Abstract
A graduate-level course in hydrology was redesigned to apply problem-based, cooperative-teaching strategies. The conventional approach to teaching this course had several weaknesses. In the old course, students' learning was fragmented, and an understanding of the interconnectedness of hydrologic processes eluded them. Learning in isolation instead of in groups failed to prepare students for professional work and limited the scope of their study. The “cookbook” approach to teaching analytical methods did not prepare them to formulate and solve more complex problems. Relying only on textbooks also limited student's ability to learn about real-world problems. The usual method of grading assignments and papers was restrictive and of questionable value. The new approach differs from the old in several important ways. Students work in groups to characterize the hydrology of a real basin. No exams are given; assignments are thoroughly critiqued, but not graded; students revise and resubmit work, gradually build...
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