Course Syllabus
SOIL GENESIS AND MORPHOLOGY
Fall 2020 Schedule
CLASS: weekly pages posted with content on Fridays at 5 pm - weekly assignments due Friday by 5 pm
Thursday F2F meeting at 9:35 am https://uwyo.zoom.us/j/97241912087
Meeting ID: 972 4191 2087
Passcode: krotovina
One tap mobile
+13462487799,,97241912087# US (Houston)
+16699006833,,97241912087# US (San Jose)
LAB: Tuesday OR Wednesday face-to-face help available from 1 to 2 pm - lab assignments due Friday by 5 pm
https://uwyo.zoom.us/j/93967875176
Meeting ID: 939 6787 5176
Passcode: krotovina
One tap mobile
+13462487799,,93967875176# US (Houston)
Course Description
This course encompasses soil genesis, morphology, and classification - otherwise known as pedology. Pedology is a branch of soil science focusing on the formation, morphology, and classification of soils as bodies within the natural landscape. As pedologists, we seek to understand how the properties and distribution patterns of soils worldwide have developed along with broader landforms, biogeochemical environments, and habitats of living organisms.
We collectively acknowledge that the University of Wyoming occupies the ancestral and traditional lands of the Cheyenne, Arapaho, Crow, and Shoshone Indigenous peoples along with other Native tribes who call the Great Basin and Rocky Mountain region home. We recognize, support, and advocate alongside Indigenous individuals and communities who live here now, and with those forcibly removed from their Homelands. http://www.uwyo.edu/asuw/senate-resources/legislation/sb-2699.pdf
Student Learning Objectives
- Create thorough and technically accurate descriptions of a soil in the field.
- Explain the relationships and interactions between soils and plant communities.
- Describe how soils form and the patterns in which they occur on the landscape.
- Estimate soil chemical and physical properties from photographs and field observations.
- Demonstrate a working knowledge of Soil Taxonomy.
Instructor
Dr. Karen Vaughan (uwyopedology.com), Assistant Professor of Pedology
drop-in office hours: TBD
I was born and raised in Rhode Island. I earned a B.S. in Entomology and Wildlife Conservation from the University of Delaware, an M.S. in Soil Science from the University of Maryland, and a Ph.D. in Soil Science from the University of Idaho. I worked for 3 years with the USDA-NRCS Snow Survey and Soil Survey programs in Salt Lake City, Utah and was on the faculty for 4 years at California Polytechnic State University in San Luis Obispo. In 2015 I joined the faculty at the University of Wyoming where I teach and conduct research in pedology, mineralogy, wetlands, soil landscape development, and biogeochemistry. My goal is to make this course and content interesting, approachable, engaging, and applicable to you. Any feedback you have throughout the semester is welcomed as I am always looking for ways to improve this course and the delivery - especially now that we have transitioned to remote instruction.
Graduate Teaching Assistants
Ruben Aleman, Ph.D. student in soil science
drop-in zoom office hours: Tuesday 9:35 - 10:50 am and by appointment
Join Zoom Meeting
https://uwyo.zoom.us/j/97241912087 (Links to an external site.)
Meeting ID: 972 4191 2087
Passcode: krotovina
One tap mobile
+13462487799,,97241912087# US (Houston)
+16699006833,,97241912087# US (San Jose)
I'm originally from Tacoma, WA. I earned my B.S in Crop & Soil Science at Oregon State University in Corvallis, OR. During that time I focused on working with and managing small farms and vineyards, but ended up joining a undergraduate research project with the DIRT (Detritus Input and Removal Treatments) Network studying carbon cycling in a temperate forest. I continued on at OSU to earn my M.S. in Soil Science. My thesis revolved around how the deposition of sea-salt aerosols on coastal Oregon soils impacted the cycling of carbon, nitrogen, and phosphorus. Now I'm here at University of Wyoming, beginning a Ph.D. program and looking forward to learning about a new region and beginning a new bout of research! If you have questions about anything feel free to contact me by email or during office hours!
