2026 ASEE Annual Conference & Exposition

This work-in-progress paper explores the efficacy of using student-recorded podcasts to inspire, motivate, summarize, and convey topics in hydrology. This study describes the pilot program structure and summarizes the benefits of this unique learning tool employed within the Environmental Resources Engineering program at Cal Poly Humboldt. In Spring 2025, 4th-year and graduate students enrolled in Hydrology II recorded a set of podcasts on an advanced hydrology topic of their choosing. In Fall 2025, these podcasts were integrated into the curriculum of Hydrology I for 3rd and 4th-year students. This scaffolded approach, where students share their expertise through oral media, is an effective pedagogical technique that supports a variety of learners and honors and uplifts storytelling as a valid learning tool.

Creation of the podcasts: Allowing the students to select their own topics promotes their agency as learners. The students worked in groups of 3-4 and were required to interview a working professional, which serves the dual purpose of professional networking. The Hydrology II class created four podcasts for this pilot study: “The 1964 Flood and How Extreme Storm Events Impact Watersheds”, “Impacts of Green Burials on Groundwater Quality”, “The Liquid Landscape: Klamath Dam Removal and Hydrology”, and “Are Water Parks a Waste of Water?”. The students also created an accompanying background slideshow, and have provided permission for the recordings to be used publicly.

Integrating the podcasts into an introductory hydrology course: For this pilot study, the four student-developed podcast episodes were presented in Hydrology I as part of a stand-alone assignment during their review week to assist in deepening their learning. Students were instructed to choose one of the four episodes to listen to and provide a reflection in which they connected the episode to topics and concepts covered in the course.

Assessment: To assess the efficacy of this project, students in both hydrology courses will be surveyed. For this pilot study, a modified version of the Music Model of Motivation survey was utilized to assess the impact of this assignment on students’ motivation in the introductory course. Additional qualitative questions were also included to explore student feedback on improving the assignments as well as interest in developing their own hydrology podcast episodes. A simpler survey will be developed for the advanced hydrology course students in a future semester. The deliverables from this study will include a publicly available student-created podcast repository, and assessment data exploring the impacts of the podcast project on student learning.

Next Steps: Learnings from this pilot study will assist in refining the assignments as well as the research methods. We are looking for feedback and discussion on other methods to assess the efficacy of this scaffolding and assignment on student learning and motivation. We also hope to encourage and inspire other environmental engineering faculty to explore innovative ways to incorporate oral storytelling and technology in their classroom activities.