Adaptation of Groundwater Physical Models and Activities for Enhanced Student Learning Amy B. Chan-Hilton, Ph.D. 1 Abstract – Studies have shown that using a variety of teaching techniques to address the spectrum of learning styles enhances student learning. The goal of this project is to improve student interest and learning of groundwater topics relevant to environmental engineering. This is accomplished by adapting physical models and real-world activities to provide students hands-on learning of groundwater concepts into the Introduction to Environmental Engineering and Laboratory courses. The target audience of this project is sophomore- and junior-level undergraduate students enrolled in these required courses. This paper presents a summary of the physical models and real-world activities developed and implemented in the courses. The models and activities are adapted from material produced by Project WET and U.S. EPA, while the implementation into courses is based on the ASCE ExCEEd teaching model. Keywords: Environmental engineering, groundwater, active learning, models, real-world examples. BACKGROUND AND MOTIVATION Current trends show that a growing need exists for highly trained civil and environmental engineers. However, students often cite poor teaching as a reason for leaving engineering majors. Moreover, most teaching does not stimulate intellectual excitement because it is passive and does not place material into real-world contexts. Thus a need exists to enhance student learning through the use of effective teaching techniques that include hands-on and real-world activities that are thoughtfully integrated into courses. The FAMU-FSU College of Engineering serves two universities: Florida Agriculture and Mechanical University, a Historically Black College and University (HBCU), and Florida State University, a Doctoral/Research University- Extensive institution. Minorities and women comprise approximately 50% of the students in the Civil and Environmental Engineering department. Thus students from underrepresented groups will be directly affected and involved in all aspects of this project. This project addresses the need for more underrepresented minorities succeeding in civil and environmental engineering. For example, according to the 2000 U.S. Census Bureau, only 9.5% of civil engineers are women. Less than 20% engineering students are female engineering, and large numbers of women who initially choose engineering change majors before earning a degree [ASCE, 1]. The overall goal of this project is to improve student interest and learning of environmental engineering, especially groundwater topics. Groundwater is selected because it is relevant to multiple areas in environmental engineering, such as hydrology, water supply, remediation, solid and hazardous waste, as well as to other civil engineering areas, such as geotechnical and transportation engineering, and has real-world applications in all these areas. In order to accomplish the goal of this project, the following tasks are developed: 1. Adapt and modify hands-on physical models and real-world active learning activities. 2. Integrate and implement models and activities in the course and laboratory. 3. Assess and evaluate the effectiveness of the models and activities in enhancing student learning. 1 Associate Professor, Department of Civil and Environmental Engineering, FAMU-FSU College of Engineering, Florida State University, 2525 Pottsdamer Street, Tallahassee, FL 32310. Email: abchan@eng.fsu.edu 2007 ASEE Southeast Section Conference