As a scientist exploring the issue of sustainability and how to create a safe and just operating space for humanity, a Fulbright award would provide me with an opportunity to work and live in a rapidly developing country that is at a crossroads regarding sustainability, particularly with respect to agriculture. For example, Croatia has experienced over 500,000 hectares of land abandonment associated with soil degradation in grasslands, with increasing intensification of agriculture in the rest of the country. This situation is very similar to the problem of land abandonment in South Carolina because of soil degradation associated with cotton farming. Croatia is also interesting because the current ecological footprint of the country is nearly the size of its biocapacity, meaning that the choices Croatia makes in the near future (such as how to address the issue of degraded grassland soils) will have a major impact on whether or not Croatia can develop a path for future sustainability. The Fulbright allows provides an opportunity to contribute to the development of a young and exciting academic program at the University of Zadar, learn about agricultural challenges in Croatia, and exchange ideas about how agroecological methods of farming could restore soil health, sequester carbon dioxide from the atmosphere, provide a sustainable source of food, and improve water quality.
Teaching Activities
My teaching focuses on the rate and magnitude of human transformation of Earth. I use the nine planetary boundaries concept of Rockstrom et al. (2009) in combination with the anthropogenic biome concept of Ellis and Ramankutty (2008) as a framework to understand the relationship between humans and the environment. The main idea is that human beings must rely on planet Earth for resources, yet our extraction and consumption of resources and production of waste appears to be reaching the limits of the planet’s ability to sustain humanity as a trade-off (e.g., Karieva et al. 2007). The trade-offs include modification of the major biogeochemical cycles such as carbon, nitrogen, and water. What is the appropriate balance? How do we create a safe operating space in the Earth system for humans? Such questions are core when I teach introductory Environmental Science and upper level courses in Dynamic Systems Modeling, Environmental Systems, Geochemistry, and Environment and Society. I teach using a mixture of lecture, short TED Talks, in-class exercises, and hands on laboratories, with short online assignments that prepare students for active learning in the classroom rather than me only lecturing. This approach allows me to quickly identify and address student misconceptions. Each year, I am a thesis advisor for 3-5 undergraduate seniors, all of whom present research findings at a professional meeting and write a senior thesis. Both field work and writing/presentation require extensive mentoring and teaching. I have also co-advised graduate students at Clemson University, where I am an adjunct professor. I am also very involved in curriculum development and assessment. In the mid-1990s I was instrumental in shifting our department from a traditional geology department to an Earth and Environmental Sciences department with a greater emphasis on human transformation of the planet. In the late 2000s, I designed our sustainability science major. Currently, we are working on implementing the concept of “doughnut economics” of Raworth (2013, figure to right) into our sustainability science curriculum. In this model, Raworth conceives of a safe and just operating space for humanity, where we need to operate within the planet’s environmental boundaries, but at the same time we need to raise the standard of living to meet the needs of the majority of humanity to develop a strong social foundation on a global scale. This dual need is the “one planet” problem at the core of sustainability science (e.g., Kitzes et al. 2011; Burger et al. 2012). I have been chair of our department for four years, and currently I am working with my faculty on curriculum mapping to assess content and skills development in both our Earth and Environmental Sciences and Sustainability Science majors. I had extensive e-mail discussions with Prof. Dr. Jozo Rogošić, past Head of the Department of Ecology, Agronomy, and Aquaculture regarding their most important needs. Much of what we do in Earth and Environmental Sciences at Furman is very similar to the teaching and research needs in the Department of Ecology, Agronomy, and Aquaculture. We have developed a list of collaborative activities that builds on my experience in curriculum development, departmental administration, and administration of curriculum and academic policies committees These experiences have given me a variety of insights regarding the challenges and opportunities that a department and a university must cope with in terms of balancing interests when developing and revising a curriculum. The list below is intentionally broad and reflects types of activities that he indicated might be most useful to the department over the next several years:
1. Integrate concepts of biogeochemistry and sustainability into multiple courses, such as general environmental science, ecology, pedology, and geobotany. As I typically teach using journal articles, access to materials is not difficult. However, the number and level of readings will likely need to be adjusted depending on the English reading level, particularly technical jargon, of the students. Additionally, my reliance on active learning exercises with “just in time” lectures may need modification depending on the classroom setting, number of students, and student expectations. A major focus of the course would be how agriculture is a major driver, and potential solution, to the issue of planetary boundaries such as climate. My goal is to gain additional expertise in agricultural sciences.
