How you teach changes who you reach: understanding the effect of teaching modality on student engagement, content interest, and learning in undergraduate hydrology

Abstract

Abstract. There is a growing consensus that hydrology education should move towards student-led learning formats and simultaneously incorporate recent hydrologic technologies that reflect workforce expectations. There is a strong theoretical basis that supports an anticipation of improvements in learning outcomes from these shifts in teaching style; however, little empirical evidence has been collected to confirm this success. We measured the classroom impact of shifting between three teaching modalities: 1) instructor-led lectures, 2) student-led hydrologic modeling with the EPA Storm Water Management Model, and 3) student-led design evaluation studios of stormwater best management practices. Educational outcomes were measured with student surveys, direct observation of class activity, and student grades. In aggregate, the student population did not express a significant preference for one modality over another, yet individual students showed dramatic preferences for each modality. The total frequency of interactions between students and the instructor were similar across all three modalities; however, the frequency of student-initiated engagements (both total and unique engagements) significantly increased in both student-led modalities. Variations in student enthusiasm did not correlate with written assessment scores, possibly suggesting that alternating modalities improves interest in hydrologic science and increases perceptions of a positive classroom experience, without changing retention of hydrologic concepts. Our results suggest that multiple teaching modalities should be employed to engage the greatest number of students and generate enthusiasm for hydrology.