Moving university hydrology education forward with community-based geoinformatics, data and modeling resources

摘要: In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, present our findings from surveying the hydrology education community United States. This paper presents an argument that geoscience cybereducation (DMDGC) approaches are essential for teaching conceptual applied aspects of as a part broader effort improve science, technology, engineering, mathematics (STEM) at university level. The authors have undertaken series surveys workshop involving educators determine state practice DMDGC hydrology. We identify most common tools currently utilized, quantify extent adoption classroom, explain community's views on challenges barriers preventing wider use. emphasized graduate level curriculum, only basic visualization widespread identifies greatest greater lack access easily adoptable curriculum materials time training learn constantly changing methods. current consensus is should emphasize learning, be used complement rather than replace lecture-based pedagogies. Inadequate online material publication sharing systems, incentives faculty develop publish via such also identified challenge. Based these findings, suggest number steps taken by potential education, including formal development assessment materials, integrating lecture-format approaches, incentivizing excellent implementing dissemination cyberinfrastructure necessary support unique digital materials.