On the Cutting Edge - Professional Development for Geoscience Faculty
Teaching Hydrogeology in the 21st. Century
University of Nebraska, Lincoln, NE
Cutting Edge > Hydrogeology > 2005 Workshop > Workshop presentations

Presentations from the workshop Teaching Hydrogeology in the 21stCentury


Hotlinks below enable you to download the handouts and supporting materials for each of the sessions in the program of the workshop Teaching Hydrogeology in the 21st Century offered by On the Cutting Edge at the University of Nebraska, Lincoln, July 23-28, 2005.

Opening panel on goals for entry-level hydrogeology courses for majors

Topic: What should students be able to do as a result of having taken an entry-level hydrogeology course?


Long demonstration sessions

Set 1

75-minute demonstration sessions. Click here to see full description of each session.

L1A The Woburn Groundwater Flow and Transport Model - A Spreadsheet Tool for Teaching the General Concepts of Modeling (Scott Bair, Ohio State University).
L1B Using EXCEL to Ease the Math Phobia Encountered in Teaching Hydrogeology (Terry Lahm, Capital University).
L1C Using Visual MODFLOW to Simulate Groundwater Flow and Transport (Timothy Callahan, College of Charleston).
L1D Using Excel for Aquifer Test(Yongli Gao, East Tennessee State University).
L1E Laboratory to Investigate the Concept of Storage in Hydrogeology(Herb Wang, University of Wisconsin).

Set 2

75-minute demonstration sessions. Click here to see full description of each session.

L2A Constructing Flow Nets with GIS (Robert Newton, Smith College)
L2B Geographic Information Systems (GIS) and Water Resource (Constantin Cranganu, New York University).
L2C Composite session on the use of analog materials, with the following 4 short presentations:
L2D Composite session on the use of analog materials, with the following 4 short presentations:

Short demonstration sessions - using real world and scant data in teaching

Set 1

20-minute demonstration sessions. Click here to see full description of each session.

S1A Teaching Students to Solve Hydrogeologic Problems Using Scant Data(Don Siegel, Syracuse University).
S1B Taking a Snapshot of the Water Table (Horacio Ferriz, California State University, Stanislaus).
S1C Constructing vs. Understanding Water Table Maps(Susan Swanson, Beloit College).
S1D Using Wetlands to Teach Hydrogeology (Catherine Carlson, Eastern Connecticut State University).
S1E Borehole Logging from Sample Collection to Borehole Geophysics(Richard Laton, California State University, Fullerton).

Set 2

20-minute demonstration sessions. Click here to see full description of each session.

S2A Quantifying Ground-Water Baseflow and Improving Math Skills through a Stream-Discharge Exercise (James Reichard, Georgia Southern University).
S2B Save Crooked Creek! Remediation of a Service Station Site with a Leaking UST (Paul Ryberg, Clarion University).
S2C Installing Minipiezometers With (and Without) Seepage Meter (Joe Yelderman, Baylor University).
S2D Annual Water Budget of a Campus Retention Pond (Tara Curtin, Hobart and William Smith Colleges).
S2E Using Real World Data in Groundwater Inflow Into a Filling Reservoir (Jay Sims, University of Arkansas, Little Rock).

Set 3

20-minute demonstration sessions. Click here to see full description of each session.

S3A Using Data From the Arsenic Problem in Bangladesh(Martin Stute, Barnard College).
S3B Hydrogeology Laboratory Course based on a Single Consulting-style Project (Matthew Uliana, Texas State University, San Marcos).
S3C Visualizing the Water Table in the Field (Tom Brikowski, University of Texas, Dallas).
S3D Hydrogeology from the Air: Use of Unoccupied Aerial Vehicles to Obtain In-Situ Aerial Photographs for Hydro Students (Martin Helmke, Dickinson College).
S3E Using A Quarry Pump Test to Determine Aquifer Properties, Calculate Water Budgets, and Assess Good Field Practices (Amy Sheldon, SUNY Geneseo).

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