HydroLearn Fellows Reflections
Posted Dec 8, 2025
HydroLearn is an educational project initially funded by the NSF that offers free, customizable active-learning resources in hydrology and water resources engineering. CUAHSI has been collaborating on a series of 3 projects funded by the Cooperative Institute for Research to Operations in Hydrology (CIROH), to develop learning modules that align with CIROH’s research themes and support the advancement of water prediction. As part of this effort, HydroLearn Fellows receive training and coaching from both hydrologists and education experts to create high-quality learning modules for use in both academic courses and professional development. CUAHSI gathered feedback from several HydroLearn Fellows, who highlighted how the platform is reshaping water science education through discovery, collaboration, and innovation.
In June 2024 and January 2025, virtual and in-person workshops brought together HydroLearn Fellows, consisting of faculty, students, and postdocs, to integrate their work into educational modules that align with CIROH’s research priorities. For many HydroLearn Fellows, participation in the project began through connections within the water science community. Some first found the opportunity through the CUAHSI newsletter, while others learned about the fellowship at conferences or through personal connections. No matter the entry point, each Fellow found that they were able to apply their expertise to contribute to HydroLearn’s purpose of being a platform for instructors to find and collaborate on developing learning modules, and for students to discover and learn from authentic problems.
Fellows designed modules centered on real-world problems of practice, aiming to bridge the gap between theoretical knowledge and applied water prediction research. Modules represented a wide range of topics in alignment with CIROH’s research themes. Sushant Mehan, and Ryan Wallace developed a module on managing harmful algal blooms. Pawan Thapa applied his background in geoinformatics to design a module on climate change and culvert analysis. Ryan Johnson and Irene Garousi-Nejad drew on their experiences in hydroinformatics and snow modeling to contribute a new module. Wouter Knoben and Diana Spieler adapted their open-access teaching materials for HydroLearn, making them more accessible and sustainable for instructors worldwide. Laura Rosales Lagarde partnered with Rachel Housego to create a module exploring hurricanes, groundwater, and floods, while simultaneously building their own skills in Python and instructional design.
While their module topics varied widely, the Fellows were united in how they described HydroLearn’s impact. The platform, they said, lowers barriers for instructors, connects research to real-world applications, and ensures that high-quality resources remain accessible across institutions. Mehan emphasized how HydroLearn “democratizes access to education” for both undergraduate and graduate students. Thapa described it as “transformative,” bridging the gap between theory and practice. Johnson pointed out its value at the intersection of hydrology and operations, as well as the opportunities it gives graduate students to hone teaching skills. Garousi-Nejad reflected on the way HydroLearn allows learners to become contributors, while Knoben and Spieler noted that its structure preserves teaching quality even when faculty move between institutions.
For many, the fellowship was as much about community as it was about curriculum. Mehan credited CUAHSI and CIROH for “doing something truly special” by providing rare support for educational innovation. Garousi-Nejad summed up the spirit of the program best: “Being a learner one day can naturally lead you to become a contributor the next.”
Looking ahead, most Fellows plan to stay engaged with HydroLearn, continuing to build modules that translate cutting-edge research into meaningful, applied learning. Their collective reflections point to a simple but powerful truth: when research, teaching, and community come together, the impact extends far beyond a single classroom.
This research was supported by the Cooperative Institute for Research to Operations in Hydrology (CIROH) with funding under award NA22NWS4320003 from the NOAA Cooperative Institute Program. The statements, findings, conclusions, and recommendations are those of the author(s) and do not necessarily reflect the opinions of NOAA. Additional details about these projects that supported the 2024 and 2025 workshops can be viewed on the CIROH website.
HydroLearn continues to grow with new modules and contributors. Explore the platform and see how it is transforming hydrology education at HydroLearn.org. We are planning another workshop to develop new modules in Summer 2025. See our event page to learn more and apply.
Contributors:
Dr. Irene Garousi-Nejad, Research Scientist, CUAHSI
Dr. Rachel Housego, Assistant Professor of Geosciences, Penn State University
Dr. Ryan C. Johnson, Assistant Professor, Civil and Environmental Engineering, University of Utah
Dr. Wouter Knoben, Senior Research Associate, University of Calgary & Adjunct Professor, University of Saskatchewan
Dr. Sushant Mehan, Assistant Professor/Extension Specialist – Water Resource Engineer, South Dakota State University
Dr. Laura Rosales Lagarde, Assistant Professor of Environmental Science, Nevada State University
Dr. Diana Spieler, Postdoctoral Researcher, University of Calgary
Pawan Thapa, Graduate Student, University of Alabama
Dr. Ryan Wallace, Assistant Professor, Department of Environmental Studies and Sciences, Adelphi University