Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

Rezaul Chowdhury

doi:10.3390/educsci9030213

Abstract

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Highlights

Hydrology education involves teaching the occurrence, distribution, and movement of water through description, explanation, and prediction [1]
The first landmark was observed in the 1960s, when many universities began formally offering hydrology education, followed by the second landmark in the 1990s, when field practice methods, professional and business skills, and engineering licensure requirements evolved
Industrial careers in hydrology involve the extensive use of data and modeling applications [1]

Summary

Introduction

Hydrology education involves teaching the occurrence, distribution, and movement of water through description, explanation, and prediction [1]. Ruddell and Wagener [2] reviewed the historical development of engineering hydrology education from the middle of the 20thcentury. They identified three major landmarks in hydrology education. The first landmark was observed in the 1960s, when many universities began formally offering hydrology education, followed by the second landmark in the 1990s, when field practice methods, professional and business skills, and engineering licensure requirements evolved. Formal university hydrology programs were established after the second landmark [2]. Industrial careers in hydrology involve the extensive use of data (climate, stream flow, and GIS, for example) and modeling applications [1]. There is a need for hydrology students to learn these skills

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Conclusion