This review explores ways that cover crops alter soil environmental conditions that can be used to decrease seed survival, maintain weed seed dormancy, and reduce germination cues, thus reducing above-ground weed pressures. Cover crops are grown between cash crops in rotation, and their residues persist into subsequent crops, impacting weed seeds both during and after cover crops’ growth. Compared to no cover crop, cover crops may reduce weed seedling recruitment and density via: i) reducing soil temperature and fluctuations thereof; ii) reducing light availability and altering light quality; and iii) trapping nitrogen in the cover crop, thus making it less soil-available to weeds. In addition, cover crops may provide habitat for above- and below-ground fauna, resulting in increased weed seed predation. The allelopathic nature of some cover crops can also suppress weeds. However, not all effects of cover crops discourage weeds, such as potentially increasing soil oxygen. Furthermore, cover crops can reduce soil moisture while actively growing but conserve soil moisture after termination, resulting in time-dependent effects. Similarly, decaying legume cover crops can release nitrogen into the soil, potentially aiding weeds. The multiplicity of cover crop species and mixtures, differing responses between weed species, environmental conditions, and other factors hampers uniform recommendations and complicates management for producers. But, cover crops that are managed to maximize biomass, do not increase soil nitrogen, and are terminated at or after cash crop planting will have the greatest potential to attenuate the weed seed bank. There are still many questions to be answered, such as if targeting management efforts at the weed seed bank level is agronomically worthwhile. Future research on cover crops and weed management should include measurements of soil seed banks, including dormancy status, predation levels, and germination. Highlights - Cover crops alter the weed seed bank environment, influencing survival, dormancy, and germination. - Weed seed germination may be reduced by decreased temperature and fluctuations thereof, light, and soil nitrogen. - Weed seed germination may be increased by greater soil moisture, soil nitrogen, and oxygen. - Management should maximize cover crop biomass, decrease soil nitrogen, and delay termination for the greatest potential. - Future research should include measurements of weed seed banks, including dormancy status, predation, and germination.

Introductory soil science courses are an important part of the undergraduate curriculum in agriculture, environmental sciences, and natural resource management and traditionally include an in-person laboratory where students acquire both handson learning and practice important skills. This all changed when all classes quickly transitioned to completely online because of the COVID-19 pandemic. The objective of this paper is to document student and instructor experiences transitioning two field-based labs into asynchronous, online distance labs and evaluate students' performance in an introductory soil science lab course. Two lab sessions were modified so that students could complete them from home using household equipment and pre-lab instruction was delivered using online videos. After the course, student performance on learning objectives for each lab, evaluated using rubrics, and student grades were analyzed. Students performed well on soil color and texture but struggled with new concepts like identifying landscape positions. Students were able to practice hands-on skills and learn more about soils near their homes. The lessons learned from the experience were that students need to submit photos or maps to document their lab exercises and to be used in grading and verification, to ensure that students have equipment and tools they need to complete the labs, and frequent feedback or communication during laboratory exercises is needed.

During the COVID‐19 pandemic, preexisting soil science laboratories were redesigned for self‐guided learning (SGL). The SGL laboratories occurred on‐campus during the fall 2020 semester in two introductory soil science courses at the University of Tennessee at Martin and Virginia Polytechnic Institute and State University. Students carried out the activities by visiting multiple outdoor sites on campus, individually or in pairs, without the instructor. Students accomplished this by following instructions provided on location sign boards and instruction manuals. We evaluated student perceptions of the SGL laboratories using an optional qualitative survey that students completed post‐laboratory and student performance on SGL activities using rubrics. Our results showed that students found the difficulty level and amount of time required for the SGL laboratories to be equal to traditional in‐person laboratories. Most students found the SGL laboratories enjoyable or very enjoyable because of the flexibility and hands‐on learning outdoors. Students recommended more SGL laboratories during and after the pandemic, preferably accompanied by frequent student–instructor interaction. Rubric analysis showed that SGLs were best suited for practicing previously learned skills in practical contexts and learning simple skills and concepts, but students did not perform well with complex and abstract concepts. Overall, students were able to successfully complete SGL laboratory activities in a hands‐on yet socially distanced way. The results suggest that SGLs can be implemented in post‐pandemic lectures and laboratory courses designed for hands‐on learning in a distance learning format.