Anna Schwyter, M.S. student in soil science
drop-in zoom office hours: Wednesday 1-2 pm and by appointment
https://uwyo.zoom.us/j/93967875176
Meeting ID: 939 6787 5176
Passcode: krotovina
One tap mobile: +13462487799,,93967875176# US (Houston)
I was born and raised outside of Philadelphia, Pennsylvania and studied Environmental Resource Management at the Pennsylvania State University, focusing in Soil Science and minoring in Water Resources. After graduation I moved west to Oregon and then California, serving a year as a River Scientist AmeriCorps volunteer and a season as Logistics Coordinator for Outward Bound California. In 2018 I moved to Laramie to pursue my masters degree in Soil Science, which I will be finishing this semester! I am excited to be a resource for students throughout this course.
Chelsea Duball, Ph.D. candidate in soil science
drop-in zoom office hours: Tuesday 1-2 pm and by appointment
https://uwyo.zoom.us/j/93967875176
Meeting ID: 939 6787 5176
Passcode: krotovina
One tap mobile: +13462487799,,93967875176# US (Houston)
I am originally from the coast of Maine and New Hampshire and earned my B.S. in Environmental Science and Management, with a minor in Soil Science, from the University of Rhode Island. I continued on at URI to earn my M.S. in Biological and Environmental Sciences, with a thesis focused on the environmental impacts of oyster farming on soils and infauna. My past soil experiences also include eight years of farming in NH, soil judging, and participation with multiple soil field tours around the country. This past fall I began my PhD in Soil Science here at UWYO, with a primary focus on wetland soils. I am looking forward to interacting with you all this spring and happily welcome any questions about course material or grad career options!
Required Text
Buol S.W., R.J. Southard, R.C. Graham, and P.A. McDaniel. 2011. Soil Genesis and Classification. 6th edition. Wiley-Blackwell. Available at the bookstore and numerous online sources. Also available as a free eBook through the UW library (http://ebookcentral.proquest.com/lib/uwy/detail.action?docID=1138972).
Schoeneberger, P.J., D.A. Wysocki, E.C. Benham, and Soil Survey Staff. 2012. Field book for describing and sampling soils, Version 3.0. Natural Resources Conservation Service, National Soil Survey Center, Lincoln, NE. To order for free (this isn't entirely true, it's your tax-dollars at work): https://nrcspad.sc.egov.usda.gov/DistributionCenter/ or access online: https://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcs142p2_052523.pdf
Soil Survey Staff. 2014. Keys to Soil Taxonomy, 12th Ed. U.S. Department of Agriculture, Natural Resources Conservation Service, Washington D.C. This document is available in PDF format from the USDA-Natural Resources Conservation Service at: http://www.nrcs.usda.gov/wps/portal/nrcs/detail/soils/survey/class/?cid=nrcs142p2_053580.
Soil Survey Staff. 2015. Illustrated guide to soil taxonomy. U.S. Department of Agriculture, Natural Resources Conservation Service, National Soil Survey Center, Lincoln, Nebraska. PDF available here: https://www.nrcs.usda.gov/wps/portal/nrcs/detail/soils/survey/class/taxonomy/?cid=nrcs142p2_053580
Expectations
I expect you to:
- Read, digest, and understand the information contained in this syllabus
- Engage in course content provided on pages and review ALL content provided.
- Read assigned materials in advance of exams so you have time to ask questions about the material.
- Ask questions and participate in class discussions hosted weekly via Zoom.
- Notify me if there is any lapse in course participation due to illness or other reason.
You should expect me to:
- Develop and provide engaging, informative materials in multiple formats (e.g. video, lecture, activities).
- Allow access to course content on time each week.
- Provide weekly opportunities for you to show your comprehension of course materials through assignments due each week.
- Encourage and accept points of view different from my own.
- Encourage questions and discussion during our weekly Zoom meetings.
- Be available after class, during office hours, or any other time you have questions or concerns.
- Return graded assignments (with the help of a TA) and exams in a timely manner and provide appropriate feedback on your performance. My goal is to return them one week after the due date.
- Appreciate and understand that this is not the only class you are taking this semester.
Evaluation and Grading Criteria
Your course grade will be determined using a variety of metrics with with:
Weekly assignments, Zoom discussion and engagement, Poll Everywhere, and in-class assignments = 20%
Exam 1 = 15%
Exam 2 = 15%
Exam 3 (aka Final) = 20%
Remote lab experiences = 15%
Cumulative final project = 15%
I will assign whole letters (A, B, C, D, F) at the end of the semester. Extra credit will be available throughout the semester.
