Introductory soil courses: a frontier of soil science education in Canada
2018
Krzic, Maja | Yates, Thomas T. | Basiliko, Nathan | Pare, Maxime C. | Diochon, Amanda | Swallow, Mathew
As the focus of soil science education in Canada and elsewhere has shifted towards nonsoil science majors, it is important to understand if and how this has affected the scope of introductory soil science courses. The objectives of this study were to inventory Canadian postsecondary units that offer introductory soil science courses and to document attributes of instructors, students, and teaching approaches in these courses. We surveyed 58% of the instructors of introductory soil science courses across Canada, and most of these courses were offered by geography and environmental science units. The majority of instructors followed a traditional lecture (86%) and laboratory (76%) delivery format, whereas 36% used online teaching resources. Introductory courses were delivered by primarily one instructor, who held a Ph.D. in a tenure track position and in most cases developed the course themselves. Over half of the instructors surveyed used either a required or a recommended textbook, pointing to the need for creation of a Canadian-authored soil science textbook. Several follow-up studies are needed to evaluate teaching methods used in the upper level soil science courses, students’ perceptions of teaching in soil science, and instructors’ knowledge of resources available for online and (or) blended learning.
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