A -EARTH BASED ENGINEERING EDUCATION TOOL FOR PLACE-BASED LEARNING OF HYDROLOGIC CONCEPTS USING A CAMPUS WATERSHED AND WI-FI CONNECTIVITY

Wondmagegn Yigzaw and Faisal Hossain Department of Civil and Environmental Engineering Tennessee Technological University

Emad Habib Department of Civil and Environmental Engineering University of Louisiana

Abstract team of researchers at University of Louisiana at Lafayette, which allows student-driven active Hands-on learning is regarded as one of the learning of hydrology concepts. By leveraging a most effective ways to improve and stimulate campus watershed located very close to the student learning in engineering education. How- classroom at Tennessee Technological Universi- ever, there are many disciplines in engineering ty (TTU), HydroViz adaptation allowed for a that are not as amenable to ‘hands-on’ in the hands-on and place-based learning experience traditional sense of “bringing a sample tool for students without the need for time- from the laboratory or taking students to the consuming field trips. By using Wi-Fi internet hands-on laboratory”. One such discipline is connectivity, students applied the adapted tool ‘Engineering Hydrology’, a typical senior-level while located inside the campus watershed to elective course in most undergraduate civil en- pose key hydrology questions and seek answers gineering curriculum. For gaining the highest in a hands-on manner that would otherwise not level of student learning in such a course, it is be possible in the classroom. In essence, the almost impossible to implement hands-on ac- adapted tool was successful in fulfilling the no- tivities in class on a frequent basis since the sub- tion that – when you cannot bring the watershed ject of the topic (Hydrology) is often a larger- to the classroom, bring the classroom to the wa- than-classroom watershed involving topics such tershed. as rainfall-runoff transformation, land use/land cover, terrain features and complex instrumenta- Keywords: Hydrology, , Place- tion that are difficult to be replicated in a small- based Learning, Wi-Fi, Hands-on Learning. er laboratory. The conventional approach to in- corporating ‘hands-on’ learning concepts for Introduction such a course has therefore been to organize field trips that consume significant time away Hydrology is the study of the occurrence and from regular lectures due to the detailed plan- distribution of water in nature in the form that is ning that is needed for a successful execution. often known as the ‘water cycle’. Given that This paper describes the adaptation of a Google earth's water is always in movement, hydrology Earth-based Hydrology education tool for place- is that discipline that allows the water cycle (al- based and hands-on learning on hydrology con- so known as the ‘hydrologic cycle’) to be quan- cepts using a campus watershed. With several titatively studied for the water resources on, decades of high resolution image of the earth’s above, and below the surface of planet Earth. In surface, Google Earth has now evolved into a the civil engineering curriculum, hydrology is a powerful tool for visualization, analysis and key topic on water resources engineering that learning of environmental concepts that are spa- many senior level under-graduate and graduate tial and geographic in nature. HydroViz is one students choose to specialize on. This topic also such Google Earth-based tool, developed by a forms the cornerstone of many engineering in- 16 COMPUTERS IN EDUCATION JOURNAL frastructure projects such as reservoir, dams, learning, then the format for instruction should irrigation systems where engineers often need to be active and student-driven involving a strong- ask ‘how much water is naturally available?’ ly interactive component of hands-on learning. and compare the answer to these projects’ For example, if a student is expected to under- standard objective question of ‘how much water stand the concept of infiltration and the role is required?’ Similarly, hydrology topics also played by soil properties and land use, it is most allow operation and management of natural and beneficial for him/her to ‘go out’ in the field and man-made systems, such as wetlands, lakes, ir- conceptualize the soil’s ability to absorb rain rigation systems, rainfall harvesting schemes water as a function of real-world constraints and drainage networks. To provide students such as soil type, land use, terrain, rain rate etc. with an engineering perspective, a hydrology If a student is expected to physically grasp the course typically breaks up the study of the water role of topographic limits or the watershed di- cycle into components such as processes (rain- vide in ‘capturing’ the rainfall as runoff to the fall, surface runoff, infiltration, evaporation, outlet, it is highly beneficial for the student to transpiration, groundwater flow), instrumenta- observe the terrain and elevation features in the tion (rainfall and stream flow gages, weather real-world to be convinced ‘intuitively’ of the stations) and landform features (land use, land flow patterns during a storm event using basic cover, terrain, soil type and elevation). Figure 1 knowledge of fluid mechanics. Because of such shows an overview of the major processes of the needs for showcasing the ‘real world’ to stu- water cycle deemed important to the engineer dents, hydrology is one such discipline in engi- for design or operations of a water resources neering that is not as amenable to ‘hands-on’ in system. the conventional sense of “bringing a sample tool from the laboratory ” as are other topics in Due to the nature of the topic, the instruction civil engineering such as ‘concrete design’, of hydrology poses an interesting challenge. If ‘structural mechanics’ or even simply ‘fluid me- the goal is to achieve the highest level of student chanics’.