2. Further develop the undergraduate research program. The Department actively involves undergraduates in research, but this is a relatively new endeavor and Dr. Prof. Rogošić has indicated that this is an area in which my expertise in designing research programs appropriate for undergraduates, rather than just individual projects, would be very helpful.
3. Help co-advise graduate students. The department will be starting a graduate program this year, so the program will have been in existence for one year by the 2014-2015 academic year. Although most of my experience as a research adviser has been with undergraduates, in my capacity at Clemson University, I have been a co-advisor for several Master’s theses over the years.
4. Conduct a program review. The Department of Ecology, Agronomy, and Aquaculture was established in 2006, so the 2014-15 academic year would be an appropriate time to reflect on the state of the department and the path forward, particularly since the graduate program will have been in existence for a year.
5. Help develop a strategic plan for the department, especially on how to capitalize on the close relationship with the Department of Geography. I see tremendous potential for the University of Zadar to develop expertise in Sustainability Science, which would be unique in the region. Collaboration with the Department of Geography, which also has expertise in rural agriculture, would be an outstanding starting point.
Research Activities
The degradation of agricultural land in the western Balkans requires “solutions for a cultivated planet” (Foley et al. 2011) that include closing yield gaps and restoring soil health. Similar to the upstate of South Carolina, Croatia suffers from abandonment of agricultural lands with degraded soils (Kazakova and Stefanova 2010). Abandoned agricultural land typically has poor soil quality with low concentrations of soil organic matter. Although a recognized problem (Bulluck et al. 1999; Jones et al. 2004), knowledge soil organic carbon (SOC) content is incomplete at the European level, and is poorly known in Croatia. Soils with low organic carbon content are very susceptible to drought caused by drier winters associated with climate change in this part of the Mediterranean (Skuras and Psaltopoulos 2010). Increasing temperatures will also accelerate decline in soil organic matter in the already warm and dry areas of southern Europe such as the Dalmatian coast of Croatia, particularly in overgrazed areas where organic matter is not left on the ground (Jones et al. 2004).
For agriculture, a simple measure of soil health is needed for policy decisions about soil conservation, and soil organic carbon stock alone does not allow comparisons between different soil types (Franzluebbers 2013). Franzluebbers (2013) suggests that soil organic carbon stratification, the ratio of SOC in the upper soil (e.g., 0-5 cm) to SOC in the lower soil (>20 cm) is a better indicator of soil quality. SOC stratification is associated with efficient nutrient cycling, strong microbial linkages with roots, and faster water infiltration. Over the past two years, my students and I have been examining how intensive grazing is being used in the upstate of South Carolina to increase SOC and soil health in soils degraded by cotton farming and poor grazing practices. Intensive grazing is an agroecological method where a high-density of cattle is allowed to graze a small paddock for one or two days before being moved. This method should increase SOC by concentrating of manure and allowing rapid recovery of fodder plants. The two farms we work with practice no-till, chemical-free methods of planting fodder crops and are very successful. We have collected nearly 200 soil cores from Ultisols on the two farms and analyzed soil organic carbon content with depth. Our research at Furman is showing that less than 25 years of intensive grazing practices at a dairy farm have led to a deep A horizon (topsoil) and stratified SOC in a previously degraded soil. In contrast, the beef farm that just began practicing intensive grazing has a poorly developed topsoil and poorly stratified SOC. We hypothesize that SOC should increase and stratify over the next 5-10 years, and will measure rates of SOC accumulation in soils at the beef farm. Our results suggest that with proper management, degraded soils can function as a sink for carbon, and that policy focusing on agroecologic methods of farming could substantially improve the fertility of degraded lands provided this solution is culturally amenable and the land is privately owned.
