The soil science discipline has undergone significant changes since its establishment in the 1900s; from strong connections with agronomy to a broader focus on ecosystems, earth, and environmental sciences while also during this period experiencing a notable increase in diversity among soil scientists. In this review, we explore soil science from the perspective of gender demographics and disciplinary foci of soil scientists. We examine graduate student enrollment metrics; employment information in academia, the federal government, and the private sector; and membership data from SSSA to gain deeper insight into these changes and the implications for the future of soil science. Women earn nearly half of the advanced soil science degrees. The number of women pursuing soil science careers has also increased, albeit less markedly, as women now comprise 24, 26, and 20% of the soil scientists in academic faculty positions, federal agencies, and private industry, respectively. However, there is reason for concern that women linger in intermediate levels of employment, and further attrition occurs along the career ladder with only ~18% of the highest employment levels held by women; even fewer reach executive leadership levels in any sector. The growing participation of women in soil science is further reflected in a nearly 45% increase in female membership and meeting attendance in SSSA over the past decade, but recognition of their accomplishments and their presence in SSSA leadership positions remains low. We provide recommendations toward greater inclusion and gender diversity as this represents an important pathway to grow and innovate our science.

IntroductIon: This paper argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross 'vocational thresholds' to new ways of being.AIm: A notion of 'vocational thresholds' is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of 'threshold concepts' -concepts that transform perspectives and integrate previously disconnected or hidden knowledge, sometimes in ways that are 'troublesome' to previously held beliefs.methods: The paper is based on a thematic analysis of 57 GPs' brief written accounts of a particularly powerful learning experience during their development. Accounts were provided in a conference session about an ongoing study of workplace-based structured learning arrangements in the fields of general practice medicine, engineering, and building.FIndIngs: Most GPs' accounts focused on development of dispositional attributes that moved them to a new understanding of themselves in relation to their work and patients. Just under two-thirds picked out informal and formal collegial relationships within purposeful learning arrangements as pivotal. A third picked out direct experiences with patients as shifting their perspective.conclusIon: The emergent idea of vocational thresholds is offered as a way to frame the most important learning experiences identified by GPs. It supports a focus in early and ongoing development beyond accumulating clinical expertise and skills (knowing and doing), to dispositional capability (being) -vital for practitioners negotiating inherent and daily uncertainty.

The accurate and timely identification of soil morphological indicators of anaerobic conditions is critical for the proper documentation of hydric soils and prolonged soil saturation. Iron monosulfide (FeS) forms under anaerobic conditions following complexation of Fe and reduced S to form insoluble, black to very dark gray (value ≤ 4, chroma ≤ 1) concentrations and/or soil coatings. These features are observable as soft masses or pore linings or are dispersed throughout the soil matrix in the form of concentrated zones of FeS. Variation in soil and environmental conditions result in a wide range of FeS expression from <1 to 100% coverage of the soil matrix. We seek to explain the environmental conditions required for FeS formation and describe diagnostic methods to document FeS in a field setting. Field identification of FeS can be performed through an oxidized color change test (either ambient air or the application of 3% H 2 O 2 ) and via the evolution of H 2 S after the application of 1 M HCl. The use of Indicator of Reduction in Soil (IRIS) devices provides additional supporting evidence of S reducing conditions in soils and thus environmental conditions conducive to FeS formation when other necessary constituents are present. The concepts and techniques outlined in this review can serve as useful resources to inform our understanding of belowground redox chemistry and facilitate the accurate identification of FeS in wet soil environments.

Core Ideas Enrollment increased in most soil science courses from 2009 to 2013. Students from many different majors took soil science coursework. Total female enrollment increased, but the percentage of female students decreased. Soil judging participation remained consistent. Student to faculty ratio went up between 2009 and 2013. Data were collected from 10 universities in the United States on declared academic majors and gender of students enrolled in seven different soil science courses over a 5‐yr period. Combined trends for all courses and trends for each individual course were evaluated. Data were also collected on the number of students participating in soil judging as well as tenure track and non‐tenure track full time equivalent (FTE) soil science faculty positions. Environmental science, crop science/horticulture/agronomy, and other agricultural students enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment, while crop science/horticulture/agronomy and soil science student enrollment declined. Soil physics was the only class where declared soil science students were the single largest enrolled group. Soil judging numbers were consistent, while FTE faculty showed a slight decline. Students from many different academic majors took soil science courses at the universities investigated, and the most common majors in these courses depended on the course and the material it addressed. Overall student enrollment increased in all subject areas investigated except soil physics. While the results from this study are somewhat mixed, the overall growth in student enrollment in soil science courses at the investigated universities, as well as the broad range of majors enrolled in soil science coursework, indicate an upward trajectory in soil science education at these universities.

All rights reserved. No part of this periodical may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission for printing and for reprinting the material contained herein has been obtained by the publisher. S oil redox potential is an estimate of electron activity and is used to predict the electrochemical stability of redox sensitive species. The potential is measured between a Pt-tipped electrode and a reference electrode that are both placed in contact with a soil. Soils with more reducing conditions transfer a relatively negative charge to the Pt electrode, while soils with more oxidizing conditions transfer a relatively positive charge. Redox potential in soil is infl uenced by a number of factors including temperature, microbial activity, and the presence of various electron acceptors, such as oxygen, nitrate, Mn oxides, and Fe oxides (Ponnamperuma, 1972). Soils with oxygen present due to either the absence of saturation or oxyaquic conditions have relatively high redox potentials (Soil Survey Staff, 1999). When soil is saturated with stagnant water, oxygen is depleted from the soil environment during microbial decomposition of organic matter and electrons may then be transferred to alternate electron acceptors such as NO 3 − , Mn(IV) or Fe(III). These microbially mediated reactions are slower at cooler temperatures (Atlas and Bartha, 1987; Paul and Clark, 1996), while greater C abundance leads to increased microbial activity and therefore more rapid reduction.