Figure 1. Overview of the major processes of the water cycle that are important to the engineer for design and operations of water resources systems.

COMPUTERS IN EDUCATION JOURNAL 17 Thus, for gaining the highest level of student let PCs or iPADs), an internet-based GIS (Geo- learning in such a course, it is almost impossible graphic Information Systems) software tool that to implement hands-on activities in the class on visualizes a real-world watershed can be a po- a frequent basis since the subject of the topic is tential candidate for place-based education and often a larger-than-classroom watershed involv- hands-on learning of hydrology. For example, ing phenomena such as rainfall, runoff, land use, students can operate the software tool during flow dynamics, instrumentation and terrain. A class periods ‘out in the field’ on campus in co- miniature laboratory version of a watershed, ordination with the instructor using their porta- while useful for a basic introduction, will never ble devices[7]. Various topics on hydrology that mimic the real-world natural transformation and are embedded as teaching modules of such GIS distribution of water in the water cycle. The software can then be taught to students in the only option left therefore is to organize field active learning format for the whole watershed trips to a distant watershed that consumes a sig- as the ‘classroom’. This would give students a nificant amount of time from regular lectures chance to observe the cause-and-effect relation- due to the detailed planning needed for a suc- ships of the watershed dynamics and properties, cessful execution. which would otherwise not be possible with conventional hands-on activities. Such cause This is where a ‘compromise’ option may and effect relationships (e.g. rainfall-runoff yield the benefits of a field trip without the level transformation, drainage patterns during a storm of logistic planning that is normally associated or stream flow regimes) are usually taught in a with a traditional field trip by leveraging the lat- hydrology class through ‘second-hand’ (i.e., est technological advancements and wireless passive) examples explained on the classroom (Wi-Fi) internet connectivity. The compromise board. option is based on the notion that –when you cannot bring the watershed to the classroom, This paper describes the adaptation of a then bring the classroom to the watershed. Such Google Earth-based Hydrology education tool a compromise concept would require a campus for place-based and hands-on learning of hy- watershed located very close to the classroom drology concepts using a campus watershed lo- (to avoid having to plan field trips) such that cated very close to the Department of Civil En- students can be taken ‘out there’ as frequently as gineering at Tennessee Technological Universi- needed. Consequently, various lecture modules ty (TTU). With several decades of high resolu- and course topics could be delivered ‘on site’ in tion images of the earth’s surface, Google Earth the form of hands-on demonstration and query has now evolved into a powerful tool for visual- based learning. ization, analysis and learning of environmental concepts that are spatial and geographic in na- Such a concept is often called place-based ed- ture. HydroViz is one such Google Earth-based ucation[3]. Place-based education is often tool, developed by a team of researchers at the hands-on, project-based and always related to University of Louisiana at Lafayette, which al- something in the real world. For example, stu- lows student-driven active learning of hydrolo- dents embarking upon a study of the Hoover gy concepts. By leveraging a campus watershed Dam, might interview the engineers and staff located very close to the classroom and internet who now oversee the dam’s operations and connectivity, HydroViz adaptation pushed maintenance. While place-based education has a boundaries of the hands-on learning to a place- long heritage in the social science education, it based environment. This was done by adapting has seen little application for engineering educa- the Google Earth-based HydroViz for the local tion, particularly in water resources engineer- campus watershed. The paper elaborates the ing[9]. With the recent and easy availability of software aspects of the adaptation procedure broad-band Wi-Fi on campus and mobile com- followed by a brief place-based implementation puting enabled portable computers (such as tab- of the tool.