I plan to study soil organic carbon content and stratification in Cambisols of the degraded grasslands and pastures in the dry uplands northeast of Zadar in collaboration with Dr. Prof. Rogošić and other faculty at the University of Zadar. We will develop a random sampling strategy and collect 50-100 soil cores for analysis. SOC content of core samples will be measured at either the University of Zagreb or samples can be sent back to the United States to my colleague at Tarleton State University for analysis. Data from core samples will be used to develop depth profiles of SOC content and SOC stratification ratios. We will use this data to explore the potential of implementing intensive grazing methods in this part of Croatia to improve soil quality and health. Although the problem of soil degradation is similar to South Carolina, the underlying bedrock of Mesozoic limestone, and therefore the soils, is very different. Culturally, grasslands may be considered a commons rather than being owned, in which case dividing pastures into paddocks for intensive grazing would be difficult. SOC research could also be applied to the permaculture crops (vineyards, olive and citrus groves) in this part of Croatia. I have indicated to Dr. Prof. Rogošić my flexibility regarding potential research projects. I will be willing to integrate into any research project that best fits the needs of the University of Zadar and/or the University of Mostar and that can make use of my research background in biogeochemistry of soils and surface waters or the use of the human appropriation of net primary productivity as a measure of intensity of landscape use.
Project Outcomes, Benefits, and Timelines
Currently, I plan to be in Zadar, Croatia for 10 months beginning in September of 2014. My primary objective is to collaborate with faculty in the Department of Ecology, Agronomy, and Aquaculture in reviewing course content and assessing the potential for integrating more sustainability and environmental science (mainly biogeochemistry) concepts. This collaboration would potentially lead to a number of outcomes and benefits.
- Integration of sustainability science and biogeochemistry content in 4-6 courses over the course of the year
- Department review in first term and strategic plan initiation in second term
- Develop a long-term collaboration between Furman and Zadar to increase expertise in sustainability science teaching and research at both universities
- Development of collaborative, interdisciplinary research program in sustainable agriculture centered on monitoring soil organic carbon that could lead to grant funding opportunities
- Develop Furman University study abroad opportunities in Croatia based at the University of Zadar
- Determine feasibility of having University of Zadar undergraduates participate in a summer research experience at Furman University
- Engage in collaborative research focused on sustainable agriculture that leads to presentation
- Publication of a collaborative paper in Sustainability Science focused on the important role sustainable agriculture must play in attaining "one-planet living."
- Determine feasibility of having faculty from University of Zadar spend time at Furman
- Determine feasibility of having University of Zadar undergraduates participate in the summer research experience at Furman
- Engage in collaborative research focused on sustainable agriculture that leads to presentation of results at international conferences and publication of at least one paper
- Publication of a collaborative paper in Sustainability Science focused on the important role sustainable agriculture must play in achieving “one-planet living”
- Determine feasibility of having faculty from University of Zadar spend time at Furman University, particularly to discuss sustainability science education
Many multiplier effects are possible in this collaboration. First, our collaboration could introduce sustainability science education to southern Europe with a long term objective of making the University of Zadar a regional leader in the field. Currently, most of the sustainability science programs and research are concentrated in northern Europe (e.g., Lund University in Sweden). Second, Furman University has a very active study abroad program, but opportunities for students interested in environmental and sustainability issues are limited. I believe there is potential for a study away program in Croatia for Furman students, either as a semester abroad program or as a May Experience course, through our department, and perhaps others as I develop contacts in Croatia within and outside my discipline. Third, members of the Department of Ecology, Agronomy, and Aquaculture have ongoing collaborations with a number of other universities in southern Europe, which will allow me to make a wider range of contacts in southern Europe.
