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| Titel |
Training hydrologists to be ecohydrologists and play a leading role in environmental problem solving |
| VerfasserIn |
M. E. McClain, L. Chícharo, N. Fohrer, M. Gaviño Novillo, W. Windhorst, M. Zalewski |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 6 ; Nr. 16, no. 6 (2012-06-22), S.1685-1696 |
| Datensatznummer |
250013328
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| Publikation (Nr.) |
 copernicus.org/hess-16-1685-2012.pdf |
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| Zusammenfassung |
| Ecohydrology 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. |
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