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Taking the pulse of hydrology education
Author(s) -
Wagener Thorsten,
Weiler Markus,
McGlynn Brian,
Gooseff Mike,
Meixner Tom,
Marshall Lucy,
McGuire Kevin,
McHale Mike
Publication year - 2007
Publication title -
hydrological processes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.222
H-Index - 161
eISSN - 1099-1085
pISSN - 0885-6087
DOI - 10.1002/hyp.6766
Subject(s) - state (computer science) , library science , archaeology , hydrology (agriculture) , history , engineering , computer science , geotechnical engineering , algorithm
As a group of young hydrologists, we conducted a short, online survey to understand some of the main characteristics of current hydrology education and its educators. The survey provided a very interesting view on the great diversity found in hydrology education and suggests that while an education with a common basis is desirable, it is clearly not available at the moment. Hydrology educators are challenged to identify common principles, core knowledge, and approaches that should be included, in addition to areas where clear consensus is lacking. This lack of consistency may be contributing to slow progress in hydrologic science since each hydrologist's definition of what a hydrologist should know depends on their education and background. Kirchner (2006) and Bloeschl (2006) discuss in separate papers that advancements in hydrological science will likely come from synthesis of different approaches, from 'collision' of theory and data, and from better communication. Hydrology education is clearly one way to facilitate this communication.