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Adapt engineering education

Environmental change and the emerging global scale of engineering provide unprecedented challenges for future engineers. Therefore, we mustÌýadapt engineering educationÌýby incorporating this diverse knowledge. As a teacher, I seek to build these connections for my students and use new technologies to better prepare them to innovate unique solutions to tomorrow’s water issues.

To date, my classes includeÌýCVEN 5393, Water Resource Systems and Management, a graduate course of approximately 15-20 students;ÌýCVEN 4333, Engineering Hydrology, a course of approximately 100 juniors and seniors in civil and environmental engineering; and CVEN 5423, Water Resources Engineering, a graduate course in water resources engineering with a mix of upper division undergraduates and graduate students.Ìý The courses emphasize quantitative techniques as well as the broader societal implications of water resources engineering.

Extensive use of technology

WeÌýmake extensive use of technologyÌýin the courses.ÌýCVEN 5393, systems analysis, introduces students to reservoir planning usingÌýÌýsoftware, as well as fundamental techniques such as optimization and uncertainty analysis.Ìý The course culminates in an independent course project where students apply their knowledge in real-world explorations of water resources planning and management applications.Ìý CVEN 5423, water resources engineering, introduces many numerical analysis concepts and uses Python programming, which is increasingly demanded in the engineering profession, as documented in theÌý

Real-world case studies

My teaching utilizesÌýreal-world case studiesÌýas part of assignments, a technique that has been shown to increase student retention of concepts, better prepare students for the workforce, and reinforce course material.Ìý For example, I have created an exercise in my water resources engineering class in which the students perform a role-playing activity negotiating water supply on the babyÖ±²¥app River, similar to actual negotiations that occurred over the 1922 babyÖ±²¥app River Compact.Ìý Via discussion, students learn how challenging it was to negotiate an agreement given limited information about future water supply and demand.

Students’ educational needs

I strive to use the best techniques available to best serve myÌýstudents’ educational needs. I have participated in evaluations of teaching efficacy through theÌýÌýat CU, utilizing direct interviews of students to test their learning.Ìý I also serve as the vice chair of an ASCE Environmental Water Resources Institute committee that has the goal of sharing water resources systems course materials to improve education in this field.Ìý We haveÌýÌýon this topic, and also have anÌý.Ìý I have also used technology to disseminate course topics such as YouTube videos:

Innovations in research

My teaching philosophy also strongly linksÌýinnovations in researchÌýto the educational experience. In my own research, I have drawn on work in cognitive psychology to show that decision-making bias can severely limit the effectiveness of decision support. I use examples like this in my courses, teaching students to critically question the assumptions behind decision analysis methods.

Graduate student researchÌý

MentoringÌýgraduate student researchÌýis also an important part of the educational process. In my babyÖ±²¥app career, I strive to help students improve their communication skills through constructive feedback on their public speaking, providing opportunities for them to practice these skills via presentations at our home institutionÌý, while also emphasizing student conference travel. I have also been involved in a multi-institution effort toÌýÌýthat has achieved over 100,000 page views from 2013-2016.Ìý My students also participate in a weeklyÌýgraduate-student led workshopÌýwhere we share research ideas, best practices, and do journal paper reviews with students fromÌý,Ìý, andÌýEdie Zagona’sÌýgroups.