J. Masse, T. Yates, M. Krzic, A. Unc, Z. C. Chen, S. Quideau, K. Hodgson, J. Warren, Canadian Journal of Soil Science 2019 Vol. 99 Issue 4 Pages 458-471, https://doi.org/10.1139/cjss-2019-0040
To address concerns among members of the Canadian Society of Soil Science (CSSS) regarding the discipline?s capacity to train new soil professionals, specifically in pedology and field skills, members of the CSSS?s soil education and pedology committees have proposed to develop a pedology field school. To aid in the selection of learning outcomes that are relevant to professional practice, an online survey was sent to Canadian soil professionals within private industry and governmental organizations. Professional feedback was also requested regarding the creation of a web-based national soil education resource and the certification of soil pedological skills. According to the survey results, the quality of new graduates? pedology and field skills was perceived as poor. Certain soil field skills and knowledge were thought to be either completely absent from the current Canadian curriculum (e.g., spatial variability of soil processes), or not well mastered by graduates (e.g., interpreting soil survey reports). Important learning outcomes were identified, such as interpreting soil survey information, soil mapping, and soil-landscape classification with soil description?classification and soil genesis content needed as a refresher. Taking into consideration existing regional field schools, we recommend that the CSSS co-create, where needed, and coordinate, where they already exist, regional pedology field schools throughout Canada. We also propose that the CSSS develop a national pedology certification and a web-based soil education resource. Also, further study is necessary to shed light on the contribution of non-disciplinary graduates to the professional practice and the impact this has on the perception of soil education in Canada.
