"What I like most about HydroLearn is its flexibility. It can easily be customized for a very broad range of applications."
— Dr. Pete Rogers, Georgia Southern University
"There has been great support from the HydroLearn team not only on the technical side but also in helping us think about pedagogy. The interaction with other fellows has been a great motivation to get my module completed."
— Dr. Ciaran Harman, Johns Hopkins University
"HydroLearn is a valuable data-driven visualization tool through which undergraduate students can investigate the Food-Energy-Water-Nexus at local, regional, and national levels."
— Dr. Cory Forbes, University of Nebraska-Lincoln
"I particularly appreciate the critical thinking and active learning aspects of the HydoLearn platform, and the support tools built into the system to promote these."
— Dr. Fahmidah Ashraf, Bradley University
"The most appealing characteristic of HydroLearn for me, is working within a community of faculty who teach water related courses, and receiving feedback from them (and providing feedback) about the material, before distributing it to students. Also I think the idea of a problem based module (or course) is very appealing to students. Understanding theory based on real life problems, makes the topic more interesting and the class more interactive and engaging."
— Dr. Aida Farough, Kansas State University
"I am excited about HydroLearn because it will provide my students with active and collaborative learning opportunities that can enhance their experiences in my hydrology courses."
— Dr. Walter McDonald, Marquette University
"HydroLearn was a wonderful opportunity to not only 'talk shop' with other educators about water resources but to really dig in and make engaging modules that provide real-life, virtual hands-on material for undergraduate and graduate students. Something that is particularly neat about HydroLearn is the chunk-based framework of each module, it allows students and faculty to tailor the material to their courses, making it pretty easy to implement. The pedagogical layout used, learning activities tied to the learning objectives in a clear and consistent manner, aligns well with ABET and other assessment frameworks. Overall, my experience with my cohort, and particularly my experience in working with my partner/colleague for our module was a bright spot in my COVID-19 summer."
-Dr. Austin Polebitski, University of Wisconsin-Platteville
"I thought that was probably the single most valuable aspect of the module; that you saw how a change in your input data affects your results. Because in a test setting or a homework setting, the input data affects your results. But in a professional setting, it's really the opposite. You have to collect the data and you have software that does the work for you. So I enjoyed that..."
-A student reflecting on his experience with the Dry Canyon module