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.
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.
the Creative Commons Attribution 3.0 License.
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
CORRESPONDING AUTHOR
Oregon State University, Corvallis, Oregon, USA
Benjamin L. Ruddell
Arizona State University, Tempe, Arizona, USA
Roy Schiesser
Chandler-Gilbert Community College, Chandler, Arizona, USA
Venkatesh Merwade
Purdue University, West Lafayette, Indiana, USA
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Cited
15 citations as recorded by crossref.
- Faculty perspectives on a collaborative, multi-institutional online hydrology graduate student training program A. Jefferson et al. 10.3389/frwa.2022.958094
- The Food-Energy-Water Nexus: Assessing undergraduate students’ decision making about complex socio-hydrologic issues supported by Hydroviz S. Mostacedo-Marasovic et al. 10.1080/10899995.2024.2358726
- Ceramic Painting and Traditional Cultural Element Fusion Composition Design Based on Virtual Reality X. Hu et al. 10.1155/2022/3781448
- An open web‐based module developed to advance data‐driven hydrologic process learning B. Lane et al. 10.1002/hyp.14273
- Providing a Common Approach to Designing Dataset-Based Learning Activities Based on a Literature Review L. Díaz-Pérez et al. 10.3390/app132312704
- How you teach changes who you reach: understanding the effect of teaching modality on engagement, interest, and learning in hydrology C. Georgakakos & J. Knighton 10.1080/03098265.2024.2316704
- Towards Broader Adoption of Educational Innovations in Undergraduate Water Resources Engineering: Views from Academia and Industry E. Habib & M. Deshotel 10.1111/j.1936-704X.2018.03283.x
- Panoramic Display and Planning Simulation of Civil Engineering Project Based on Virtual Reality Technology Z. Wang et al. 10.1155/2020/1424757
- Cognitive apprenticeship and T-shaped instructional design in computational fluid mechanics: Student perspectives on learning S. Pinto & S. Zvacek 10.1177/0306419020915725
- Enhancing Employability Through Developing T‐Shaped Professionals L. Bierema 10.1002/ace.20342
- The application of spreadsheets for teaching hydrological modeling and climate change impacts on streamflow J. Pérez‐Sánchez et al. 10.1002/cae.22541
- The Development of the INFEWS-ER: A Virtual Resource Center for Transdisciplinary Graduate Student Training at the Nexus of Food, Energy, and Water L. Rodríguez et al. 10.3389/fenvs.2019.00038
- airGRteaching: an open-source tool for teaching hydrological modeling with R O. Delaigue et al. 10.5194/hess-27-3293-2023
- Most computational hydrology is not reproducible, so is it really science? C. Hutton et al. 10.1002/2016WR019285
- Who is doing inter- and transdisciplinary research, and why? An empirical study of motivations, attitudes, skills, and behaviours M. Guimarães et al. 10.1016/j.futures.2019.102441
15 citations as recorded by crossref.
- Faculty perspectives on a collaborative, multi-institutional online hydrology graduate student training program A. Jefferson et al. 10.3389/frwa.2022.958094
- The Food-Energy-Water Nexus: Assessing undergraduate students’ decision making about complex socio-hydrologic issues supported by Hydroviz S. Mostacedo-Marasovic et al. 10.1080/10899995.2024.2358726
- Ceramic Painting and Traditional Cultural Element Fusion Composition Design Based on Virtual Reality X. Hu et al. 10.1155/2022/3781448
- An open web‐based module developed to advance data‐driven hydrologic process learning B. Lane et al. 10.1002/hyp.14273
- Providing a Common Approach to Designing Dataset-Based Learning Activities Based on a Literature Review L. Díaz-Pérez et al. 10.3390/app132312704
- How you teach changes who you reach: understanding the effect of teaching modality on engagement, interest, and learning in hydrology C. Georgakakos & J. Knighton 10.1080/03098265.2024.2316704
- Towards Broader Adoption of Educational Innovations in Undergraduate Water Resources Engineering: Views from Academia and Industry E. Habib & M. Deshotel 10.1111/j.1936-704X.2018.03283.x
- Panoramic Display and Planning Simulation of Civil Engineering Project Based on Virtual Reality Technology Z. Wang et al. 10.1155/2020/1424757
- Cognitive apprenticeship and T-shaped instructional design in computational fluid mechanics: Student perspectives on learning S. Pinto & S. Zvacek 10.1177/0306419020915725
- Enhancing Employability Through Developing T‐Shaped Professionals L. Bierema 10.1002/ace.20342
- The application of spreadsheets for teaching hydrological modeling and climate change impacts on streamflow J. Pérez‐Sánchez et al. 10.1002/cae.22541
- The Development of the INFEWS-ER: A Virtual Resource Center for Transdisciplinary Graduate Student Training at the Nexus of Food, Energy, and Water L. Rodríguez et al. 10.3389/fenvs.2019.00038
- airGRteaching: an open-source tool for teaching hydrological modeling with R O. Delaigue et al. 10.5194/hess-27-3293-2023
- Most computational hydrology is not reproducible, so is it really science? C. Hutton et al. 10.1002/2016WR019285
- Who is doing inter- and transdisciplinary research, and why? An empirical study of motivations, attitudes, skills, and behaviours M. Guimarães et al. 10.1016/j.futures.2019.102441
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Latest update: 13 Dec 2024
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.
The use of authentic learning activities is especially important for place-based geosciences...
