| Abstract: | ABSTRACT: Recent assessments have emphasized the lack of a field and laboratory component in hydrologic education at the university level. Consequences of this lack include: (1) an unwarranted faith in published data; (2) lack of appreciation for the spatial and temporal variability of most hydrologic processes; (3) lack of appreciation for the difficulty of collecting good quality field data; (4) an inability to design and execute projects to collect field data; (5) a lack of field experience which can be applied when confronted with different problems or new environments; (6) an inability to evaluate published materials or models against “field reality;” (7) an excessive reliance on, and trust in, theoretical or conceptual models; and (8) reduced potential for lifelong learning through observation and analysis. Field courses need not be costly or difficult, but the instructor must be willing to adapt to the uncertainty and problems associated with field measurements. A recently updated course on watershed measurements at Colorado State University illustrates the type of field courses which can be developed if there is the necessary commitment and flexibility. The lack of a current text can be overcome by assembling selected portions of existing government documents, and a sample bibliography is included. |
