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The Conservation Reserve Program (CRP) has been a major factor in land transitions out of intensive row‐crop management on marginally productive lands in the central United States. While CRP can protect these more environmentally sensitive lands against erosion and potential nutrient loss, information on how CRP affects soil quality over time is limited. Using a chronosequence with 0–40 yr of CRP conversion history, we evaluated soil quality under different land use intensities (CRP, pasture, row crop) using the Soil Management Assessment Framework (SMAF). Effects of slope classes (higher [14–25%] and lower [2–14%]) and soil depth (0–120 cm) were also evaluated. Our results show that the soils were functioning at 84 and 78% of their theoretical capacity under CRP and row crop, respectively. Conversion to CRP enhanced overall soil quality by increasing soil biological, physical, and chemical attributes, but soil nutrient availability decreased due to the absence of fertilizer application. Increasing soil organic C (SOC) enhanced overall soil quality because of its impact on soil biological, physical, chemical, and nutrient conditions. Conversion to CRP will likely have greater benefits for more environmentally sensitive soils (i.e., higher slope) as demonstrated by structural equation modeling. Land use effects were also depth dependent, with more prominent effects within the 0‐to‐5‐cm than the 5‐to‐15‐cm depth increment. Overall, our methods focused on key soil quality indicators, confirmed ecological benefits of CRP conversion, and provided guidance for improved and simplified land management recommendations. Core Ideas Converting marginal cropland to the Conservation Reserve Program for 10−40 yr improved soil quality. Decreased land use intensity had stronger benefits on environmentally sensitive soil. Decreased land use intensity increased soil organic C for 0‐to‐5‐cm depth but not deeper depths. C and N availabilities explained 82% of the variations in β‐glucosidase activity. Conversion to the Conservation Reserve Program decreased NO3 leaching potential.

Evolving computer technology is offering opportunities for new online approaches in teaching methods and delivery. Well-designed web-based (online) lessons should reinforce the critical need of the soil science discipline in today's food, energy, and environmental issues, as well as meet the needs of the diverse clientele with interest in agricultural and/or environmental disciplines. The objectives of the project were to: (1) develop web-based lessons in soil genesis and development and (2) evaluate context-based case studies or application lessons (agronomic, environmental, and ecological situations) to teach soil genesis and development. Six principles lessons, along with three applications lessons, were developed for use by undergraduate soil science courses. Pre- and post-tests were used to assess learning gains. A postactivity survey was also used to assess perceptions of the web-based lessons by student users. Students' test performance from pre- to post-test improved by 69%. Although there were no differences in post-test gains among learning styles, or between genders, the students majoring in professional golf management had higher post-test gains than other majors. Since their inception in 2006, lessons have continued to be both primary and supplemental resources for multiple courses serving over 140 students each year at the University of Nebraska-Lincoln and Oregon State University-Cascades. The lessons will be especially useful for teachers who do not have extensive training in soil science yet cover the subject as part of a basic earth science course.

A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n > 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their learning strategies and provided instructors the experience to develop strategies of best practices in implementing metacognitive activities. An end‐of‐semester survey was administered to students to gauge student perception of these learning strategies. In the Soil Resources course, 69% of all students thought the emphasis on metacognition was useful, and 94% of the freshmen said the emphasis on metacognition was useful. In the Plant Science course, 82% of the students said the emphasis on metacognition was useful. Impact Statement Teaching and learning environments in higher education should be created to promote metacognitive thinking to cultivate achievement and prepare students to address societal challenges.

This lesson explores the five major factors of soil formation—(1) climate, (2) organisms, (3) time, (4) topography, and (5) parent material—and their influence in forming soil. The distinction between active and passive factors, moisture and temperature regimes, organism and topographic influences, and parent material sources are described.

The objective of this study was to evaluate student learning and student satisfaction when computer technology is used as a tool to teach soil erosion concepts. The methods compared were; 1) traditional-interactive utilizing textbook, worksheets, and small group discussion, and 2) online lesson, utilizing photographs, illustrations, animations, and an interactive calculation model that allowed students to manipulate factors influencing erosion. All students took a ten-question objective pre-test prior to the lesson, followed by ten-question objective post-test upon lesson completion. Within one week of lesson completion, students completed a survey on Student Assessment of Learning Gains (SALG) to assess satisfaction with each teaching method. Neither pre-nor post-test scores differed between the two teaching methods. Student satisfaction, as measured by SALG ratings, was significantly higher overall for students completing the on-line lesson compared to students using the traditionalinteractive method. Thirty-one out of the 43 SALG survey question scores, encompassing the area of lesson design, skills gains, learning gains, and understanding, were significantly higher for the student group taking the on-line lesson. With proper implementation of instructional design and technical support, incorporation of on-line lesson in soil science classes is an effective way to enhance student interest, motivation, and satisfaction in the learning process.

The processes occurring over time in a soil are reflected in vertical and lateral physical and chemical characteristics of that soil. The four soil forming processes, in conjunction with the five factors of soil formation, organize parent material into a soil profile that consists of soil horizons. These processes can occur over millennia; however, they can also be influenced by short‐term variables such as human use. Understanding the processes enables interpretation of the natural history of a soil and provides a starting point to evaluate how future changes will affect the soil resource. Combining landscape history with knowledge of principles of soil profile development allows for more precise and effective land use planning, from residential development to precision agricultural practices.

The system of soil classification developed by the United States Department of Agriculture (USDA) is called Soil Taxonomy. This lesson focuses on broad descriptions of soils at the Order level of classification.

Most soil parent materials were rocks at some time in their history. The minerals in rocks may contribute to soil fertility and other soil properties long after the original rock is gone. Consequently, it is a valuable skill to be able to identify broad categories of rock. This lesson will discuss igneous, metamorphic, and sedimentary rocks and the minerals found in them. The lesson will also provide opportunities for students to identify rocks based on given characteristics.

Weathering of rocks and minerals, which include physical, chemical, and biological processes, contributes to the development of soil. The degree of weathering depends not only on the rock and mineral composition but also on climate and biological activities. Experiential learning activities for different global regions support the learning objectives.