Teaching Hydraulic Engineering and Design

Hydraulic engineering is an evolving field driven by innovative projects, climatic events (i.e., failures, incidents, and successful performance), scientific discovery, and the cultures and communities in which we live. Thus, we are all beneficiaries of our predecessors’ efforts with a wealth of information at our fingertips. The effective teacher is constantly challenged not only to provide relevant and current learning opportunities but to periodically adapt and adjust their strategies to a changing audience (Muijs and Reynolds 2018).

In 2001 the Journal of Hydraulic Engineering (JHE) published a special issue on teaching hydraulic design (Finnie 2001) that was a work product of the Teaching Hydraulic Design Task Committee of the ASCE Environmental and Water Resources Institute (EWRI) Hydraulic Structures Committee. Papers were expanded from versions presented at a special conference session in 1999 along with postevent invitations to various authors. In the 10 papers and bibliography, excellent project examples were provided along with effective methods well-suited to environments commonly found at universities. Also included were two manuscripts with intriguing perspectives on hydraulic engineering education (Hotchkiss et al. 2001; Liggett and Ettema 2001).

In the 20 years since this special issue, much has changed in both the classroom and in the workplace. The state-of-practice has advanced considerably in response to climate change, world events, and technology. Remote sensing and unmanned aerial vehicles provide new datasets with unprecedented detail. Complex numerical models are commonly simulated both on powerful yet inexpensive desktop computers and via data centers accessed through the internet. Machine and deep learning have caused a paradigm shift in many sectors (Goodfellow et al. 2017) with programs able to perform a multitude of tasks previously requiring human intelligence. In less than a decade, smart devices and a mobile internet have significantly altered cultures throughout the globe (Phillips 2014). What an opportunity to provide a companion collection of papers to the 2001 JHE special issue that showcased new advancements in teaching hydraulic design both in the classroom and in the workplace.

Contributions to this Special Collection used a variety of applied research and/or real-world examples to spark imagination and increase interest in various hydraulic topics and applications. For example, Leonardo da Vinci’s drawings and notes specific to hydraulic jumps and scour caused by impinging jets were used to introduce and teach the fundamentals and complexities involved in these phenomena. This was expanded with discussion providing additional theoretical and empirical tools to better describe and add insight into these phenomena (Palermo and Pagliara 2020).

Other papers illustrated optimization methods such as sizing pipe diameters in pumped conveyance systems using hydraulic and economic principles (Vasconcelos 2020). Another illustrated how they introduced second-year students to geotechnical, hydraulic, and energy engineering fundamental (prior to their formal exposure via topic-specific courses that start in their third year) through the design, construction, and testing of a lab-scale earthen dam (MacVicar et al. 2020). Based on their own analysis, with input from a diverse set of stakeholders including indigenous peoples, students also select a site for their imaginary dam.

Tullis and Barfuss (2020) share ideas for a design-based hydraulic structure design class (fourth year and graduate students) where inductive/deductive teaching methods; along with the design, build, and testing of laboratory-scale hydraulic structures are integrated to enhance student enthusiasm and interest in learning. Students are evaluated on their design methodology rather than performance, allowing students to learn from their successes and mistakes without academic consequence (mistakes often provide the greater lesson). Another paper discusses the importance of applied research in hydraulic engineering education as it provides opportunities for student to connect fundamental principles to applications in society (Ettema et al. 2020). Applied hydraulic research is not only beneficial to the students but also to those providing the educational experience. Applied research keeps researchers and educators better connected with current engineering challenges and better insights into how to best prepare engineering students to meet those challenges.

Crookston et al. (2020) discussed the importance of effective hydraulic education and training in both academic and professional practice settings. They also emphasized that learning includes mistakes and therefore instructors and employers should create safe environments where students are allowed to make and learn from mistakes. A variety of virtual, desktop, laboratory, and field learning activities are shared along with two classroom assignments (supplemental files) ready for instructor use.

The goal of this Special Collection is to inspire hydraulic engineering educators (academia) and mentors (professional practice) to be creative, visionary, and more effective in preparing and motivating the upcoming generation of problem solvers. Some educational opportunities and challenges to be addressed in the future may include the following: efficacy of online learning versus the significant benefit derived from hands-on experiential learning (lab and field exercises); finding a balance between teaching the latest tools (e.g., software, technology, etc.) versus providing a functional knowledge of the fundamental principles; and applying the right tools for the problem at hand and required outcomes, among others. The ongoing partnership between academic education and employer-driven on-the-job training must continue to grow and search for innovative teaching techniques to better enhance and support effective training for hydraulic engineering and design.