18 COMPUTERS IN EDUCATION JOURNAL The paper is organized as follows. An over- logic systems, and (3) Using web-based geospa- view of the Google-Earth Hydrology education tial visualization technologies to support the im- tool called HydroViz that has been developed plementation of desirable educational compo- by a team at University of Louisiana at Lafa- nents. HydroViz leverages the free Google yette (led by Dr. Emad Habib; see [5],[11] . The Earth Plug-in and its JavaScript API to enable next section provides a summary of the campus presentation of geospatial data layers and embed watershed that was used for adaptation of them in web pages that have the same look and HydroViz for place-based learning. This is fol- feel as Google Earth. These design features sig- lowed by the software procedure for creating the nificantly facilitate the dissemination and adop- necessary geographic information layers to rep- tion of HydroViz by any interested educational resent each aspect of the watershed process or institutions regardless of their access to data or concept. Finally, we briefly cover the experi- computer models. Figure 2 provides a schematic ence of implementing the adapted tool on the for the overall architecture of the HydroViz tool campus watershed and the conclusions of the developed by Habib et al.[5]. study. Besides being freely accessible to a wide user Hydroviz community, Google Earth offers the ability to place and visualize hydrologic technical infor- HydroViz is a web-based, student-centered, mation on a 3D model of the Earth, which sub- highly visual educational tool designed to sup- sequently can facilitate students’ interactive and port active learning in the field of Engineering visually supported learning. Within a HydroViz Hydrology. The development of HydroViz is setting, students can use Google Earth naviga- afforded by recent advances in hydrologic data, tion capabilities to explore the watershed, either numerical simulations and visualization and is on their own or by using the embedded inquiry- web-based[5]. The original version of HydroViz based investigations and the supporting layers of was implemented in several hydrology-related hydrologic information. courses offered in three different universities. The evaluation[11] indicated that educational To facilitate classroom usage, HydroViz is developments that are based on embedding sci- laden with a set of classroom educational mod- entific content within a real-world context with ules (each addressing a specific topic of hydrol- visual and interactive functionality have a po- ogy) that can be used sequentially within differ- tential for improving the education of hydrology ent stages of an engineering hydrology curricu- and inspiring future generations of hydrologic lum. HydroViz is primarily designed to be used researchers and practitioners. The motivation for in junior/senior/graduate level courses on hy- creating HydroViz is embedded in several na- drology, water resources engineering, or other tional review reports that stressed the need to related subjects. A simplified version of improve undergraduate engineering hydrology HydroViz can also be used in basic-level cours- education[8],[10],[4],[2]. The common thread in es that focus on introducing new engineering the recommendation of these recent reports is and earth science students to basic hydrologic the introduction of hydrologic data and observa- concepts. The HydroViz hydrologic observato- tional components and numerical simulation ry, in the original version developed by Habib et components to simulate fundamental hydrologic al.[5] is for an actual watershed called Isaac- processes in the undergraduate hydrology cur- Verot (IV) which is located in south central riculum. Louisiana and is part of the Vermilion River ba- sin that connects to the Vermilion Bay of the HydroViz is a hydrology learning tool that is Gulf of Mexico. This is an experimental site lo- based on three main instructional strategies: (1) cated in the proximity of the campus of the Uni- Learning with data and simulations, (2) Embed- versity of Louisiana at Lafayette. For further ding technical contents within real-world hydro- details on HydroViz, the reader is referred to

