Representing SoilsRepresenting SoilsRepresenting SoilsRepresenting SoilsC thi M F d E lh C llCynthia M Fadem Earlham CollegeCynthia M. Fadem, Earlham College

Richmond IN USA earlham edu/geologyRichmond IN, USA, earlham.edu/geology

Goals outcomesGoals outcomes

X provide students with the means to excavate a soil exposure and assist in the X provide students with the means to d b l d h f

excavate a soil exposure and assist in the d h d f h ldescribe soils in written and graphic form preparation and horizon-designation of the soil describe soils in written and graphic form

X t d t t i t th

preparation and horizon designation of the soilunder studyX empower students to communicate the under study

nature of soils beyond categorical provide descriptions of the soil profile in graphic nature of soils beyond categoricalattributes and to see the needs and

provide descriptions of the soil profile in graphicand written form with special attention to attributes, and to see the needs and

t ti l f il th h fi ld d land written form, with special attention to

t d il tt ib tpotentials of soils through field pedology presented soil attributesp g p gy

X encourage students to utilize soil profiling

p

assess the health and fertility of the soil and its X encourage students to utilize soil profiling di ti d i ti t l d

assess the health and fertility of the soil and itst ti l f b th iti d ti has a diagnostic and prescriptive tool, and potential for both positive and negative changeg p p ,

thereby to assist with soil conservation in p p g g

prepare a report on the soil profile and provide thereby to assist with soil conservation inany context

prepare a report on the soil profile and provided f d any context recommendations for care and usedat s a a d s

Earlham College Undergraduate Students conducting field soils analyses Earlham College Undergraduate Students conducting field soils analyses

Clockwise from top left: Zoe Middlebrooks ’11, Mikolayiv, Ukraine; Nat Tracey-Miller ‘11, Cortez, CO; Alvaro Puente ’11, Sam Fordyce ‘13,Clockwise from top left: Zoe Middlebrooks 11, Mikolayiv, Ukraine; Nat Tracey Miller 11, Cortez, CO; Alvaro Puente 11, Sam Fordyce 13,Nellie Ashmore ‘12, Heidi Richter ‘11, Richmond, IN; Celine Carus ‘12, Nate Young ‘12, Bagratashen, Armenia; Ed Marshall ‘12, Betsy HerbertNellie Ashmore 12, Heidi Richter 11, Richmond, IN; Celine Carus 12, Nate Young 12, Bagratashen, Armenia; Ed Marshall 12, Betsy Herbert’10, Carly Monnin ’10, Alex Katakis ‘10, Geer Gillespie ‘11, Miles Trail ’11, Keeley McAnnis-Entenman ‘10, Katie Marshall ‘11, Richmond IN10, Carly Monnin 10, Alex Katakis 10, Geer Gillespie 11, Miles Trail 11, Keeley McAnnis Entenman 10, Katie Marshall 11, Richmond IN

ContextContextContextI perform soils analyses in the field with I perform soils analyses in the field with

students of minimal to extensive students of minimal to extensive

pedology experience During my advanced pedology experience. During my advanced

d d l l I d h undergraduate soils class I adapt the undergraduate soils class I adapt the

i t t th i h i k l d assignment to their changing knowledge g g g g

base through the term Students conduct base through the term. Students conduct

profiling in many settings including on-profiling in many settings, including on-

campus rural urban and archaeological campus, rural, urban, and archaeological.

O th l ft i l f th i l t On the left is an example of the simplest p p

form of the assignment for teaching form of the assignment for teaching g g

profiling to introductory soils students profiling to introductory soils students.

The questions are then adapted for The questions are then adapted for

d fl hinterpretation and reflection in other interpretation and reflection in other

t t F fi ld h thi k i contexts. For field research this work is

completed in a field bookcompleted in a field book.