I have teaching experience in both the traditional classroom environment, and non-traditional education settings. I’ve thoroughly enjoyed all of my teaching experiences, and love interacting with a variety of audiences. The primary topics on which I’ve lectured include the fundamentals of soil science, wetland and hydric soils, soil and water conservation, and water quality issues.
Traditional Classroom Experience
SSC 620 – Soil Geomorphology Field Tour (assisted with teaching the first leg of this week-long field class in the summer of 2012 and NC State University)
Description. During the course of this tour students are introduced to the wide variety of soils and landscapes found across the state of North Carolina. These soils will be representative of what you would find in similar land regions of the southeastern United States.
SSC 452/551 – Soil Classification Laboratory (co-taught two lab sections, spring 2012 at NC State University)
Description. Genesis, morphology, and classification of soils; characterization of soils according to their diagnostic properties; interpreting soil use potential; emphasis on North Carolina soils and their taxonomy; field exercise in soil mapping and site evaluation; several field trips, one overnight.
SSC 012 – Principles of Soil Science Laboratory (three lab sections, fall semester 2010 at NC State University)
Description. An introduction to Soil Science that provides a basic understanding of soil science terminology, soil formation, and the physical, chemical, and biological properties of soil. The effects of soil properties on plant growth in natural ecosystems, crop production and turf management are discussed. A weekly lab complements the lecture topics with hands on experience.
SSC 200 – Soil Science Laboratory (two lab sections, fall semester 2009 at NC State University)
Description. Hands-on laboratory experience in fundamentals of soils including origin, composition and classification; their physical, chemical, and biological properties; significance of these properties to soil-plant relationships, soil management and the environment.
U ST 101 – First Year Seminar (co-taught one section, fall semester 2007 at Iowa State University)
Description. Orientation to the university focusing on student transition, acclimation to university, exposure to campus resources, and student success strategies. Exploration of topical issues associated with specific learning community or program focus
Guest Lecture Teaching Experience
SSC 470 – Wetland Soils
Two lectures were presented in the fall semester of 2011. The lecture topics were soil color, soil texture, soil structure, soil profile descriptions, depth to the seasonally high water table, and soil agricultural drainage and soil wetness classes.
NR 420/520 – Wetland Assesment, Delineation, and Restoration
One lecture was presented in the spring semester of 2012. The lecture topic was an introduction to the fundamentals of soil science and hydric soil chemistry as it pertains to the development and interpretations to wetland hydric soil indicators.
SSC 562 – Environmental Applications of Soil Science
One lecture was presented in the spring semester of 2012. The lecture covered soil redox chemistry and the formation of wetland soil indicators.
K-12 Teaching Experience
Envirothon
As a member of the Soil and Water Conservation Society at NCSU, myself and other members of the society presented the fundamentals of soil science to local Envirothon teams. Topics included soil texture, structure, color, consistence, and profile descriptions, as well as depth to the seasonally high water table, how to use a soil survey, hill slopes, and much more. The participants were middle school and high school students from the North Carolina Triangle area.
Non-traditional Teaching Experience
Groundwater Flow Model
During my membership in the Soil and Water Conservation Club at Iowa State University I regularly gave presentations with the club’s ground water flow model. Talking points included contamination of drinking wells, how nitrate applied to lawns and agricultural fields can reach streams, denitrification, hydrology and groundwater movement, and much more. Audiences varied greatly; some examples include local girl scout packs, grade school classrooms, area garden clubs, ISU alumni events, college level soil classes, etc.
Soil erosion simulations
During my membership in the Soil and Water Conservation Society at NCSU I presented a soil erosion simulator at several family-oriented festivals. This simulator included to “soil boxes” that were set on a slope. One box was filled with uncovered soil. The other was filled with the same soil, but was covered by a living stand of grass. A watering can was used to simulate a rainfall event, and the runoff was captured in a clear tub at the end of each soil box so that listeners could see that the uncovered soil had high rates of erosion, while the grass-covered soil held the soil in place and had clean water as runoff.
ColbyDigsSoil.com
If you are reading this blog, you’re likely well aware that the blog is designed primarily as a way me to present soil and wetland science to ordinary citizens in an easy-to-understand way. It is my belief that scientists should be able to communicate their research not only to their peers and fellow scientists, but to all citizens of the world. Most posts on the blog page are of educational value to a general non-scientific audience and focus on soil, wetland, agricultural, and environmental sciences, issues, and topics.
