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Training hydrologists to be ecohydrologists and play a leading role in environmental problem solving

dc.contributor.authorMcClain, M. E.
dc.contributor.authorChícharo, Luís
dc.contributor.authorFohrer, N.
dc.contributor.authorGaviño Novillo, M.
dc.contributor.authorWindhorst, W.
dc.contributor.authorZalewski, M.
dc.date.accessioned2014-09-22T13:08:51Z
dc.date.available2014-09-22T13:08:51Z
dc.date.issued2012
dc.date.updated2014-09-19T10:43:33Z
dc.description.abstractEcohydrology is a relatively new and rapidly growing subject area in the hydrology curriculum. It is a trans-disciplinary science derived from the larger earth systems science movement and examining mutual interactions of the hydrological cycle and ecosystems. It is also an applied science focused on problem solving and providing sound guidance to catchment-scale integrated land and water resources management. The principle spheres of ecohydrology include (i) climate-soil-vegetation-groundwater interactions at the land surface with special implications for land use, food production and climate change; (ii) riparian runoff, flooding, and flow regime dynamics in river corridors with special implications for water supply, water quality, and inland fisheries; and (iii) fluvial and groundwater inputs to lakes/reservoirs, estuaries, and coastal zones with special implications for water quality and fisheries. We propose an educational vision focused on the development of professional and personal competencies to impart a depth of scientific knowledge in the theory and practice of ecohydrology and a breadth of cross-cutting knowledge and skills to enable ecohydrologists to effectively collaborate with associated scientists and communicate results to resource managers, policy-makers, and other stakeholders. In-depth knowledge in hydrology, ecology, and biogeochemistry is emphasized, as well as technical skills in data collection, modeling, and statistical analysis. Cross-cutting knowledge is framed in the context of integrated water resources management. Personal competencies to be fostered in educational programs include creative thinking, cooperation, communication, and leadership. We consider a life-long learning context but highlight the importance of master’s level training in the professional formation of ecohydrologists.por
dc.description.sponsorshipAuthors of this paper represent the consortium of institutions jointly offering the Erasmus Mundus Master of Science in Ecohydrology (www.ecohyd.org), financed by the European Commission. Partial financial support for the preparation of this paper was also provided by the Dutch Ministry of Foreign Affairs through the DUPC program at UNESCO-IHE.
dc.identifier.citationMcClain, M. E.; Chícharo, L.; Fohrer, N.; Gaviño Novillo, M.; Windhorst, W.; Zalewski, M.Training hydrologists to be ecohydrologists and play a leading role in environmental problem solving, Hydrology and Earth System Sciences, 16, 6, 1685-1696, 2012.por
dc.identifier.doihttp://dx.doi.org/10.5194/hess-16-1685-2012
dc.identifier.issn1027-5606
dc.identifier.otherAUT: LCH00360
dc.identifier.urihttp://hdl.handle.net/10400.1/5037
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherCopernicus Publicationspor
dc.titleTraining hydrologists to be ecohydrologists and play a leading role in environmental problem solvingpor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage1696por
oaire.citation.issue16por
oaire.citation.startPage1685por
oaire.citation.titleHydrology and Earth System Sciencespor
person.familyNameChicharo
person.givenNameLuis
person.identifier.ciencia-id6716-EE1C-B995
person.identifier.orcid0000-0002-4933-2300
person.identifier.scopus-author-id6602881426
rcaap.rightsopenAccesspor
rcaap.typearticlepor
relation.isAuthorOfPublicationd3ff8510-3be1-4a6a-abdd-eb671a819aef
relation.isAuthorOfPublication.latestForDiscoveryd3ff8510-3be1-4a6a-abdd-eb671a819aef

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