Marriott Tampa Waterside, Florida Salon I-III, Second Level
Alfred Hartemink, Department of Soil Science, FD Hole Soils Lab, University of Wisconsin - Madison, Madison, WI, Megan Balks, University of Waikato, Hamilton, New Zealand, Zueng Sang Chen, National Taiwan University, Taipei, Taiwan, Patrick J. Drohan, Pennsylvania State University, University Park, PA, Damien Field, Department of Environmental Sciences, The University of Sydney, Eveleigh, Australia, Pavel Krasilnikov, Lomonosov Moscow State University, Moscow, Russia, David Lowe, Waikato, Hamilton, New Zealand, Martin C. Rabenhorst, University of Maryland, College Park, MD, Kenneth Cornelius J. Van Rees, University of Saskatchewan, Saskatoon, SK, Canada, Peter Schad, Munchen, Freising, Germany, Louis Schipper, Earth and Ocean Sciences, University of Waikato, Hamilton, New Zealand, Marthijn Sonneveld, Wageningen University, Wageningen, Netherlands and Christian Walter, Agrocampus Ouest, Rennes, France
The fundamental purposes of teaching are to impart knowledge, insight, and inspiration. Around the world university teaching principles are changing as students also gain knowledge and inspiration in other ways than the classical class room model. Likewise, the soil science discipline is evolving as there is a new set of tools and techniques available by which we investigate soils, the foci are shifting towards other disciplines and research questions, and there are paradigm shifts at the doorstep. In many universities the teaching of undergraduate soil science increasingly takes place to non-soil science majors. All these forces require some thinking about how we teach the subject and here we present our experiences and ideas of teaching soil science in different parts of the world. Some 15 examples are presented from Australia, Canada, France, Germany, New Zealand, Russia, Taiwan, The Netherlands, and the USA. As the research is widening so is our teaching. The examples are diverse and despite cultural and personal differences they show several trends. The cases represent vibrant and creative and innovative ways to teach soils, and the initial focus is to create a sense of wonder about the soil and its utilitarian and scientific value.
