Interdisciplinary Research and Education in Hydrology

GER-9554527伊斯兰教是一个跨学科的研究培训计划，旨在培养新一代水文学家。拟议的培训计划包括大量的机构匹配，并建立一个平衡的教学和研究环境，以强调当代水文教育的跨学科性质。该计划的主要目标是：*设计一个跨学科的博士计划，在水文学教育中建立一个自给自足的基础设施，并在GRT奖的有效期之后继续下去。*设立个别的学生课程，在与水文科学相关的跨学科领域提供正式训练；*引导学生在水文科学方面进行重要的探索性研究，强调就新出现的水文问题进行独立和小组研究；*提供机会，让学生在监督下体验包括技能发展、学生接触、课堂评估和跨学科水文学课程发展在内的教学经验。我们建议的实习生计划以几项结构和学术创新为特色。其中值得注意的是：利用GRT资金支持最初20个月的驻留期，以便进行广泛的学术培训和探索性研究；参与综合教学体验；建立跨学科水文科学方案委员会结构，鼓励和促进不同学生和教职员工之间的互动；开发具有共同学位要求的跨学科水文课程；采取积极主动的战略，吸引和留住代表性不足的学生，包括与两个本科支线院校建立正式联系；利用教育费用津贴和大学配对，支持前往国家实验室的小休假，举办水文学杰出系列讲座，并参加国家专业会议。这艘见习船的影响将远远超出在未来五年内培养新一代水文学家的范围。现有的学术联系将得到加强，新的联系将通过创建一个反映当代水文问题跨学科性质的自给自足的研究生课程来形成。

GER-9554527 Islam An interdisciplinary research traineeship program is proposed to educate a new generation of hydrologists. The proposed traineeship program includes substantial institutional matching and develops a balanced instructional and research environment to emphasize the interdisciplinary nature of contemporary hydrologic education. Principal goals of this program are: * To design an interdisciplinary PhD program that creates a self-sustaining infrastructure in hydrology education, and continues beyond the duration of the GRT award. * To create an individualized student curriculum that provides a formal training in interdisciplinary areas of relevance to the hydrologic sciences; * To guide students through a significant exploratory research experience in the hydrologic sciences, emphasizing independent and group study on emerging hydrologic issues; * To provide opportunities for supervised teaching experiences that encompass skill development, student contact, classroom evaluations and interdisciplinary hydrology curriculum development. Our proposed traineeship program is distinguished by several structural and academic innovations. Notable among these are: the use of GRT funds to support an initial 20 month residency period to allow broad academic training and exploratory research; participation in an integrated teaching experience; the formation of an interdisciplinary hydrologic sciences program committee structure that encourages and fosters interactions among diverse groups of students and faculty; development of an interdisciplinary hydrology curriculum with a common set of degree requirements; proactive strategies to attract and retain underrepresented students including formal linkages with two undergraduate feeder institutions; and use of cost-of-education allowances and University matching to support mini-sabbatical leaves to national labs, a hydrologic distinguished lecture series, and participation at national professional conferences. The impact of this trainee ship will extend far beyond preparing a new generation of hydrologists over the next five years. Existing academic linkages will be strengthened and new ones will be formed by the creation of a self-sustaining graduate program that mirrors the interdisciplinary nature of contemporary hydrologic issues.