Vermont Global Warming Solutions Act: The Costs of Inaction from Land Conversions

The Vermont (VT) Global Warming Solutions Act (GWSA, 2020) sets greenhouse gas (GHG) emissions reduction targets as 26% below 2005 by 2025, 40% below 1990 by 2030 and 80% below 1990 by 2050 for energy-related emissions only. Vermont’s omission of GHG emissions from land conversions can result in significant costs of inaction (COI), which can hinder state’s mitigation and adaptation plans and result in a climate crisis-related risks (e.g., credit downgrade). Science-based spatio-temporal data of GHG emissions from soils as a result of land conversions can be integrated into the conceptual framework of “action” versus “inaction” to prevent GHG emissions. The application of soil information data and remote sensing analysis can identify the GHG emissions from land conversions, which can be expressed as “realized” social costs of “inaction”. This study demonstrates the rapid assessment of the value of regulating ecosystems services (ES) from soil organic carbon (SOC), soil inorganic carbon (SIC), and total soil carbon (TSC) stocks, based on the concept of the avoided social cost of carbon dioxide (CO2) emissions for VT by soil order and county using remote sensing and information from the State Soil Geographic (STATSGO) and Soil Survey Geographic Database (SSURGO) databases. Classified land cover data for 2001 and 2016 were downloaded from the Multi-Resolution Land Characteristics Consortium (MRLC) website. These results provide accurate and quantitative spatio-temporal information about likely GHG emissions, which can be linked to VT’s climate action plan. A failure to considerably reduce emissions from land conversions in the future may need even larger reductions in the future and would increase climate change costs to VT and beyond its borders

Connecting Students’ Interests to a Learning Context: The Case of Ecosystem Services in STEM Education

Interest in a subject matter is a powerful motivation in education. Prior knowledge of students’ interests can be helpful in teaching the concept of ecosystem services (ES) and disservices (ED), which is increasingly being used in science, technology, engineering, and mathematics (STEM) education, including soil science. Study objectives were to evaluate prior students’ soil science-related interests and use them to expand the learning context of a laboratory exercise on soil reaction (pH) with ES/ED in an online introductory soil science course (FNR 2040: Soil Information Systems) taught at Clemson University. Students from multiple fields of study (environmental and natural resources, forestry, and wildlife biology) completed the laboratory exercise in Fall 2021. This exercise on soil regulating and provisioning ES/ED included a sequence of reusable learning objects (RLOs), which are self-contained online modules frequently used for e-learning. Laboratory activities included calculating the liming replacement cost of soil inorganic carbon (SIC) and avoided social cost of carbon (SC-CO2) from soil inorganic carbon (SIC) stocks in the assigned soil. The laboratory exercise was effective in increasing the familiarity with the concept of ES/ED (+39.4 increase in “extremely familiar” category) and the concept of SIC (+44.7 increase in “moderately familiar” category). The graded online quiz consisted of 9 questions and was taken by 55 students with an average score of 7.0 (out of 9). A post-assessment survey found that the laboratory was an effective way to learn about soil pH, SIC, and their ES/ED. Detailed student comments showed learning enjoyment (e.g., calculations, good experience), the value of multimedia (e.g., video, PowerPoint), the learning flexibility (e.g., separate parts), content applicability (e.g., economic values of services), and constructive criticism (e.g., clearer instructions, lots of information). A word cloud based on comments by the students about their soil ES laboratory exercise experience indicated the most common words submitted by students to describe their experience, such as “soil”, “calculations”, “enjoyed”, “learning”, and “values”, among others. Applied recommendations are proposed to develop future exercises based on the alignment of students’ interests, STEM subject matter, and ES/ED applications

Teaching Field Data Crowdsourcing Using a GPS-Enabled Cellphone Application: Soil Erosion by Water as a Case Study

Crowdsourcing is an important tool for collecting spatio-temporal data, which has various applications in education. The objectives of this study were to develop and test a laboratory exercise on soil erosion by water and field data crowdsourcing in an online introductory soil science course (FNR 2040: Soil Information Systems) at Clemson University. Students from different STEM disciplines (wildlife biology, forestry, and environmental and natural resources) participated in the study in the fall of 2021. They completed a sequence of self-contained digital teaching modules or reusable learning objects (RLOs), which are often used in online learning. The exercise included a field exercise and learning module to teach students about different types of water-based soil erosion as well as field data collection and crowdsourcing tools. As a result of this exercise, student familiarity with crowdsourcing was effectively increased, as shown by the post-assessment survey with a +31.2% increase in the “moderately familiar” category and a +28.3% increase in the “extremely familiar” category. The online quiz contained ten questions and was taken by 56 students with an average score of 9.5 (out of 10). A post-assessment survey found that most of the students indicated that the laboratory was an effective learning experience about field data crowdsourcing using a GPS-enabled cellphone application. Detailed students’ comments indicated enjoyment of learning (e.g., data collection, learning about different technologies), the value of multimedia (e.g., ArcGIS Survey123, cellphone), the flexibility of learning (e.g., field work), the content applicability (e.g., actual field examples of erosion by water), and criticism (e.g., technical issues). A word cloud derived from students’ comments about their laboratory exercise experience indicated the most frequent words used by students, such as “erosion”, “enjoyed”, and “different”, among others. Incorporating a learning module and field exercise using modern data collection technology into an undergraduate soil science education course enabled students to understand the value and methods for leveraging cellphone-based field collection methods to crowdsource data for environmental assessment. Practical recommendations for planning and executing future crowdsourcing exercises were developed using the current study as an example

