Hydrol. Earth Syst. Sci., 16, 3263–3278, 2012 www.hydrol-earth-syst-sci.net/16/3263/2012/ Hydrology and doi:10.5194/hess-16-3263-2012 Earth System © Author(s) 2012. CC Attribution 3.0 License. Sciences Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis S. E. Thompson1, I. Ngambeki2,5, P. A. Troch3, M. Sivapalan4, and D. Evangelou2 1Department of Civil and Environmental Engineering, University of California, Berkeley, CA, USA 2School of Engineering Education, Purdue University, West Lafayette, IN, USA 3Department of Hydrology and Water Resources, University of Arizona, Tucson, AZ, USA 4Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, IL, USA 5Global Policy Research Institute and Department of Technology, Leadership, and Innovation, College of Technology, Purdue University, West Lafayette, IN, USA Correspondence to: S. E. Thompson (
[email protected]) Received: 15 December 2011 – Published in Hydrol. Earth Syst. Sci. Discuss.: 13 January 2012 Revised: 20 August 2012 – Accepted: 22 August 2012 – Published: 13 September 2012 Abstract. As hydrologists confront the future of water 1 Introduction resources on a globalized, resource-scarce and human- impacted planet, the educational preparation of future gen- erations of water scientists becomes increasingly important. There is an increasing need to understand the dynamics of Although hydrology inherits a tradition of teacher-centered water resources as key determinants of development, hu- direct instruction – based on lecture, reading and assign- man and environmental health, and conflict and sustainabil- ment formats – a growing body of knowledge derived from ity (Gleick and Palaniappan, 2010; Postel and Wolf, 2001; engineering education research suggests that modifications United Nations Development Program, 2011).