An Open‐Source Laboratory Manual for Introductory, Undergraduate Soil Science Courses
An Open‐Source Laboratory Manual for Introductory, Undergraduate Soil Science Courses
复制标题
本科土壤科学入门课程的开源实验室手册
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
D. Crouse
中科院分区：
文献类型：
--
作者：
C. Moorberg;D. Crouse
高昂的教科书费用是负担得起高等教育的主要障碍。开放式教科书是一种解决方案，但必须为实验室课程开发开放式实验室手册，以成功地降低教科书的总成本。在这里，我们提出了土壤实验室手册，一个开放源代码的实验室手册，为本科生，介绍土壤科学课程。该手册有助于教师根据其特定课程、教学风格、学生甚至当地土壤开发自己的手册版本。该手册在AGRON 305中实施，AGRON 305是堪萨斯州立大学的土壤科学入门课程。在2016年秋季和2017年春季学期，213名AGRON 305学生回答了一项调查，其中包括有关教科书成本，开放式教科书，教科书格式和土壤实验室手册的问题。在接受调查的学生中，62%的人由于成本原因放弃购买所需的教科书，这表明他们显然需要替代教科书。总的来说，《土壤实验室手册》受到好评。根据学生的偏好，实验手册的格式应针对打印副本或使用笔记本电脑查看的PDF进行优化。采用土壤实验室手册节省AGRON 305学生每学期累计12,410美元。随着美国和国外其他土壤课程的新版本的开发，预计也会有类似的节省。《土壤实验室手册》是为自然科学课程开发开源资源的典范。C.J. Moorberg，Dep.来自堪萨斯州立大学农学系，2004 Throckmorton Hall，1712克拉夫林路，曼哈顿，KS 66506; DA Crouse，Dep.北卡罗来纳州州立大学作物与土壤科学系，101 Derieux Place，Campus Box 7620，罗利，NC 27695.这是堪萨斯农业实验站的18-021-J号贡献。本文列出了商品名和具体产品。出版商无意对这些产品进行背书，也无意对未提及的类似产品进行任何批评。* 通讯作者（moorberg@ksu.edu）。缩写：AGRON 305，农学305-土壤; CC BY-NC-SA 4.0，知识共享署名-非商业性-相同方式共享4.0国际许可证; GTA，研究生助教; K-州，堪萨斯州立大学; LMS，学习管理系统; NC州，北卡罗来纳州州立大学; OAER，开放/替代教育资源; PDF，便携式文档格式; RTF，富文本格式; SD，标准偏差; SSC 201，土壤科学实验室; STEM，科学技术工程和数学。Educ. 46：170013（2017）doi：10.4195/nse2017.06.0013接收日期2017年6月26日接受日期2017年7月28日在线提供的补充材料通过作者支持的开放获取选项在线免费提供版权所有© 2017美国农学会5585 Guilford Road，麦迪逊，WI 53711 USA这是一篇开放获取文章，在CC BY-NC-SA许可下分发（http：//creativecommons.org/licenses/by-nc-sa/4.0/）核心思想·土壤实验室手册是开源实验室资源的蓝图。·土壤实验室手册为学生节省了每学期12，410美元。·开放实验室手册应针对笔记本电脑屏幕和打印副本进行优化。·教师可以使用此开源实验手册开发特定于课程的资源。教科书价格的持续上涨已成为负担得起的高等教育的严重限制。大学理事会报告说，学生在4年制，高等教育的公共机构每年花费1,250美元的教科书（大学理事会，2017年）。根据Senack和学生公共利益研究小组进行的一项调查，65%的受访学生声称他们已经放弃购买课本所需的类由于文本的高成本，尽管94%的学生承认担心不买教科书可能会影响他们的成绩在一门课程（Senack和学生公共利益研究小组，2014）。此外，82%的受访学生表示，如果教科书在网上免费提供，他们会在课堂上表现更好，沿着可选购买硬拷贝，从而表明开放式教科书是一个可行的和学生首选的长期解决方案，以提高教科书成本。值得注意的是，这项调查包括来自150多所大学的2039名学生，提供了学生对教科书成本的看法的总体看法。为了解决学生对教科书费用的担忧，一些大学已经建立了校园范围的努力，开发和采用开放/替代教育资源（OAER），以减轻学生的教科书费用负担。此类倡议的一个例子是堪萨斯州立大学（K-State）开放/替代教科书倡议（“开放/替代教科书倡议”，堪萨斯州立大学，2016年）。Lashley等人（2017年）详细描述了这一举措，指出它需要高达5，000美元的竞争性资助奖励，以促进K州课程中OAER的开发和采用。他们进一步指出，该倡议的资金来源是10美元的费用，该费用是向参加使用通过倡议支持开发的OAER的课程的每个学生收取的，其中9美元返还给内政部，用于支持OAER的持续发展，1美元由该倡议保留，用于其他K州课程未来OAER的竞争性资金。他们表明，这种OAER资助模式已发布2017年8月23日
High textbook cost is a major obstacle to affordable higher education. Open textbooks present one solution, but open laboratory manuals must be developed for lab-based courses to successfully reduce overall textbook costs. Here, we present the Soils Laboratory Manual, an open-source lab manual for undergraduate, introductory soil science courses. The manual facilitates the ability for instructors to develop their own editions of the manual customized for their specific course, teaching style, students, or even local soils. The manual was implemented in AGRON 305, an introductory soil science course at Kansas State University. During the fall 2016 and spring 2017 semesters, 213 AGRON 305 students responded to a survey that included questions regarding textbook costs, open textbooks, textbook format, and the Soils Laboratory Manual. Of students surveyed, 62% had forgone purchasing required textbooks due to cost, demonstrating a clear need for textbook alternatives. Overall, the Soils Laboratory Manual was well received. Based on student preferences, lab manual formatting should be optimized for printed copies, or for PDFs viewed using laptops. Adoption of the Soils Laboratory Manual saves AGRON 305 students a cumulative $12,410 per semester. Similar savings are expected as new editions are developed for other soils courses across the United States and abroad. The Soils Laboratory Manual serves as a model for developing opensource resources for natural science courses. C.J. Moorberg, Dep. of Agronomy, Kansas State Univ., 2004 Throckmorton Hall, 1712 Claflin Road, Manhattan, KS 