Teaching and Learning about Socio-Hydrological Systems in an Introductory Undergraduate Water Course

2019 Fall Cyberseminar Series

Cory Forbes / University of Nebraska, Lincoln

Talk Description

Today's most pressing global challenges within the Food-Energy-Water-Nexus involve coupled human-natural systems, including water systems and their human dimensions (i.e.,'socio-hydrologic' systems). The undergraduate students currently in our classrooms will be tomorrow's global citizens, each of whom must be prepared to understand and reason about these challenges and, ultimately, make decisions about them in a variety of personal, professional, and civic contexts. In light of this need, and with support from the National Science Foundation over the past 3 years, we have developed, implemented, and studied the impact of an introductory, interdisciplinary undergraduate course - Water in Society - grounded in contemporary, real-world, water-related issues. The course, intended to serve both STEM majors and non-majors, was designed and offered by an interdisciplinary team of faculty with expertise in hydrology, social sciences, and science education. It is grounded in key design principles, including engagement with authentic data, scientific models and modeling, and multi-modal forms of scientific communication, and utilizes research-based best practices for effective undergraduate STEM instruction. Here, we describe the course, associated strategies for teaching and learning, and findings from course-based empirical research on student learning. 

2019 Fall Cyberseminar Series: Emerging Advances in Hydrologic Education

Hosted by Emad Habib, University of Louisiana at Lafayette

With the increasing complexity in our natural and built systems, and with the recent advances in data and modeling technologies, hydrology educators recognize the need for providing learning experiences that address such challenges and opportunities. This Cyberseminar series will cover new developments that have emerged recently in the field of hydrology education, including: data and modeling-based learning experiences; use of active-learning pedagogies; development of open educational resources; digital and online education approaches; innovative methods for collaboration and sharing of learning resources; and water interdisciplinary curricula. The session highlights efforts at both undergraduate and graduate academic settings, as well as community and citizen-science engagements.