Understanding the Hydrosocial Cycle Through the FEW (Food-Energy-Water) Nexus in Higher Education (Poster 1)

• In Event: Collaborative Development of a Framework for Food-Energy-Water-Nexus Education

Abstract

Increasing vulnerability in water security necessitates a comprehensive understanding of water resources management that encompasses social science aspects. Hydrology education, although rooted in the physical science of water, has its origins in recognizing the importance of the physical, social, political, legal, and economic dimensions for successful water resources management in the real world (Ruddell & Wagener, 2015). However, undergraduate hydrology courses currently emphasize the physical principles of water, thereby limiting students’ exposure to other critical aspects. In recent years, researchers have explored the social and political dimensions of water management, including decision making, conflicts, and cooperation. However, the concept of the hydrosocial cycle, which integrates social and hydrological processes, is not widely incorporated into undergraduate education. The Food-Energy-Water (FEW) nexus framework offers a valuable approach to connect the hydrosocial cycle with real-world water management cases (Robb et al., 2021; Finewood & Stroup, 2012; McDonnell, 2014). Here we demonstrate how the FEW-nexus can be effectively incorporated into undergraduate courses to enhance students’ understanding of the hydrosocial cycle. Leveraging upper-level teaching in environmental studies, we introduce global case studies of water management conflicts related to dam building (e.g., Grand Ethiopian Renaissance Dam and Mekong River Basin) and dam removal (e.g., Klamath River). Through the coursework, students learned about the theoretical background of the hydrological cycle and then explored diverse stakeholder perspectives on the dam building/removal using stakeholder analysis and narrative analysis within the FEW-nexus framework. The students developed policy recommendations aimed at resolving conflicts. These case studies provided students with a valuable opportunity to integrate food, energy, and water systems through an interdisciplinary approach. Students also gained practical experience in the decision-making process for sustainable water management by tackling real-world problems. We discuss how incorporating the FEW-nexus into undergraduate education enhances students’ understanding of nature-human interactions by integrating social science aspects. In conclusion, this study highlights the importance of integrating social science aspects into hydrology education to better prepare students for addressing the complex challenges of water resources management. By incorporating the FEW-nexus framework in case studies on water management conflicts, students gain a comprehensive understanding of the hydrosocial cycle and develop valuable skills for sustainable water management and decision making.

Author

• Kyungsun Lee, University of Arkansas at Little Rock