June 16, 2002
June 16, 2002
June 19, 2002
7.27.1 - 7.27.10
Main Menu Session 1526
A Comprehensive Watershed Instrumentation Program for Multidisciplinary Undergraduate Education at Lafayette College David Brandes and Dru Germanoski Lafayette College, Easton, PA, 18042
Multidisciplinary environmental problems associated with suburban sprawl are increasingly being addressed at the watershed scale. Consistent with this theme, Lafayette College (LC) faculty and undergraduate students are installing a comprehensive network of automated instrumentation to investigate hydrologic impacts of land use change in a 200-km2 watershed adjacent to campus. When complete, the network will include six permanent stream gaging stations, two wellfields, and two weather stations. The project is a cooperative effort between engineering and geoscience faculty at LC; however, others may use the publicly accessible web database under development. We are incorporating a series of field-based exercises within existing civil engineering and geology courses, and encouraging students to pursue undergraduate research projects and honors theses using the equipment and data. In addition, we are working in close cooperation with community groups such as the Bushkill Stream Conservancy and the Jacobsburg Environmental Education Center. Some of the interesting features of our project are: (1) the comprehensive monitoring network and full watershed scale; (2) strong geologic and land use contrasts, and rapid development within the basin; (3) collaboration between engineering and natural science students and faculty; (4) emphasis on linking data to public policy issues such as stormwater management; and (5) the degree of involvement of the local community.
Recent reviews on higher education in the U.S. have documented a lack of technical literacy and propose that institutions of higher education provide "opportunities for all undergraduates to study science, mathematics, engineering, and technology as practiced by scientists and engineers"1 . Furthermore, it has been suggested that this literacy be acquired by "direct experience with the methods and processes of inquiry" and a linking of faculty research and teaching2 . These recommendations point to the need for more hands-on, project-oriented learning experiences. Stream or watershed-based field studies have been used for this purpose at a number of K-12 schools, colleges, and universities in a variety of disciplines3 .
The emphasis on the watershed as a theme for teaching is also consistent with national trends in land-use planning and management. The U.S. Environmental Protection Agency (EPA) is advocating a watershed-based framework for protecting public health and the environment4 . Much of this emphasis is a result of non-point source pollution, in which the cumulative effect of many diffuse pollutant and sediment sources throughout a watershed has significant
Germanoski, D., & Brandes, D. (2002, June), A Comprehensive Watershed Instrumentation Program For Multidisciplinary Undergraduate Education At Lafayette College Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11158
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015