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Figure 2. Overall architecture of HydroViz developed by Habib et al.[5] depicting the various inputs and modules. (figure reprinted with kind permission from Habib et al. (2011))

Habib et al.[5], Ma et al.[11] and the HydroViz from the classroom where Hydrology courses website at http://HydroViz.cilat. org/hydro/. In are taught (Figure 4). This is an urban and ex- the current study, we present an application of perimental site being monitored mainly for de- this learning model and how it was adopted for veloping low impact development (LID) strate- a different watershed located on campus at TTU gies to minimize storm runoff. As part of an to facilitate place-based learning of hydrology EPA-driven directive to explore ways for creat- concepts. Figure 3 provides a screenshot of the ing more pervious landscape to reduce peak front page of HydroViz once the student user stormwater flow, TTU recently embarked on a activates the index GIS layer. LID study to understand the campus-wide rain- fall-runoff relationship by installing instrumen- The TTU Campus Watershed Used tation for rainfall and runoff monitoring. for Adaptation of Hydroviz The BP watershed has an area of about 0.125 Like the original HydroViz software, the km2 and is basically a zero-order catchment adapted HydroViz hydrologic observatory was with no streams or creeks running through it. As also developed for an actual watershed called an urban watershed, its outlet is the storm drain- the ‘Boiler-Plant’ (BP) watershed which is lo- age man-hole (near Boiler Plant; Figure 4) that cated right on the TTU campus about 100 yards collects the generated storm runoff and passes 20 COMPUTERS IN EDUCATION JOURNAL

Figure 3. Screenshot of HydroViz showing the typical front page that is on display when the student user activates the tool. Note: the GIS layer of watershed boundary and outlet is ‘turned’ on using the bottom panel. The above screen shot is the adaptation for TTU from the original version developed by Habib et al. (2011) and is available online at: http://HydroViz.cilat.org/hydroTN/index.html).

Figure 4. The Boiler Plant (BP) ‘urban’ watershed on TTU campus that was adapted for HydroViz. The circle denotes the watershed outlet in the form of a man-hole that collects the generated storm runoff and facilitates entry to the storm sewer network leaving campus. COMPUTERS IN EDUCATION JOURNAL 21 it on to the storm sewer network leaving cam- same manner as the original HydroViz de- pus. The BP watershed is a low-gradient water- scribed in Habib et al. [5]. The software archi- shed where urban land use and land cover plays tecture remained the same as the original a vital role in runoff prediction. The terrain ele- HydroViz. The reader is referred to Habib et al. vation in the watershed, with reference to mean [5] for the details of the software. Hereafter, a sea level, ranges from approximately 1131 ft basic overview of the web visualization of the near the outlet to 1157 ft at the catchment di- KML on Google Earth is provided. vide. There are two main soil types in the BP watershed: Christian Loam and Mountview Silt The main look of HydroViz (shown in Figure Loam. The landuse is composed mainly of ur- 3) is created using Cascading Style Sheets ban areas with some cropland, pasture and (CSS) and Hyper Text Markup Language grassland areas. (HTML). In addition, the use of Google Earth API allows for the creation of customized but- Adaptation of Hydroviz for TTU tons and panels for student users for interactive (Boiler Plant) Watershed display of geospatial data. The HydroViz inter- face (see an example in Figure 3) is divided into Unlike the original IV HydroViz, the number 3 panels: (1) Google Earth Display (left panel), of topics on hydrology that the BP watershed (2) Student user driven Educational Component allowed for a real-world rendition was smaller. (right panel) comprising hydrology topics, and The specific topics were: (3) customized layers and tools (bottom panel). As the student user reads the content (right pan- 1) General features of the watershed such as el) they may need to turn layers on or off to the watershed divide, location of outlet, conduct measurements using the bottom panel. areal size etc. During this step, JavaScript code makes calls to 2) Land use and Land cover. the Google Earth API which in turn communi- 3) Soil coverage. cations with the Google Earth Plug-in of left 4) Elevation (terrain). panel for user-driven display. As mentioned ear- 5) Instrumentation for rainfall and flow lier, the layers in Google Earth are defined in measurement. Keyhole Markup Language (KML), which is a 6) Runoff modeling using Curve Number tag-based file format that defines the content to (CN) method. be displayed in Google Earth. Figure 5 summa- rizes the six KML file- images (each pertaining Each topic constituted at least or more GIS to a specific hydrology topic) that were used for layers digitized using arcGISTM as a vector or the adaptation of HydroViz for the BP water- raster dataset for visualization in Google Earth shed (hereafter called ‘HydroViz-TTU’). from the hydrologic data. Once the GIS layers were created, a Keyhole Markup Language Implementation of Hydroviz-TTU for (KML) version was created using the software Place-Based Learning called Google Earth ProTM. Unlike Google Earth, which is mainly for visualization and dis- On October 20, 2011, senior-level students en- play of geospatial data, Google Earth Pro pro- rolled in CEE4420 –Engineering Hydrology that vides additional capabilities such as mapping is taught by author – Faisal Hossain – were tak- large GIS datasets and calculating areas with a en out to the BP watershed for a testing of the polygon or circle. In this step, each GIS layer concepts of place-based learning using the (in the form of shape files) was converted to adapted HydroViz software. There were a total KML files for display on Google Earth (and of 18 students, divided into four groups of not eventually on HydroViz). The next step in- more than 5 members. Each student or a group volved the web visualization of the BP water- had at least one hand held device for accessing shed KML files using Javascript API in the

