While doing my PhD, which explored community water governance in Scotland, I interviewed participants to understand their work and views concerning communities. I quickly found that I wanted and needed to leave my and their offices to have these conversations. The setting restricted the conversation, making it difficult to connect with what they told me, and sometimes to move beyond expected answ ...[Read More]
Being a Hydrology Coach: Some Ideas for Teaching College Hydrology Classes
Teaching the next generation of scientists, engineers, and planners hydrology may sometimes feel like a chore, but it might be the most impactful thing we do! So, I think it is always worth taking a look to see if we can optimize our approaches. What follows are some ideas that have shaped my teaching strategies over the last decade. I don’t pretend to be an authority on this stuff, but I’ve curat ...[Read More]
Public engagement in science: how to position ourselves?
The recent student protests against the war in Gaza reminded all of us that being a member of the academic community requires us to reflect upon our role in society. In Switzerland, the university occupations (see SwissInfo) led to several open letter-type reactions from academic staff, either supporting the protests or on the contrary, recalling that scientists should abstain from activism. This ...[Read More]
Overlooked tips for the lost art of fieldwork
Not so long ago, almost all hydrologic data depended almost exclusively on fieldwork. Today, sure, you can download data from repositories, there are satellites that beam you magic numbers that you can interpret to give you almost any variable, and some (less than we might hope) long-term monitoring has been outsourced to governments (or in some cases to citizens with sensors). But somewhere in ...[Read More]