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The framework of ecosystem services (ES) and disservices (ED) has increasingly been used in various science, technology, engineering, and mathematics (STEM) disciplines, including soil science. The objectives of this study were to use ES/ED concepts to extend and test an existing lecture and laboratory exercise on soil organic carbon (SOC) in an online introductory soil science course (FNR 2040: Soil Information Systems) taught to Clemson University students from various STEM disciplines (forestry, wildlife biology, and environmental and natural resources) in Fall 2020. The laboratory exercise was extended with a series of reusable learning objects (RLOs), which are self-contained digital modules commonly utilized in e-learning. The laboratory exercise consisted of identifying ES and calculating the avoided social cost of carbon (SC-CO2) from soil organic carbon stocks in the assigned soil's topsoil horizon. The laboratory exercise effectively increased student familiarity with ES/ED as indicated by the post-assessment survey with a +24.4% increase in the moderately familiar category and a +36.1% increase in the extremely familiar category. The graded online quiz consisted of ten questions and was taken by 51 students with an average score of 8.7 (out of 10). A post-assessment survey indicated that most of the students found that the laboratory was an effective way to learn about ES/ED with examples from soil science. Detailed students' comments indicated enjoyment of learning (e.g., calculations, applying new knowledge), the value of multimedia (e.g., PowerPoint, video), the flexibility of learning (e.g., different parts in the laboratory), the applicability of content (e.g., real-world examples), and criticism (e.g., tedious calculations). A word cloud based on students' comments about their experience with the laboratory exercise on soil ES indicated the most common words used by students to describe their experience, such as "soil services", "learning", "enjoyed", and "ecosystems", among others. Incorporating ES/ED into an undergraduate STEM course enabled students to connect ES/ED provided by soil with the societal systems reliant on the soil resources.

Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map "Soil Forming Factors: Climate" for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants' perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students' positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting.

The United Nations (UN) Land Degradation Neutrality (LDN) evaluation stresses the need to account for different types of land degradation (LD) as part of the UN Sustainable Development Goal (SDG 15: Life on Land) and UN Convention to Combat Desertification (UNCCD). For example, one of the indicators, 15.3.1 Proportion of land that is degraded over total land area, can be differentiated between different types of LD (e.g., urban development, agriculture, barren) when considering land use and land cover (LULC) change analysis. This study demonstrates that it is important to consider not only the overall anthropogenic LD status and trend over time, but also the type of LD to confirm LDN. This study's innovation is that it leverages remote-sensing-based LULC change analysis to evaluate LDN by different types of LD using the state of Ohio (OH) as a case study. Almost 67% of land in OH experienced anthropogenic LD primarily due to agriculture (81%). All six soil orders were subject to various degrees of anthropogenic LD: Mollisols (88%), Alfisols (70%), Histosols (58%), Entisols (55%), Inceptisols (43%), and Ultisols (22%). All land developments in OH can be linked to damages from LD, with 10,116.3 km2 developed, resulting in midpoint losses of 1.4 × 1011 kg of total soil carbon (TSC) and a midpoint social cost of carbon dioxide emissions (SC-CO2) of $24B (where B = billion = 109, USD). Overall, the anthropogenic LD trend between 2001 and 2016 indicated LDN, however, during the same time, there was a six percent increase in developed area (577.6 km2), which represents a consumptive land conversion that likely caused the midpoint loss of 8.4 × 109 kg of TSC and a corresponding midpoint of $1.4B in SC-CO2. New developments occurred adjacent to current urban areas, near the capital city of Columbus, and other cities (e.g., Dayton, Cleveland). Developments negated OH's overall LDN because of multiple types of damages: soil C loss, associated "realized" soil C social costs (SC-CO2), and loss of soil C sequestration potential. The state of OH has very limited potential land (1.2% of the total state area) for nature-based solutions (NBS) to compensate for the damages, which extend beyond the state's boundaries because of the greenhouse gas emissions (GHG). [ABSTRACT FROM AUTHOR]

The concept of soil quality (SQ) is defined as the soil's capacity to function, which is commonly assessed at the field scale. Soil quality is composed of inherent (soil suitability) and dynamic (soil health, SH) SQ, which can also be analyzed using geospatial tools as a SQ continuum (SQC). This study proposes an innovative spatiotemporal analysis of SQ degradation and emissions from land developments using the state of Iowa (IA) in the United States of America (USA) as a case study. The SQ degradation was linked to anthropogenic soil (SD) and land degradation (LD) in the state. More than 88% of land in IA experienced anthropogenic LD primarily due to agriculture (93%). All six soil orders were subject to various degrees of anthropogenic LD: Entisols (75%), Inceptisols (94%), Histosols (59%), Alfisols (79%), Mollisols (93%), and Vertisols (98%). Soil and LD have primarily increased between 2001 and 2016. In addition to agricultural LD, there was also SD/LD caused by an increase in developments often through urbanization. All land developments in IA can be linked to damages to SQ, with 8385.9 km2 of developed area, causing midpoint total soil carbon (TSC) losses of 1.7 × 1011 kg of C and an associated midpoint of social cost of carbon dioxide emissions (SC-CO2) of $28.8B (where B = billion = 109, USD). More recently developed land area (398.5 km2) between 2001 and 2016 likely caused the midpoint loss of 8.0 × 109 kg of C and a corresponding midpoint of $1.3B in SC-CO2. New developments are often located near urban areas, for example, near the capital city of Des Moines, and other cities (Sioux City, Dubuque). Results of this study reveal several different kinds of SQ damage from developments: loss of potential for future C sequestration in soils, soil C loss, and "realized" soil C social costs (SC-CO2). The state of IA has very limited potential land (2.0% of the total state area) for nature-based solutions (NBS) to compensate for SD and LD. The results of this study can be used to support pending soil health-related legislation in IA and monitoring towards achieving the Sustainable Development Goals (SDGs) developed by the United Nations (UN) by providing a landscape-level perspective on LD to focus field-level initiatives to reduce soil loss and improve SQ. Future technological innovations will provide higher spatial and temporal remote sensing data that can be fused with field-level direct sensing to track SH and SQ changes. [ABSTRACT FROM AUTHOR]

