Habib, E., & Bodin, M., & Tarboton, D., & Merck, M. F., & Farnham, D. J. (2015, June), Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24737

\bibitem{asee_peer_24737}
  Habib, E., \& Bodin, M., \& Tarboton, D., \& Merck, M. F., \& Farnham, D. J. (2015, June), \emph{Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24737

Emad Habib, Madeleine Bodin, David Tarboton, Madeline Frances Merck, and David J Farnham.  "Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24737 Internet.  14 Dec, 2024

\bibitem{asee_peer_24737}
  Emad Habib, Madeleine Bodin, David Tarboton, Madeline Frances Merck, and David J Farnham.
  "Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24737 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_24737
author = "Emad Habib, Madeleine Bodin, David Tarboton, Madeline Frances Merck, and David J Farnham"
title = "Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24737}
number = {10.18260/p.24737}
}

TY  - CPAPER
AB  -    Stimulating Active Learning in Hydrology Using Research-Driven, Web-                          based Learning ModulesThe traditional approach to undergraduate hydrology and water resource education is textbookbased and relies on idealized examples of specific engineering applications and unit processes,rather than examining the contextual relations in the processes and the dynamics connectingclimate and ecosystems. Recent research advances in hydrology have resulted in newobservational settings, instrumentation, modeling techniques and hydro-informatics and datasharing technologies. This study seeks to address the needed paradigm shift in undergraduateeducation of engineering hydrology and water resources education to reflect parallel advances inresearch and technology.This paper presents a set of learning modules that are case-based, data and simulation driven anddelivered via a web user interface. The modules are based on real-world case studies from threeregional scale ecosystems, Coastal Louisiana, Florida Everglades, and Utah Great Salt LakeBasin. These three hydro-systems provide concepts and scenarios provide unique learningopportunities on topics such as regional-scale budget analysis, hydrologic effects of human andnatural changes, climate-hydrology teleconnections and water resource management scenarios(see next page for graphical illustration). The overall theme of the coastal Louisiana modules isin coastal restoration and the impacts of future restoration/protection engineering projects on theecosystem and the ecological and economical services it provides. The Utah Great Salt LakeBasin modules include concepts related to snowmelt driven ecosystems, terminal lakewatersheds, and flood prevention. The Florida Everglades modules cover processes that connectthe hydrology of the ecosystem to large-scale climatic teleconnections and implications for waterand ecological resource management. Each learning module is a self-contained case-studyfocusing on a real-world problem. Each module begins with an introduction to theengineering/environmental problem at hand, and then presents an investigation of the basicfeatures of the hydrologic setting and its main characteristics. The module then takes the studentsthrough an investigative process of the different solutions proposed for the problem and asks theto examine different design alternatives using data analysis, as well as model simulations. Insome cases, the students setup and run their own computer models, and in other cases they useresults from a pre-run set of simulations. To promote active learning, each module has a set ofstudent-focused activities with specific tasks and deliverables. The use of observational andexperimental data augment the use of simulation data and lead to an appreciation of the naturalvariability of hydrologic processes and the difficulties associated with using models to representsuch complex systems. The place-based nature of the modules and the hands-on active learningactivities provide a real-world context, stimulate student learning, and provide a resource for thedevelopment of practical skills as well as knowledge fundamental to engineering practice.Module effectiveness is assessed through an improvement-focused evaluation model using amixed-method research approach guiding data collection. Both qualitative and quantitative dataare collected through student learning data, product analysis, stakeholder surveys, and staffinterviews. The paper presents evaluation of program fidelity, effectiveness, student learning,and potential for adaptation.           Coastal Louisiana ecosystem used to develop learning            modules with focus on restoration projects and their                       hydrologic/ecologic impacts                                                            Learning modules developed for the                                                         Florida Everglades with focus on climatic  The Great Salt Lake Basin in Utah is used to           teleconnections and ecosystem hydrologydevelop hydrology modules Surface Water Input-             Runoff relationships
AU  - Emad Habib
AU  - Madeleine Bodin
AU  - David Tarboton
AU  - Madeline Frances Merck
AU  - David J Farnham
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Stimulating Active Learning in Hydrology Using Research-Driven, Web-based Learning Modules
UR  - https://peer.asee.org/24737
DO  - 10.18260/p.24737
ER  -