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CE 134: Open Channel Hydraulics and CE 131: Hydrology | Transparency, Technology, Purpose

Reflection on Instructional Change:

In CE 134, I worked on making a design experiment more transparent. I added a purpose statement that explained the purpose, which is to provide students with the experience of simulating flow in an open channel using industry-standard software. The design assignment had in previous semesters resulted in students struggling and becoming frustrated. I added a reminder in the assignment itself of the engineering design process, in which a design idea is developed, implemented, tested and then improved as needed in an iterative process. The rationale for this sentence is that it helps preserve students' sense of belonging as engineering students and confidence as they go through an iterative design process in which many alternatives they try are unsuccessful. I also provided students with the specific grading checklist that I use. In CE 131, I developed a more comprehensive checklist for students completing an early assignment involving Geographic Information System (GIS) technology and also talked at length about the purpose of the GIS assignment, which was to familiarize them with a technology used heavily in the professional practice of hydrology.

In CE 134, after implementing the revised version of the design project, students performed better than in previous years. One team found an innovative solutions that had never been identified in previous semesters. In CE 131, following the introduction of the purpose of an early GIS assignment, students asked questions such as "Can I put GIS on my resume after this?" This suggested to me that students understood and related to the purpose of the assignment.

The Reflection Assignments that were part of the ACUE course most influenced changes I made in my instruction. These learning activities were influential because they involved developing new learning outcomes, new course maps and even new or revised assignments over a semester. I had the opportunity to rethink my courses with the benefit of the ACUE course materials and do the work of actually implementing changes.

The Observe and Analyze session with my colleagues was also beneficial. I had been struggling with how to instruct students in GIS without too much scaffolding. My colleagues and the facilitator had great ideas such as using GIS more frequently throughout the course and occasionally leaving out steps in the instructions that students had already completed in previous assignments.

**Evidence of Instructional Change**
CE 134: Open Channel Hydraulics Design Project Description with Newly Added Purpose Statement	Figure from CE 134: Open Channel Hydraulics Design Project Report Prepared by Student Team	Students will be able to apply Geographic Information System (GIS) technology to support hydrologic analyses Screenshot from Tutorial for CE 131: Hydrology Geographic Information System Assignment and Associated Learning Outcome

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	I am a civil engineer specializing in water resources engineering. Sharing my enthusiasm for water resources with students is just one of the reasons I love teaching. I also like getting to know the new generations of engineers that will shape the future of our profession. My professional experience includes 5 years at a water resources engineering firm in the Bay Area. At Sac State, besides teaching, I conduct applied research and my current research interests are woodland buffers for wave attenuation, tools for dam breach inundation modeling and the hydraulics of constructed wetlands in the Sacramento-San Joaquin Delta

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.