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Figure 5. The six GIS layers on TTU BP watershed rendered as Google Earth KML files for display in HydroViz-TTU adaptation. Each layer in a panel represents a hydrology topic. From upper left (clock- wise): General watershed boundary, elevation/terrain, land use/land cover; watershed outlet, instrumen- tation and soil coverage.

the broadband Wi-Fi internet connectivity on 3) To reconcile the findings in #2 with the campus. These devices comprised lap- location of the watershed outlet (which top/notebook (PC and Mac), Apple iPAD and was also an objective for identification in Smartphones (Google Android, or iPhone). person).

The trip to BP watershed was considered part 4) To explore the land use/land cover and of a regular class and not a field trip since it was physically investigate the soil type differ- on campus premises (thereby also avoiding the ences. necessary liability issues and logistic planning). The class period spanned 85 minutes. During 5) To verify the level of detail, scale and un- this class period, the goals for place-based learn- certainty in the representation of geospa- ing were as follows: tial data displayed on HydroViz-TTU.

1) To survey in person (for each student) the It was found that HydroViz-TTU allowed a boundaries of the watershed and get an successful place-based learning experience of idea of the areal extent and its divide. the above 5 objectives within a single class pe- riod through the use of Wi-Fi. Given the size 2) To explore the terrain and elevation to get of the BP watershed (~0.125 km2), each group an idea of the drainage patterns for storm was able to ‘scope’ the watershed boundary runoff during a storm. points in about 10-15 minutes to get a ‘feel’ of the watershed dimensions. Students frequently

