EXPERIENTIAL LEARNING OPPORTUNITIES IN A WATER SCIENCE CURRICULUM AT THE UNDERGRADUATE LEVEL

This project deals with mechanisms to enhance undergraduate teaching and research in water science classes in the University of Northern Iowa. Several hydrologic instruments were used in this project to provide students with experiential learning opportunities through laboratory and field activities. The primary objectives were to assess the teaching and learning effectiveness in the Physical Geology, Environmental Hydrology, and Hydrogeology classes during the academic year. The students conducted exercises in a groundwater simulation system and an on-campus monitoring well site. They collected water samples from streams and groundwater wells to understand the water pollution problems caused by land use practices and industrial effluents. They learned ion chromatography procedures in the laboratory to enhance important analytical skills. Some of the exercises were used in a K-12 teachers' workshop. Overall, seven upper-level undergraduate students, three graduate students, seventy-five freshman and sophomore students, and twenty-two K-12 teachers received training on operating hydrologic instruments, water sampling protocol and on-site chemical analysis, programming and calibrating ion chromatography system, and hydrologic data analysis.

The outcome of the project was evaluated by distributing objective questionnaire on the subject, giving examinations, and conducting interviews. It was observed that the hands-on activities considerably enhanced student learning. They learned that groundwater and surface water are dynamically balanced and these valuable resources can be contaminated by human activities. They also learned that water quality in an aquifer could vary over time. It was an obvious finding that visuals play a key role in an effective classroom. It was also found that exposure to analytical procedures can significantly add to their understanding of scientific concepts, and that experiential learning of students can change their previously held misconceptions. This project made it easier for the students to make a link between their classroom and laboratory learning and the real field situation.