.

Soil 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. Soils knowledge is essential to address modern global challenges.Soils education has evolved to address an increasing variety of knowledge needs.A wide variety of teaching techniques are used in the modern classroom.A focus on soil functions may emphasize the multifunctionality of soils.Engaging the public is an important part of soil science education. Soils knowledge is essential to address modern global challenges. Soils education has evolved to address an increasing variety of knowledge needs. A wide variety of teaching techniques are used in the modern classroom. A focus on soil functions may emphasize the multifunctionality of soils. Engaging the public is an important part of soil science education.

Biosolids application to rangelands and pastures recycles nutrients and organic matter back to soils. The effects of biosolids (20 and 60 dry Mg ha−1) and N+P fertilizer on soil aggregate stability, bulk density, aeration porosity, and total C and N of stable aggregates were evaluated 4 and 5 yr after surface application to a crested wheatgrass [Agropyron cristatum(L.) Gaertn.] pasture in the southern interior of British Columbia (BC). The experiment was established in 2001 in a randomized complete block design with four replications. The 60 Mg ha−1biosolids treatment (Bio 60) had a greater aggregate mean weight diameter (MWD) and proportion of water‐stable soil aggregates > 1 mm relative to the control and fertilizer treatments. Temporal variation in aggregate stability was attributed to seasonal variations in soil water content. Surface application of 60 Mg ha−1of biosolids increased C concentrations within water‐stable aggregates relative to the control from 29 to 104, 24 to 79, and 12 to 38 g kg−1for the 2 to 6, 1 to 2, and 0.25 to 1 mm size fractions, respectively. The concentration of N within aggregates increased in similar proportions to C. Neither soil bulk density, nor aeration porosity were affected by biosolids application. Increased aggregation and the accumulation of soil C within aggregates following biosolids application creates a potential for better soil C storage, soil water retention, nutrient availability, and ultimately the overall health of semiarid perennial pastures.

The widespread use of heavy equipment during timber harvesting and site preparation can lead to reduced soil productivity and warrants development of new methods to assess compaction. We evaluated the effects of soil particle density, organic matter, particle size distribution, extractable oxides, and plastic and liquid limits on the maximum bulk density (MBD) of forest soils in British Columbia. Soil samples were collected from 33 sites throughout British Columbia, covering the major forest and soil types of the province. The standard Proctor test was used to determine MBD and related parameters, including the gravimetric water content (WMBD) and porosity (fMBD) at which MBD was achieved. The significance levels of single soil properties in predicting MBD were in the order plastic and liquid limits, organic matter, oxalate‐extractable oxides, and particle size distribution. For all samples, liquid limit and clay were most closely related to MBD (R2= 0.83). Addition of organic matter to the model increased the regression coefficients, and oxidizable organic matter caused a greater increase than did total C. Stratification of the sample set into groups based on plasticity led to higher R2values in multiple regressions, and different soil properties were important for nonplastic soils than for those with high, moderate, and low plasticity. Prediction with multiple regression explained the most variation in MBD for nonplastic soils, while properties of highly plastic soils explained the least variation in MBD and moderately plastic soils were intermediate. Based on our findings, we propose an approach for using MBD to help better interpret bulk density data in forest soil compaction studies.

Due to the COVID‐19 pandemic we were confronted with the transition of a large, on‐campus introductory soil science course into an online setting. This created several challenges, such as providing meaningful learning experiences to engage first‐ and second‐year students, and restructuring course content for the online environment. The objective of our article is to document the transition from on‐campus to online teaching and learning, through the consolidation of existing course material and the development of new resources to engage students in an introductory soil science course. We compare on‐campus, distance education, and online blended teaching and learning approaches for the same course, and provide lessons learned that may be applicable to other large introductory science courses. Our experience included the use of virtual laboratories, traditional online course materials, synchronous and asynchronous discussions, and the use of question banks for online exams. Recognizing the narrow preparation window, we focused on developing resources that provide benefits beyond COVID‐19. A simplified, easy‐to‐follow online course structure (e.g., weekly) was developed.Labs were redesigned for a virtual format with a focus on concepts, not procedures.Synchronous and asynchronous instruction was blended, including discussions.We limited the creation of new online resources based on their post pandemic utility.

Professional natural resource managers require a solid understanding of sustainable soil practices. Postsecondary institutions are increasingly integrating innovative approaches such as hybrid problem‐based learning (PBL) and team‐based learning (TBL) to train future professional land managers to tackle complex problems. This article describes the application of a hybrid PBL–TBL approach in a combined undergraduate and graduate level course, Sustainable Soil Management, offered at the University of British Columbia (UBC), Vancouver, Canada. The course utilizes 15 modified PBL cases, where “modified PBL” refers to a hybrid PBL–TBL approach. The course aims to provide experiential learning opportunities for students to connect with practicing professionals and community partners in addressing real‐world issues. Course instructors identified several challenges related to the modified PBL approach including multiple outcomes based on data interpretation, imbalanced team composition, and complex cases that demand advanced education and/or experience. However, course instructors and students were favorable of the enhanced teaching and learning opportunities offered by the hybrid PBL–TBL format. Student engagement was facilitated by the practical relevance of the cases, the opportunity to incorporate fieldwork, and interactions with external (guest) case contributors; and a balance between knowledge‐based and competency‐based learning outcomes was achieved. This hybrid PBL–TBL approach could serve as a framework for other postsecondary courses focused on sustainable management of natural resources.