COMPUTERS IN EDUCATION JOURNAL 23 checked the HydroViz-TTU display to navigate Conclusion through the watershed and check in-situ for hydrologically relevant items (such as soil type Hands-on learning is regarded as one of the or land use/land cover). Although detailed exer- most effective ways to improve and stimulate cises (contained in each of the HydroViz-TTU student learning in engineering [1]. However, as module) were not attempted in a place-based discussed in detail earlier, engineering hydrolo- learning framework on the first attempt, stu- gy is one such discipline in engineering that is dents gained a real-world appreciation of the not as amenable to ‘hands-on’ in the traditional general concepts of a watershed, divide, terrain sense of “bringing a sample tool from the la- and flow patterns that would have otherwise boratory or taking students to the hands-on la- been very difficult to render in a traditional boratory.” Thus, for gaining the highest level of classroom environment. Additional place-based student learning in hydrology, it is almost im- lectures can therefore allow students to pursue possible to implement hands-on activities in query-based learning in the context of the BP class on a frequent basis since the topic of hy- watershed. For example, in the immediate af- drology involves concepts such as rainfall- termath of a storm event, students could check if runoff transformation, land use/land cover, ter- the runoff generation was different for the two rain features and complex instrumentation that specific soil types that comprised the watershed are difficult to be replicated in a classroom without the need for a field trip. Nevertheless, a laboratory. This paper presented a ‘compromise’ few suggestions for improvement of future option based on the notion that –when you can- place-based learning classes emerged from the not bring the watershed to the classroom, then first round of implementation. These are: bring the classroom to the watershed. Such a compromise concept requires a campus water- 1) Use of laptop/notebooks are usually un- shed located very close to the classroom (to wieldy for place-based learning as it was avoid having to plan field trips) such that stu- found difficult to watch the display while dents can be taken ‘out there’ as frequently as holding the device and physically investi- needed within a class period. The paper then gate the details on location. More portable described the adaptation of a Google Earth- and hand-held devices such as smart based Hydrology education tool for place-based phones and compact iPADs were found and hands-on learning on hydrology concepts much more user-friendly for such place- using the campus watershed. With several dec- based learning. ades of high resolution images of the earth’s surface, Google Earth has now evolved into a 2) Even with campus wide broadband Wi-Fi powerful tool for visualization, analysis and to access Google Earth, there were several learning of environmental concepts that are spa- small ‘pockets’ of poor or no connectivity. tial and geographic in nature. HydroViz is one To ensure continuity in the implementa- such Google Earth-based tool, developed origi- tion of place-based learning, students or nally by a team of researchers at the University groups should have backup hard copies of of Louisiana at Lafayette[5], [11] which allows the key Google earth KML files for geo- student-driven active learning of hydrology spatial data. concepts. Both the original HydroViz and the new adapted version are web-based and can be 3) If the class is divided into groups, each fully accessed at http://hydroviz.cilat.org/. By group should be accompanied by a teach- leveraging a campus watershed located very ing assistant or be connected through two- close to the classroom at Tennessee Technologi- way radio with the instructor to coordinate cal University (TTU), HydroViz-TTU adapta- and complete the class in a timely manner. tion allowed for a hands-on and place-based learning experiencing for students without the need for time-consuming field trips. By using

