Survey of teaching practices used in soil microbiology

Abstract

A mail survey was undertaken in early 1981 to obtain information on the approach, methods of teaching, course prerequisites and innovative techniques used in teaching soil microbiology in the U.S. The survey was sent to 65 individuals at 53 institutions. A 90% response was obtained which represented 31 courses taught at the undergraduate‐graduate level, 14 taught at the graduate level and 13 responses from individuals either not teaching or retired from teaching. All respondents held a Ph.D. degree, with 75% having obtained their advanced degree in either soil microbiology or microbiology. As prerequisites, 81% of the undergraduate‐graduate courses required a basic course in microbiology, whereas 52% required a basic course in soils. A textbook was required for 82% of the courses, with the same text being required at 75% of the institutions. Many respondents supplemented the lecture with handouts and outside readings. On the average, 36 and 22% of students enrolled were majors in soils and microbiology, respectively, whereas 19 and 11% were from agronomy and plant pathology. Approximately 74% of respondents taught a laboratory in soil microbiology. There was a marked similarity in the content of laboratory exercises. At many institutions, a bound laboratory note book was required for the write up of exercises. Graduate level courses were less regimented with regard to course content and were more oriented toward the current literature. Often the titles of graduate courses were more aligned toward soil biochemistry and soil organic matter. Where laboratories were offered, these were often “tailor made” to fit the needs of the students. At only one institution was the auto‐tutorial approach used extensively in the lecture and laboratory. However, over 80% of the respondents said they would use the auto‐tutorial approach as a supplemental approach for reviewing basic soils and basic microbiology if suitable slide sets and tapes were available. Interest in the auto‐tutorial approach also was expressed for presenting and reviewing basic laboratory techniques.