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Hydrology and Earth System Sciences An interactive open-access journal of the European Geosciences Union
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Volume 16, issue 9 | Copyright

Special issue: Hydrology education in a changing world

Hydrol. Earth Syst. Sci., 16, 3405-3418, 2012
© Author(s) 2012. This work is distributed under
the Creative Commons Attribution 3.0 License.

Research article 21 Sep 2012

Research article | 21 Sep 2012

It takes a community to raise a hydrologist: the Modular Curriculum for Hydrologic Advancement (MOCHA)

T. Wagener1,2, C. Kelleher1, M. Weiler3, B. McGlynn4, M. Gooseff1, L. Marshall4, T. Meixner5, K. McGuire6, S. Gregg1, P. Sharma7, and S. Zappe8 T. Wagener et al.
  • 1Department of Civil and Environmental Engineering, The Pennsylvania State University, University Park, USA
  • 2Department of Civil Engineering, University of Bristol, UK
  • 3Institute of Hydrology, University of Freiburg, Freiburg, Germany
  • 4Department of Land Resources & Environmental Sciences, Montana State University, Bozeman, USA
  • 5Department of Hydrology and Water Resources, University of Arizona, Tucson, USA
  • 6Department of Forestry, Virginia Tech, Blacksburg, USA
  • 7Instructional Systems Program, Department of Learning and Performance Systems, The Pennsylvania State University, University Park, USA
  • 8The Leonhard Center, College of Engineering, The Pennsylvania State University, University Park, USA

Abstract. Protection from hydrological extremes and the sustainable supply of hydrological services in the presence of changing climate and lifestyles as well as rocketing population pressure in many parts of the world are the defining societal challenges for hydrology in the 21st century. A review of the existing literature shows that these challenges and their educational consequences for hydrology were foreseeable and were even predicted by some. However, surveys of the current educational basis for hydrology also clearly demonstrate that hydrology education is not yet ready to prepare students to deal with these challenges. We present our own vision of the necessary evolution of hydrology education, which we implemented in the Modular Curriculum for Hydrologic Advancement (MOCHA). The MOCHA project is directly aimed at developing a community-driven basis for hydrology education. In this paper we combine literature review, community survey, discussion and assessment to provide a holistic baseline for the future of hydrology education. The ultimate objective of our educational initiative is to enable educators to train a new generation of "renaissance hydrologists," who can master the holistic nature of our field and of the problems we encounter.

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