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

Sanchez, Christopher A.; Ruddell, Benjamin L.; Schiesser, Roy; Merwade, Venkatesh

doi:https://doi.org/10.5194/hess-20-1289-2016

Articles | Volume 20, issue 3

https://doi.org/10.5194/hess-20-1289-2016

© Author(s) 2016. This work is distributed under
the Creative Commons Attribution 3.0 License.

https://doi.org/10.5194/hess-20-1289-2016

© Author(s) 2016. This work is distributed under
the Creative Commons Attribution 3.0 License.

Articles | Volume 20, issue 3

Research article

|

31 Mar 2016

Research article |

| 31 Mar 2016

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

Christopher A. Sanchez, Benjamin L. Ruddell, Roy Schiesser, and Venkatesh Merwade

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Final revised paper (published on 31 Mar 2016)
Preprint (discussion started on 01 Jul 2015)

Interactive discussion

Status: closed

AC: Author comment | RC: Referee comment | SC: Short comment | EC: Editor comment

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- Supplement

AC C2380: 'Additional acknowledgment', Christopher Sanchez, 03 Jul 2015
RC C2826: 'Enhancing T-shaped learning profile', Anonymous Referee #1, 24 Jul 2015
- AC C2865: 'Response to Anonymous Reviewer #1', Christopher Sanchez, 27 Jul 2015
RC C3332: 'New learning paradigms, T-Shapes and', Assela Pathirana, 26 Aug 2015
- AC C3628: 'Response to Dr. Pathirana', Christopher Sanchez, 11 Sep 2015

Peer-review completion

AR: Author's response | RR: Referee report | ED: Editor decision

ED: Publish subject to minor revisions (Editor review) (02 Sep 2015) by Stefan Uhlenbrook

AR by Christopher Sanchez on behalf of the Authors (11 Sep 2015) Author's response

ED: Publish as is (18 Mar 2016) by Stefan Uhlenbrook

AR by Christopher Sanchez on behalf of the Authors (18 Mar 2016)

Short summary

The use of authentic learning activities is especially important for place-based geosciences like hydrology, where professional breadth and technical depth are critical for practicing hydrologists. The current study found that integrating computerized learning content into the learning experience, using only a simple spreadsheet tool and readily available hydrological data, can effectively bring the "real world" into the classroom and provide an enriching educational experience.