The geology program at Clemson University has instituted a new, six-semester-long undergraduate research course sequence that requires student participation in ongoing departmental research projects from their sophomore through senior years. As a part of a university-wide initiative focusing on undergraduate research, termed Creative Inquiry at Clemson University, the experience provides students with the opportunity to address real research problems in Earth science, gather their own data, and interact with a diverse group of students through interdisciplinary group projects that culminate in group presentations and the publication of research results. Students may choose from a variety of research project options, most of which involve environmental monitoring of selected parcels of an extensive tract of university-owned forest land near campus. Assessment of the pilot offering of the sophomore research experience indicated that students recognized the effectiveness of these courses in fostering better inquiry, analysis, and presentation skills. (Contains 3 tables and 3 figures.)

Many climate change "solution" plans include net-zero goals, which involve balancing the anthropogenic greenhouse gas emissions (GHG) with their removal. Achieving net-zero goals is particularly problematic for soils because they are often excluded from GHG inventories and reduction plans. For example, Maryland's Climate Solutions Now Act (Senate Bill 528) put forward the goal of lowering emissions of GHG to 60% under 2006 quantities by 2031 and with a target of net-zero emissions by 2045. To achieve these goals, the state of Maryland (MD) needs to quantify GHG emissions from various sources contributing to the state's total emissions footprint (EF). Soils are currently excluded from MD's GHG assessments, which raises a question about how the soil impacts the net-zero goal. This study examines the challenges in meeting net-zero goals using an example of carbon dioxide (CO2) as one of the GHG types (net-zero CO2 emissions). The current study quantified the "realized" social costs of CO2 (SC-CO2) emissions for MD from new land developments in the period from 2001 to 2016 which caused a complete loss of 2.2 × 109 kg of total soil carbon (TSC) resulting in $383.8M (where M = million, USD = US dollars). All MD's counties experienced land developments with various emissions and SC-CO2 monetary values. Most of the developments, TSC losses, and SC-CO2 occurred near the existing urban areas of Annapolis and Baltimore City. These emissions need to be accounted for in MD's GHG emissions reduction plans to achieve a net-zero target. Soils of MD are limited in recarbonization capacity because 64% of the state area is occupied by highly leached Ultisols. Soil recarbonization potential is further reduced by urbanization with Prince George's, Montgomery, and Frederick counties experiencing the highest increases in developed areas. In addition, projected sea-level rises will impact 17 of MD's 23 counties. These losses will generate additional social costs because of migration, costs of relocation, and damages to infrastructure. The state of MD has a high proportion of private land ownership (92.4%) and low proportion of public lands, which will limit opportunities for relocation within the state. Net-zero targets are important but meeting these targets without specific and integrative approaches depending on the source and type of emissions may result in failure. These approaches should also focus on the social costs of emissions, which raises the need for a new concept of integrating net-zero emissions and social costs. [ABSTRACT FROM AUTHOR]

Organic and inorganic soil C pools are major components of the global C budget, yet they are still poorly estimated and understood. This study ranked atmospheric wet [Ca.sup.2+] deposition from 1994 to 2003 within the continental United States by soil order using spatial analysis of [Ca.sup.2+] wet deposition data and a state soil geographic database. The total average annual atmospheric wet deposition (AAAWD) of [Ca.sup.2+] within the continental United States was 8.6 x [10.sup.8] kg, which would be equivalent to the theoretical formation of 2.6 x [10.sup.8] kg C as soil inorganic C (SIC), barring losses from erosion and deep leaching. The soil orders receiving the highest area-normalized total AAAWD of [Ca.sup.2+] were: (i) Alfisols (172 kg [km.sup.-2] [Ca.sup.2+]), (ii) Mollisols (170 kg [km.sup.-2] [Ca.sup.2+]), (iii) Histosols (168 kg [km.sup.-2] [Ca.sup.2+]), and (iv) Vertisols (157 kg [km.sup.-2] [Ca.sup.2+]). Barring losses from erosion and leaching, these [Ca.sup.2+] wet deposition fluxes would equate to the theoretical formation of the following amounts of area-normalized total C equivalents in the pedon: (i) Alfisols, 52 kg C [km.sup.-2]; (ii) Mollisols, 51 kg C [km.sup.-2]; (iii) Histosols, 50 kg C [km.sup.-2]; and (iv) Vertisols, 47 kg C [km.sup.-2]. The sequestration of SIC has been shown to be important in soil orders of nonarid regions, particularly in Mollisols and Alfisols. Abbreviations: AAAWD, average annual atmospheric wet deposition; NADP, National Atmospheric Deposition Program; NTN, National Trends Network; SIC, soil inorganic carbon; STATSGO, State Soil Geographic Database.