Introducing Students to Online County Soil Surveys and the STATSGO Database Using GIS

Lee, B. D.; Wald, Joseph A.; Lund, L. J.

doi:10.2134/jnrlse.1999.0093

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…Agronomic educators have used computers in a wide variety of formats, including to assist learning (Barbarick, 1985; McAndrews et al, 2005), to simulate various plant and soil processes (Barak, 1990; Wullschleger et al, 1992; Cassel and Elrick, 1992), to assist in management decisions (Waldren, 1984; Danneberger and Rieke, 1985; Thien, 1986; Stringer et al, 1987; Cross, 1993), to model a variety of agronomic concepts (St. Martin and Skavaril, 1984; Wery and Lecoeur, 2000), and as a common tool to bring modern applications such as geographic information systems into the classroom (Lee et al, 1999; Stout and Lee, 2004). At least 33 articles described using computers in instruction in this era, but references seemed to decline in the most recent 5 yr.…”

Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

A Century of Agronomic Education

2008

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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the aggregate effort of our predecessors and colleagues. Their talented and dedicated legacy has played a significant role in feeding the world while protecting soil and water resources. By consulting our past we seek wisdom for the future, knowing that educational challenges of equal significance wait. The first volume (1909) included an article on instruction in soil physics and approximately 650 more education articles have since appeared. Most early articles focused on soils and crops course descriptions and their need for standardization. Then emphasis switched to teaching methods, aids, philosophies, student characteristics, evaluation, and curricula. Contributions from land‐grant institutions have been most numerous, but other sources are becoming more common. The number of articles has steadily increased, as has author collaboration on articles, growing from only about 10% in early years to about 70% in recent editions. We hope our abbreviated summary of the past stimulates you into consulting the writings of your esteemed predecessors and that you find validation of your efforts toward making a difference in some future agronomic record. As global pressures increase the demands on agronomic education, history may provide a pattern for success. Past achievements suggest that agronomic education is well‐founded and can be expected to impact the next century of learning as capably as it did its first century.

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Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

A Century of Agronomic Education

2008

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“…Soil science instructors commonly use 2‐D maps or GIS layers to visualize the spatial distribution of soil attributes on the landscape (Lee et al, 1999; McCallister et al, 2002). Draping 2‐D soil attribute maps or layers over a digital elevation model (DEM) may provide further insight about the soil landscape (Pennock and Acton, 1989; Osher and Buol, 1998).…”

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confidence: 99%

Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching Tool

Schmid

Manu

Norton

2009

Journal of Natural Resources and Life Sciences Education

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Three‐dimensional visualization is helpful in understanding soils, and three dimensional (3‐D) tools are gaining popularity in teaching earth sciences. Those tools are still somewhat underused in soil science, yet soil properties such as texture, color, and organic carbon content vary both vertically and horizontally across the landscape. These properties can be realistically modeled and visualized using a 3‐D geographic information system (GIS). This type of visualization offers instructors a unique method to deliver soil landscape information to students. The objectives of this article were to: (1) explore 3‐D landscape modeling to visualize pedological properties and processes on a well understood loess landscape in western Iowa, and (2) evaluate the feasibility of the model as an instructional tool. The modeled site is a 2.1‐ha field that was intensively characterized both in the field and in the laboratory. These data were used to build 3‐D soil landscape models that demonstrate the pedological properties and processes central to the site. As a cost‐effective alternative, soil survey information was substituted for field collected data and used for model creation. While there are slight visual differences between the two models, they were not pedologically significant, and more importantly did not undermine the teaching or learning of concepts and processes inherent to the site. This study illustrates how 3‐D soil landscape models could be beneficial to students, but explains that instructors must seriously consider the amount of time and money they are willing to invest in creating these models.

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“…Soil science instructors commonly use 2D maps or GIS layers to visualize the spatial distribution of soil attributes on the landscape (Lee et al, 1999;McCallister et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Soil landscape modeling in the Loess Hills region of Monona County, Western Iowa

Schmid¹

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Introducing Students to Online County Soil Surveys and the STATSGO Database Using GIS

Cited by 5 publications

References 8 publications

A Century of Agronomic Education

A Century of Agronomic Education

Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching Tool

Soil landscape modeling in the Loess Hills region of Monona County, Western Iowa

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