Forest Soil Lab Assistant
The Faculty of Land and Food Systems (LFS) and the Faculty of Forestry (Forestry) incorporate hands on learning throughout their curriculums. Building on this strength, the two Faculties are working collaboratively to expand the resources available to students for the purpose of experiential learning in Soil Science. Specifically, the two faculties are working on a project to develop teaching resources specific to soil characterization and texture determination. Through this project, calibrated soil texture “kits” will be created that feature distinct soils from the Faculty of Forestry’s interior and coastal Research Forests as well as from other teaching locations. These calibrated kits will be used across four courses, reaching over 400+ students annually. The students who use these kits will be introduced to a range of BC soils while enhancing their opportunities to practice and refine the skills of soil interpretation and hand texturing.
What are the student’s duties?
We are looking for a student worker to join this exciting project! The student worker will assist in the collection of local soils that are to be used in the kit. Soil sampling will include traveling to the site (within the Lower Mainland) and may include digging soil pits by hand, carrying heavy samples from the field to a transport vehicle, documenting in-field conditions and other responsibilities. The student worker will characterize both the soils they have collected and additional soils collected by staff at the Faculty of Forestry’s interior and coastal Research Forests. Characterization will begin with standard soil preparation such as drying and sieving large volumes of soil. The student will then prepare a sub-set of samples for soil texture by the hydrometer method, analyze the samples, and prepare a report of the results. Once the analysis is complete, the student will be responsible for assembling multiple soil texture kits for use by instructors in multiple courses. These kits will contain “known” soil samples for students to practice hand texturing as well as “unknown” samples for students to test their knowledge. The kits will include an answer key prepared by the work learn student. Depending upon the progress of this project, the student may also have the opportunity to assist in other soil science related activities.
What is the level of supervision provided to the student?
The student will work directly with the APBI Teaching and Research Technician on a regular basis (typically daily) and will have contact with staff at the Alex Fraser Research Forest periodically. The APBI Teaching and Research Technician and the student worker will frequently work in tandem where work duties require two or more people (i.e. during sampling events, at specific stages of analytical work, etc.). At other times, the student will be required to work independently. The use of a communication tool like Slack is strongly encouraged and establishing a clear schedule based on lab needs will be required.
What is the level of complexity of the tasks expected from the student?
The student’s responsibilities range from routine (i.e. soil drying and sieving, assembling kits) to moderately complex (i.e. conducting analysis, reporting results, etc.). The student will be encouraged to use creativity in the development of the soil kits. The student will receive an orientation and training from their supervisor for specific duties.
How does this role relate to the goals of the unit/program?
This position relates directly to the LFS 2016/20 Action Plan that states the faculty “fosters and supports active, student-centered learning as a way to provide students with a strong and focused background in areas related to agriculture, food, nutrition and health.” The Faculty of Forestry is also committed to exceptional educational opportunities with the objective to “enhance the quality and impact of teaching/learning for all students” identified in its Strategic Plan. The successful candidate will have a direct impact on the development of experiential learning tools to be used across four different courses with the ultimate aim of improving teaching resources and learning opportunities for over 400 students a year.
• A good understanding of safe laboratory practices is required. Students must understand the use of Personal Protective Equipment (PPE) and be willing to follow safety protocols.
• Students must have a keen attention to detail and be able to demonstrate an ability to carry out meticulous lab analysis.
• Student must be able to lift moderately heavy items (i.e. up to 40 lbs.).
• Students must be willing to work outdoors from time to time in a variety of weather conditions.
What is the education level required of the student (e.g. undergraduate, graduate, year level)?
The position is suitable for an undergraduate or graduate student enrolled in a relevant program that includes laboratory experience, preferably in Forestry or APBI. Preference given to students who have demonstrated experience in safe lab procedures and those who have completed APBI 200 or similar course.
What are the elements needed for a student to be a great fit for this position?
The student will need to be self-motivated and an exceptional communicator in order to complete the soil kits on time for fall field school. The student will need to be willing to commit to a clear schedule. The student will be a creative thinker who is able to put together a helpful report to be included in the teaching kits. The student must be highly organized and able to work in a dynamic environment as the lab space is shared amongst other Primary Investigators. Other qualities required include attentive to details, able to complete repetitive tasks, and tidiness.
If not already completed, the student worker will complete mandatory online training through UBC’s RMS (i.e. New Worker Safety Orientation, Prevention of Workplace Bullying and Harassment, and Workplace Violence Prevention). In addition, the student worker will receive lab specific online training from RMS (Chemical Safety Course with WHMIS) as well as in-lab orientations by relevant faculty or staff. The student will receive task-specific training when new tasks are encountered.
What kinds of feedback and on-going support will the student receive? What kinds of encouragement and support for reflection will the student receive?
The student will work closely with a supervisor who will provide guidance and monitor project progress. They will meet regularly (typically daily) and will review project successes, challenges, scheduling, and other work issues that may arise. At these meetings, the student will also receive constructive feedback on their performance and will be able to provide feedback on their experiences. A mid-term check in will occur as well as a check in at the end of term; these meetings will also be an opportunity for the student to provide feedback. Ongoing “real time” support is encouraged using Slack as a communication tool.
What mentorship opportunities will be available for the student? What opportunities are available for the student to expand their network?
In addition to the supervisor, the student will have access to a network of faculty and staff from APBI and Forestry who are working on this project. This includes those located at the Point Grey campus as well as those from the two research forests. The student may also interact with IT staff from the LFS Learning Centre with respect to establishing shared electronic resources. These broad interactions will allow the student to greatly increase their professional network. The student may have the opportunity to work with additional mentors from both the Faculties of Forestry and LFS where opportunities present (for example, during sampling events). The student may also have the opportunity to network with other Work Learn students located in the Faculty.
How does this position develop and enhance the student’s personal and professional development? What opportunities does this position offer for the student to develop workplace skills or graduate competencies?
The student will gain valuable professional skills that are transferable and desirable to employers. They themselves will have the benefit of enhancing their own soil description and characterization skills through sampling, preparation, analysis, and assembly of the kits. According to students from the Forestry Field School, soil interpretation is one of the field skills at which it is most difficult to become proficient in part because the skill requires repetition. The student worker will have the opportunity to develop this skill with proficiency, which will be “marketable” to future employers. They will also gain specific skills and training, such as familiarity with WHMIS and safety systems relevant to working in a laboratory.
How does this position complement classroom learning?
This position directly complements classroom learning by providing an extension to the APBI and FRST courses currently offered (FRST 351, 350 and APBI 200, 403). In addition, soil sampling and characterization will provide the student with an opportunity to expand their analytical skill set.