Course Organization
LECTURE
Lectures will be delivered via 2-15 minute video and we will adopt a flipped classroom style. You will be expected to watch, listen to, and take notes during these videos in preparation for our biweekly F2F meetings via Zoom. Modules will be used to organize materials covered each week.
Lecture videos will be used to present and discuss the majority of the material for this course. F2F Zoom time will be used for active learning exercises, to address your questions, and to discuss more complex material. Exams will also be given during class meeting periods (T/Th 9:35 - 10:50 am). Attendance is expected at F2F Zoom meetings but contact me with any concerns about synchronous learning.
LABORATORY
The field lab portion of our class is going to be run a little differently than in previous years where we were able to visit the field together. We're working hard to create authentic remote field experiences that will allow you to see, feel, understand, and learn from the soil. Each week you will be assigned a lab activity that involves analyzing actual soil samples collected around our region. Clear instructions are located in the LABORATORY information module.
Participation and completion of all lab activities are required. The first lab (Lab 0) will cover how to complete soil descriptions and how to perform the remote lab activities. Please reach out to me or your graduate TA for assistance early and often.
Everyone will be assigned a remote field kit, complete with the following items:
- Globe soil color book - please treat these with care, keep out of the sun, and away from water.
- muffin tin for laying out soil samples
- 10x loupe for looking closely at features
- tape measure - for when you get to describe your own profiles (see discussion about final project)
- 1 M HCl - acid dropped bottle - KEEP AWAY FROM EYES
- water bottle for wetting samples
- binder complete with handy reference guides and description sheets
Upon receipt of a field kit during the first week of class, you will be asked to sign a contract that states you will return these items during your scheduled lab between 1 and 2 pm on Tuesday, November 17 or Wednesday, November 18. This is subject to change if the University makes changes to in-person interaction.
Attendance, Participation, and Community Development
see UW Regulation 2-108 for full details
You are expected to attend all F2F Zoom meetings. Please be on time and interact with the PollEverwhere content (https://pollev.com/karenvaughan809). Arriving late disrupts class and is inconsiderate of other students. Exams will be based primarily on material covered in lecture videos, F2F discussions (class period), and in the required texts. Therefore, regular attendance of the class period should lead you to greater success in this course.
Excused Absences
Work turned in late will not be accepted. If a school-related obligation (university-related travel, intercollegiate athletics, etc.) conflicts with a scheduled lecture or lab meeting, you must make arrangements at least one week in advance of the absence in the event that there is a scheduled exam, quiz, or homework assignment.
Conduct
You are expected to conduct yourself in a mature manner that is considerate and respectful of your classmates, the instructor, and yourself to insure an atmosphere that is conducive to learning. Any person who disrupts class or lab will be asked to leave.
Collaboration
You will frequently break into small, informal groups during class discussions. This will allow for greater participation and more open discussion of current lecture topics. You are also encouraged to discuss laboratory problem sets and prepare for exams together. In addition to me, your classmates (or former students, or other professors) are valuable resources—use them. However, all work you submit is to be solely your own (see Academic Integrity).
Disability Resources
If you have a documented disability and wish to discuss special accommodations, please see me in person during the first week of class to make arrangements. Please work with the University Disability Support Services (UDSS) to make accommodations (http://www.uwyo.edu/udss/).
Academic Integrity
see UW Regulation 2-114 for full details
Academic dishonesty is “an act attempted or performed which misrepresents one’s involvement in an academic task in any way, or permits another student to misrepresent the latter’s involvement in an academic task by assisting in the misrepresentation. Academic dishonesty includes:
- Representing as one’s own work material (including ideas and arguments as well as actual words) copied or borrowed from any source, written or otherwise, public or private, without proper citation.
- Using a ghostwriter, commercial or otherwise, for any type of assignment.
- Submitting substantially the same work for more than one class without the explicit permission of all instructors.
- Doing a class assignment for someone else, or allowing someone else to copy one’s assignment.
- Using notes or prepared information in an examination, unless authorized by the instructor.
- Taking an examination for someone else, or allowing someone else to take an examination for you.
- Copying from, or assisting another student during an examination.
