Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

Abstract

Abstract. Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.

Towards Broader Adoption of Educational Innovations in Undergraduate Water Resources Engineering: Views from Academia and Industry

“…These desired reforms call for tapping into discipline‐based advances in data, modeling, and information systems; exposure to modern tools used in engineering practices; adoption of sound educational strategies such as active‐learning; and use of real‐world case studies to deliver authentic learning experiences. Examples of recent educational developments that strive to introduce pedagogical changes in hydrology and water resources engineering education include development of web‐based learning modules (Habib et al ; Yigzaw et al ; Habib et al ), computer models, and simulation games (Hoekstra ; Merwade and Ruddel ; Rusca et al ; Seibert and Vis ; AghaKouchak et al ; Sanchez et al ), sharing of educational materials via community platforms (Wagener et al ), use of hydrology real‐world case studies (Wagener and Zappe ), use of geospatial and visualization technologies (Habib et al ), and the use of real‐time environmental monitoring to enhance student engagement (McDonald et al ; Brogan et al ). However, these efforts face challenges in achieving scalability, sustainability, and community‐scale adoption (Ruddell and Wagener ).…”

Competence-driven engineering education: A case for T-shaped engineers and teachers

“…One response that seems to be promising is the creation of moreT-shaped professionals that used their skills as best practices to provide T-related solutions across the country. It has been proven many times that a change in technology or market conditions devalues knowledge of I-shaped professionals but T-shaped professionals on the other hand have a lot of potentials [12][13][14].…”

Most computational hydrology is not reproducible, so is it really science?

“…Engaging with advances in the related disciplines of computational science and hydroinformatics through such training will help ensure future hydrologists, and in turn the science they produce, benefits from modern computational methods. To facilitate this training, Data and Modeling Driven Cybereducation (DMDC) methods [ Merwade and Ruddell , ], and educational web‐based tools [e.g., Wagener and McIntyre , ; Habib et al ., ], need to come to the forefront and ultimately form part of a holistic approach to hydrology education that considers future challenges and opportunities for hydrologists [ Sanchez et al ., ].…”