Connecting Students’ Interests to a Learning Context: The Case of Ecosystem Services in STEM Education

Interest in a subject matter is a powerful motivation in education. Prior knowledge of students’ interests can be helpful in teaching the concept of ecosystem services (ES) and disservices (ED), which is increasingly being used in science, technology, engineering, and mathematics (STEM) education, including soil science. Study objectives were to evaluate prior students’ soil science-related interests and use them to expand the learning context of a laboratory exercise on soil reaction (pH) with ES/ED in an online introductory soil science course (FNR 2040: Soil Information Systems) taught at Clemson University. Students from multiple fields of study (environmental and natural resources, forestry, and wildlife biology) completed the laboratory exercise in Fall 2021. This exercise on soil regulating and provisioning ES/ED included a sequence of reusable learning objects (RLOs), which are self-contained online modules frequently used for e-learning. Laboratory activities included calculating the liming replacement cost of soil inorganic carbon (SIC) and avoided social cost of carbon (SC-CO2) from soil inorganic carbon (SIC) stocks in the assigned soil. The laboratory exercise was effective in increasing the familiarity with the concept of ES/ED (+39.4 increase in “extremely familiar” category) and the concept of SIC (+44.7 increase in “moderately familiar” category). The graded online quiz consisted of 9 questions and was taken by 55 students with an average score of 7.0 (out of 9). A post-assessment survey found that the laboratory was an effective way to learn about soil pH, SIC, and their ES/ED. Detailed student comments showed learning enjoyment (e.g., calculations, good experience), the value of multimedia (e.g., video, PowerPoint), the learning flexibility (e.g., separate parts), content applicability (e.g., economic values of services), and constructive criticism (e.g., clearer instructions, lots of information). A word cloud based on comments by the students about their soil ES laboratory exercise experience indicated the most common words submitted by students to describe their experience, such as “soil”, “calculations”, “enjoyed”, “learning”, and “values”, among others. Applied recommendations are proposed to develop future exercises based on the alignment of students’ interests, STEM subject matter, and ES/ED applications

Incorporating Ecosystem Services into STEM Education

The framework of ecosystem services (ES) and disservices (ED) has increasingly been used in various science, technology, engineering, and mathematics (STEM) disciplines, including soil science. The objectives of this study were to use ES/ED concepts to extend and test an existing lecture and laboratory exercise on soil organic carbon (SOC) in an online introductory soil science course (FNR 2040: Soil Information Systems) taught to Clemson University students from various STEM disciplines (forestry, wildlife biology, and environmental and natural resources) in Fall 2020. The laboratory exercise was extended with a series of reusable learning objects (RLOs), which are self-contained digital modules commonly utilized in e-learning. The laboratory exercise consisted of identifying ES and calculating the avoided social cost of carbon (SC-CO2) from soil organic carbon stocks in the assigned soil’s topsoil horizon. The laboratory exercise effectively increased student familiarity with ES/ED as indicated by the post-assessment survey with a +24.4% increase in the moderately familiar category and a +36.1% increase in the extremely familiar category. The graded online quiz consisted of ten questions and was taken by 51 students with an average score of 8.7 (out of 10). A post-assessment survey indicated that most of the students found that the laboratory was an effective way to learn about ES/ED with examples from soil science. Detailed students’ comments indicated enjoyment of learning (e.g., calculations, applying new knowledge), the value of multimedia (e.g., PowerPoint, video), the flexibility of learning (e.g., different parts in the laboratory), the applicability of content (e.g., real-world examples), and criticism (e.g., tedious calculations). A word cloud based on students’ comments about their experience with the laboratory exercise on soil ES indicated the most common words used by students to describe their experience, such as “soil services”, “learning”, “enjoyed”, and “ecosystems”, among others. Incorporating ES/ED into an undergraduate STEM course enabled students to connect ES/ED provided by soil with the societal systems reliant on the soil resources

Vermont Global Warming Solutions Act: The Costs of Inaction from Land Conversions

The Vermont (VT) Global Warming Solutions Act (GWSA, 2020) sets greenhouse gas (GHG) emissions reduction targets at 26% below 2005 by 2025, 40% below 1990 by 2030 and 80% below 1990 by 2050 for energy-related emissions only. Vermont’s omission of GHG emissions from land conversions could result in significant costs of inaction (COI), which could hinder the state’s mitigation and adaptation plans and result in climate crisis-related risks (e.g., credit downgrade). Science-based spatio-temporal data of GHG emissions from soils because of land conversions can be integrated into the conceptual framework of “action” versus “inaction” to prevent GHG emissions. The application of soil information data and remote sensing analysis can identify the GHG emissions from land conversions, which can be expressed as “realized” social costs of “inaction”. This study demonstrates the rapid assessment of the value of regulating ecosystems services (ES) from soil organic carbon (SOC), soil inorganic carbon (SIC), and total soil carbon (TSC) stocks, based on the concept of the avoided social cost of carbon dioxide (CO2) emissions for VT by soil order and county using remote sensing and information from the State Soil Geographic (STATSGO) and Soil Survey Geographic Database (SSURGO) databases. Classified land cover data for 2001 and 2016 were downloaded from the Multi-Resolution Land Characteristics Consortium (MRLC) website. These results provide accurate and quantitative spatio-temporal information about likely GHG emissions, which can be linked to VT’s climate action plan. A failure to considerably reduce emissions from land conversions would increase climate change costs and potential legal consequences for VT and beyond its borders