Patrick Belmont: Using Water: Science and Society at Utah State University

I taught the material as a hybrid class with students working through the module content and most of the formative assessments on their own. We had three 50-minute periods scheduled each week, though some periods were optional attendance so I could work more closely with students who had a more difficult time learning the material. Typically the first class period of each module was used for micro-lectures (10–30 min) to provide additional detail or examples or extend the material in the module. The last class period of each module was typically used for the summative assessment. The middle class period was optional or used to work through formative assessments and/or for class discussion. All content was based on the InTeGrate Materials from Water, Science and Society.

Module 1

• I used class time to provide some overview on water in the western United States and specifically in northern Utah. Students completed the readings and formative assessments independently and completed their water journals. In the third class meeting of this module, students presented their water journals and results of their indirect water use and we had a class discussion about water use in Logan, Utah.
  

Module 2

• Students completed the readings and formative assessments independently. During the first class period I provided a brief lecture to reinforce the reading. The second class period was optional so I could work with students who had difficulty computing changes relative humidity within a Hadley Cell. Students completed the Summative Assessment during the third class meeting and we subsequently discussed it in class.
  

Module 3

• Students completed the readings and formative assessments independently. Given that this is my area of expertise, I provided an extended lecture (30–40 min) on watersheds and how topography is sculpted by fluvial processes. The third class period was used for the summative assessment, for which students worked in groups of two. We had a class discussion about different ways to create contour maps and topographic profiles and discussed advantages and drawbacks of each.

Module 4

• During the first class period, I provided a brief overview of floods and droughts and used several recent examples (obtained from a Google News search) of damages from recent events around the world. Students completed the readings and most of Formative Assessment #2 independently. We did Formative Assessment #2 in class. The summative assessment was completed outside class by the students, and then we used the third class period of this module to discuss the summative assessment.

Module 5

• Students completed the readings and formative assessments independently. I briefly lectured on the benefits and environmental impacts of dams in the western United States and discussed a proposed $2 billion project to build several new dams in the nearby Bear River watershed. We also discussed dam removal and watched/discussed the trailer for the film Dam Nation. I let students self-select which dams they were going to research outside of class and gave them 10 minutes to compile notes for the debate.

Module 6.1

• Students completed the readings and formative assessments independently. I gave a micro-lecture on groundwater in the western United States and talked specifically about problems in Salt Lake City and California. Students completed the summative assessment during the second and third class meetings. I made three different Darcy Tubes, each filled with a different type of sediment (fine sand ~125 um, coarse sand ~ 500 um, and pea gravel). It was necessary to saturate the fine grained Darcy tube within the hour before class to ensure reasonably consistent flow as students were only getting ~10 mL of water for each sample. We had to review basics, such as calculating the area of a circle and the change in head. I set up a separate tutorial to work with students who had trouble with Excel. The online tutorials were helpful for most, but some still did not get it.

Module 6.2

• Students completed the readings and formative assessments independently. We worked through all of the formative assessments together in class after the students had completed them on their own. The third class period was used for the summative assessment, after which we discussed it in class as a group after they turned it in.

Module 7

• I gave an extended lecture (30–40 min) during the first class period of this module on the history and implementation of the Clean Water Act. During the second class period, we reviewed water quality data from local water bodies and discussed proposed changes in the Clean Water Act. Students completed the readings and formative assessments independently, but we discussed each of the formative assessments in class. Students completed the summative assessment outside of class, and then gave brief presentations on their contaminants during the third class period of this module.

Module 8.1

• I gave a brief lecture (20–30 min) on the history and implementation of water rights throughout the United States during the first class period of this module. During the second class period I gave a brief lecture on the Colorado River Compact and implications for Utah. We also discussed the pros and cons of possible future water development projects. Students completed the readings and formative assessments independently, but we discussed each of the formative assessments in class. Students completed the summative assessment independently, outside of class and turned it in for feedback.

Module 8.2

• I used the first class period to give a brief lecture on climate models and how we know what we know about past and future climate. I also briefly reviewed the key findings of the IPCC and discussed the essential roles of skepticism and constructive criticism in science. We had a class discussion on policy/management decision-making in an uncertain world. Students watched Cadillac Desert Part 2: American Nile independently. Students completed the readings and formative assessments independently. Students received feedback from me on the summative assessment from Module 8.1 and revised it accordingly, outside of class.

Module 9

• For the first class period of this module I had one of my colleagues with extensive experience in international water issues give a guest lecture, focusing on the Colorado River and Rio Grande. During the second class period we discussed the associated chapters in The Big Thirst. Students completed the readings and formative assessments independently. Students completed the summative assessment on their own time and I was available for individual consultation during the third class period.

Module 10

• Students completed the readings and formative assessments independently. I gave a brief lecture on several of the solutions discussed in the module. During the second class period we had a general discussion of the solutions proposed in The Big Thirst. Students completed the summative assessment independently and each made brief presentations.
  

All of the material is described in the course website: https://www.e-education.psu.edu/earth107/. The advantage of having the lecture materials online is that the students come to class having read them and are ready to apply their knowledge. The professor can devote the lab time to interacting with the students, and learning where they are having difficulty, as well as making the course more relevant to each individual.