- Stealing, or otherwise improperly obtaining, copies of an examination before or after its administration.
- Submitting substantially the same work as someone else unless authorized by the instructor.”
Please note that the work you submit is the work of record.
Duty to Report
I hope you will feel comfortable coming to me with issues you may be struggling with or concerns you may be having, but please be aware that I have some reporting requirements that are part of my job requirements at UW.
For example, if you inform me of an issue of sexual harassment, sexual assault, or discrimination I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s Title IX Coordinator. If you would like to talk to those offices directly, you can contact Equal Opportunity Report and Response (Bureau of Mines Room 319, 766-5200, report-it@uwyo.edu, www.uwyo.edu/reportit). Additionally, you can also report incidents or complaints to the UW Police Department. You can also get support at the STOP Violence program (stopviolence@uwyo.edu, www.uwyo.edu/stop, 766-3296) (or SAFE Project www.safeproject.org, campus@safeproject.org, 766-3434, 24-Hour hotline: 745-3556). Another common example is if you are struggling with an issue that may be traumatic or unusual stress. I will likely inform the Dean of Students Office or Counseling Center. If you would like to reach out directly to them for assistance, you can contact them using the info below or going to www.uwyo.edu/dos/uwyocares.Finally, know that if, for some reason, our interaction involves a disruptive behavior or potential violation of policy, I inform the Dean of Students, even when you and I may have reached an informal resolution to the incident. The purpose of this is to keep the Dean apprised of any behaviors and what was done to resolve them.
Food Assistance Programs in Laramie
It’s hard to learn when you are hungry. If you have difficulty affording groceries, accessing sufficient nutritious food, or lack a safe and stable place to live, consider contacting the Dean of Students office or me if you are comfortable doing so, for support. If you need food assistance, there are several organizations in Laramie that can help. Laramie Soup Kitchen (https://www.laramiesoupkitchen.org/) – “All are welcome to enjoy meals at no cost in our friendly and safe environment.”, Interfaith-Good Samaritan (https://www.laramieinterfaith.org/) – “We offer a food pantry that is open 41 hours per week, and also provide emergency assistance with rent, utilities, or medical needs. Our services are provided without any regard to any religious affiliation.” “…does not require proof of income to access our food pantry.”, Feeding Laramie Valley (https://www.feedinglaramievalley.org/) – “Feeding Laramie Valley is a community-based, designed and led nonprofit program working for food security and an equitable, just and sustainable food system in Albany County, Wyoming,” and the Supplemental Nutrition Assistance Program for Wyoming (http://dfsweb.wyo.gov/economic-assistance/snap ). https://www.uwyo.edu/asuw/senate-resources/legislation/sr-2677-final.pdf
Classroom Statement on Diversity
“The University of Wyoming values an educational environment that is diverse, equitable, and inclusive. The diversity that students and faculty bring to class, including age, country of origin, culture, disability, economic class, ethnicity, gender identity, immigration status, linguistic, political affiliation, race, religion, sexual orientation, veteran status, worldview, and other social and cultural diversity is valued, respected, and considered a resource for learning.“
How can YOU set yourself up for success in this class? (adapted from Dr. Christopher Yahnke)
The first key to success in this course is developing a rhythm that works well for you – in coordination with course expectations. Go through the lecture content videos, read the assigned text, stay current and familiar with the laboratory activities, attend & participate in regular F2F Zoom meetings, and be sure to reach out to me or your graduate TA as soon as you need help or realize you are struggling with anything. Also, don't forget to take notes as you would in any other information-rich course.
Second – you’ll need to embrace the material and work early and often on the assignments. If you are resistant to work on a course you are probably (at least somewhat) interested in, what will happen if your future employer gives you a task that does not challenge you? Attitude is super important. If you are struggling to understand the connection to your focus area – ask, we can help make those connections!
Third – guess what, you have to study – #college. Soil morphology, genesis, and classification courses like this are jargon-filled – there are SO many new terms to learn and memorize. With each section we cover, think about potential questions I could ask. Discuss these with your classmates – odds are good many of these questions will be the ones I expect that you will master.
Social Media
I'm active on Instagram sharing soils information here: https://www.instagram.com/fortheloveofsoil/ but please note - this is a personal account and does not necessarily reflect the opinion of the State of Wyoming.