24 COMPUTERS IN EDUCATION JOURNAL Wi-Fi and broadband internet connectivity, stu- matics (TUES) Type 2 Project under Award # dents were successful in applying the adapted 0628264. tool while located inside the campus watershed to pose key hydrology questions and seek an- References swers in a hands-on manner that would other- wise not be possible in the classroom. The im- 1. Aziz, El-Sayed (2011). Teaching and plementation of HydroViz in a place-based learning enhancement in undergraduate learning setting revealed that while the advances machine dynamics, Computer Applica- in technology made the concept feasible for in- tions in Engineering Education, vol. 19(2), struction of hydrology, there are nevertheless pp. 244-255 (DOI: 10.1002/cae.20306). some logistical hurdles. The key hurdle seemed to be the size of the device for running the 2. CUAHSI (2010). Water in a Dynamic HydroViz-TTU tool. In addition, it was also Planet: A Five-year Strategic Plan for Wa- found that hard copy documents of HydroViz ter Science (http://dx.doi.org/10.4211/ software should be retained to ensure continuity sciplan.200711). in the learning experience in zones where inter- net Wi-Fi connectivity is poor or non-existent. 3. Davidson-Hunt, I. and R.M. O'Flaherty (2007). Researchers, Indigenous Peoples, As a future extension of this work, HydroViz- and Place-Based Learning Communities, TTU will now be attempted with all its lecture Society and Natural Resources, vol. 20(4), modules in a place-based framework. Also, the pp. 291-305. tool will be explored for an enhancement to dis- play dynamic data embedded in the KML files 4. Gant, C.L. (2008). A Creative Critique of (such as a time series of land use/land cover U.S. Water Education. Journal of Con- change or climate change from Google Earth temporary Water Research and Education, Engine or of hydrologic model simulation). We vol. 139. hope to report on our findings sometime in the future on these aspects. 5. Habib, E., Y. Ma, D. Williams, L. Qin and Y. Liao. (2011). HydroViz: A Web-Based Acknowledgement Hydrologic Observatory for Enhancing Student Learning in Engineering Hydrolo- Authors Wondmagegn Yigzaw and Faisal gy Courses: (I) Conceptual Design and Hossain sincerely thank Dr. Emad Habib and Software Description, Advances in Engi- University of Louisiana’s Center for Innovative neering Education (in review; available Learning and Assessment Technologies CILAT online at: http://HydroViz.cilat.org/ hy- for providing assistance in the adaptation of the dro/publications/HydroViz_Part%20I.pdf). HydroVIZ-TTU tool in a timely manner for im- plementation in the CEE4420 course during Fall 6. Howley, A., M. Howley, C. Camper, H. 2011. Yibin Liao from University of Louisiana Perko. (2011). Place-Based Education at Center for Advances in Computer Studies de- Island Community School, The Journal of veloped the adapted HydroViz Interface and the Environmental Education vol. 42(4). Google Earth Plug-In. The first author was par- tially supported by the Center for Utilization, 7. Mosqueda, G., M. Ahmadizadeh, S. Management and Protection of Water Resources Tangalos, D. Moore-Russo. (2011). Inter- of TTU, that also provided various watershed net-based instructional resource exposing data on BP. Support for the third author was middle school students to structural and provided through the National Science Founda- earthquake engineering, Computer Appli- tion Transforming Undergraduate Education in cations Engineering Education, (DOI: Science, Technology, Engineering and Mathe- 10.1002/cae.20357).

COMPUTERS IN EDUCATION JOURNAL 25 8. NRC (1991). Opportunities in the Hydro- ASEE MEMBERS logic Sciences, National Academy Press, Washington, D.C., 348 p. How To Join Computers in Education Division (CoED) 9. Smith, G. A. and D. A. Gruenewald. (2007). Place-Based Education in the 1) Check ASEE annual dues statement Global Age: Local Diversity, 1st Edition, for CoED Membership and add $7.00 Routledge (ISBN: 0805858644). to ASEE dues payment.

10. Wagener, T., Weiler, M., McGlynn, B., 2) Complete this form and send to Gooseff, M., Meixner, T., Marshall, L., American Society for Engineering McGuire, K. and McHale, M. (2007). Tak- Education, 1818 N. Street, N.W., ing the pulse of hydrology education. Hy- Suite 600, Washington, DC 20036. drological Processes, vol. 21(13), pp. 1789-1792. I wish to join CoED. Enclosed is my check 11. Ma, Y., E. Habib, and D. Williams. for $7.00 for annual membership (make (2011). HydroViz: A Web-Based Hydro- check payable to ASEE).

logic Observatory for Enhancing Student Learning in Engineering Hydrology PLEASE PRINT Courses: (II) Implementation and Assess- NAME: ______ment Results, Advances in Engineering Education (in review; available online at: MAILING http://HydroViz.cilat.org/hydro/publicatio ADDRESS: ______ns/HydroViz_Part%20II.pdf) CITY: ______

Biographical Information STATE: ______

Wondmagegn Yigzaw is a Ph.D. student at ZIP CODE: ______Tennessee Technological University. He ob- tained his Masters from the University of Stuttgart. His research interests are on hydro- logic modeling and understanding the impact of climate on engineering design and operations.

Emad Habib is an Associate Professor at the University of Louisiana in the Department of Civil and Environmental Engineering.

Faisal Hossain is an Associate Professor at Tennessee Technological University in the De- partment of Civil and Environmental Engineer- ing.

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