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

摘要

Ecohydrology is a relatively new and rapidly growing subject area in thehydrology curriculum. It is a trans-disciplinary science derived from thelarger earth systems science movement and examining mutual interactions ofthe hydrological cycle and ecosystems. It is also an applied science focusedon problem solving and providing sound guidance to catchment-scale integratedland and water resources management. The principle spheres of ecohydrologyinclude (i) climate-soil-vegetation-groundwater interactions at the landsurface with special implications for land use, food production and climatechange; (ii) riparian runoff, flooding, and flow regime dynamics in rivercorridors with special implications for water supply, water quality, andinland fisheries; and (iii) fluvial and groundwater inputs tolakes/reservoirs, estuaries, and coastal zones with special implications forwater quality and fisheries. We propose an educational vision focused on thedevelopment of professional and personal competencies to impart a depth ofscientific knowledge in the theory and practice of ecohydrology and a breadthof cross-cutting knowledge and skills to enable ecohydrologists toeffectively collaborate with associated scientists and communicate results toresource managers, policy-makers, and other stakeholders. In-depth knowledgein hydrology, ecology, and biogeochemistry is emphasized, as well astechnical skills in data collection, modeling, and statistical analysis.Cross-cutting knowledge is framed in the context of integrated waterresources management. Personal competencies to be fostered in educationalprograms include creative thinking, cooperation, communication, andleadership. We consider a life-long learning context but highlight theimportance of master's level training in the professional formation ofecohydrologists.