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

http://ir.library.oregonstate.edu/concern/articles/gf06g463q

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the ‘T-shaped’ knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field.
  • This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by The Author(s) and published by Copernicus Publications on behalf of the European Geosciences Union. It can be found at: https://doi.org/10.5194/hess-20-1289-2016
License
Resource Type
DOI
Date Available
Date Issued
Citation
  • Sanchez, C. A., Ruddell, B. L., Schiesser, R., & Merwade, V. (2015). Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities. [Article in Press] Hydrology and Earth System Sciences Discussions. doi:10.5194/hessd-12-6327-2015
Journal Title
Journal Volume
  • 20
Rights Statement
Funding Statement (additional comments about funding)
Publisher
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Submitted by Open Access (openaccess@library.oregonstate.edu) on 2016-02-01T17:45:25ZNo. of bitstreams: 1Hydro wtitle page 091115 FINAL HESSD.pdf: 630616 bytes, checksum: 80514ea48598b35239cb885c0511c15e (MD5)
  • description.provenance : Made available in DSpace on 2016-02-02T02:09:38Z (GMT). No. of bitstreams: 2sancchri1510414700.zip: 588420 bytes, checksum: 187e398278b85b85606af6bd9579ad47 (MD5)Hydro wtitle page 091115 FINAL HESSD.pdf: 630616 bytes, checksum: 80514ea48598b35239cb885c0511c15e (MD5) Previous issue date: 2015-07-01
  • description.provenance : Approved for entry into archive by Deanne Bruner(deanne.bruner@oregonstate.edu) on 2016-02-02T02:09:38Z (GMT) No. of bitstreams: 2sancchri1510414700.zip: 588420 bytes, checksum: 187e398278b85b85606af6bd9579ad47 (MD5)Hydro wtitle page 091115 FINAL HESSD.pdf: 630616 bytes, checksum: 80514ea48598b35239cb885c0511c15e (MD5)

Relationships

Parents:

This work has no parents.

Last modified

Downloadable Content

Download PDF

Items