66506; D.A. Crouse, Dep. of Crop & Soil Sciences, North Carolina State Univ., 101 Derieux Place, Campus Box 7620, Raleigh, NC 27695. This is contribution no. 18-021-J of the Kansas Agricultural Experiment Station. Trade names and specific products are named in this article. No endorsement of those products by the publisher is intended, nor is any criticism implied of similar products not mentioned. *Corresponding author (moorberg@ksu.edu). abbreviations: AGRON 305, Agronomy 305—Soils; CC BY-NC-SA 4.0, Creative Commons Attribution—NonCommercial-ShareAlike 4.0 International License; GTAs, graduate teaching assistants; K-State, Kansas State University; LMS, learning management system; NC State, North Carolina State University; OAERs, open/alternative educational resources; PDF, portable document format; RTF, rich text format; SD, standard deviation; SSC 201, Soil Science Laboratory; STEM, science technology engineering, and math. Published in Nat. Sci. Educ. 46:170013 (2017) doi:10.4195/nse2017.06.0013 Received 26 June 2017 Accepted 28 July 2017 Supplemental material available online Available freely online through the author-supported open access option Copyright © 2017 American Society of Agronomy 5585 Guilford Road, Madison, WI 53711 USA This is an open access article distributed under the CC BY-NC-SA license (http://creativecommons.org/licenses/by-nc-sa/4.0/) core ideas • The Soils Laboratory Manual is a blueprint for open-source laboratory resources. • The Soils Laboratory Manual saves students a combined $12,410 per semester. • Open lab manuals should be optimized for laptop screens and printed copies. • Instructors can develop course-specific resources using this opensource lab manual. The continued rising cost of textbooks has become a serious limitation to affordable higher education. The College Board reports that students at 4-year, public institutions of higher education spend $1,250 per year on textbooks (The College Board, 2017). According to a survey conducted by Senack and the Student Public Interest Research Groups, 65% of students surveyed claimed they had forgone purchasing a textbook required for a class due to the high cost of the text, despite 94% of students admitting concern that not buying a textbook may hurt their grade in a course (Senack and The Student Public Interest Research Groups, 2014). Further, 82% of students surveyed said they would perform better in classes if a textbook was freely available online, along with an optional purchase of a hard copy, thus indicating open textbooks as a viable and student-preferred long-term solution to rising textbook costs. It should be noted that this survey included 2039 students from more than 150 universities, providing a general outlook on student views on textbook costs. In an effort to address these student concerns of textbook cost, some universities have established campus-wide efforts to develop and adopt open/alternative educational resources (OAERs) to reduce the burden of textbook costs on students. One example of such an initiative is the Kansas State University (K-State) open/alternative textbook initiative (“The Open/Alternative Textbook Initiative,” Kansas State University, 2016). Lashley et al. (2017) described the initiative in detail, stating that it entails competitively funded awards of up to $5,000 to facilitate the development and adoption of OAERs in K-State courses. They further state that the initiative is funded with a $10 fee that is charged to each student enrolled in courses using OAERs developed through initiative support, of which $9 is returned to the home department for each course to support the continued development of the OAER, and $1 is retained by the initiative for the competitive funding of future OAERs in other K-State courses. They show that this OAER funding model has Published August 23, 2017