How do water and land management decisions impact the people, economy, and environment of the Great Plains?

hydrogeology | ecohydrology | socio-environmental synthesis

Mission Statement

The goal of the HydroEcology of Anthropogenic Landscapes (HEAL@KGS) research group, led by Sam Zipper, is to understand how local, regional, and global change can and will affect the water resources of Kansas and the Great Plains region now and in the future. Our science will be useful, intelligible, and actionable for diverse stakeholders including policymakers, the agricultural industry, conservation groups, and city planners. In addition to local research, we seek to understand how socio-environmental systems around the world experience and respond to similar water challenges to those facing the Great Plains today and connect these global insights to local issues. To accomplish this mission, we will collaborate with physical and social scientists around the world in addition to local stakeholders; openly share scientific methods, tools, and results; and continually move towards the intersection of scientific novelty and societal relevance.

Who We Are

PI

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Sam Zipper

Assistant Scientist, Groundwater Hydrology

Postdocs

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Tom Glose

Postdoctoral Scholar

Grad Students

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Kyle Compare

KGS Applied Geohydrology Intern

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Lina Gutierrez-Cala

M.Sc. student

Research Areas

The HEAL@KGS group is focused on the question, how do feedbacks between groundwater and land use, cover, and management decisions impact water, ecosystems, and society?

We are particularly interested how water moves across the ‘aquifer-to-atmosphere’ continuum in anthropogenic (agricultural and urban) ecosystems. Methodologically, HEAL@KGS uses conduct a mixture of basic and applied research integrating numerical modeling, field observations, and geospatial analysis. We are deliberately transdisciplinary and bridge the fields of hydrogeology, ecohydrology, engineering, agronomy, soil science, and socio-environmental synthesis.

Here are some core topics we are currently working on. We have many varied interests, so please see our Publications for everything that doesn't fit into one of these categories!

Ecohydrology of land use change

Water-mediated impacts of land use/land cover change.

Ephemeral Hydrology

Hydrologic function and ecosystem services of intermittent streams and playas.

Human-Environment Interface

Human impacts water resources and response of societal response to hydrologic change.

Stream-Aquifer Interactions

How human decisions impact surface water-groundwater exchange.

Water in agricultural landscapes

Sustaining agriculture and environment in rural landscapes.

Open Science

Transparency | Accessibility | Outreach

Science should be transparent and accessible to all. To support this, we actively participate in the Open Science movement through multiple avenues:

What more can I do? I am always looking for ways to improve… Tweet @ZipperSam with ideas!

Teaching

I've had the privilege to teach at the high school, undergraduate, and graduate levels. From this diverse experience, I've developed a learner-focused teaching style underlain by three core principles:

  1. Students learn best when materials connect to the things they care about.
  2. Active student participation in the classroom is necessary to engage students.
  3. Regular internal and external assessment is necessary in order to identify what material students are connecting with, and where they are struggling.

I use place-based teaching as the thread binding these three principles together. By using local examples, experiential field education, and real-world data, students build upon their sense of place to make connections between new material and their existing knowledge.

Courses Taught

  • Sustainable Water Resources, University of Victoria (CIVE340), Fall 2018. Instructor for core undergraduate water resource engineering course. Leading all lectures, in-class activities, homework assignments, and exams. Selected evaluation results (n=48):
    • ‘Overall, the instructor was effective in this course’: 60% Excellent, 35% Good.
    • ‘As a result of this course, my interest in the material…': 63% Increased.

Courses TA'ed

  • Ecohydrology, University of Wisconsin (CEE619), Spring 2016. Developed new module on rainfall-runoff partitioning including student programming exercise simulating banded vegetation dynamics. Lectured on various topics in class and assisted with curriculum design.
  • Ecohidrologia (Ecohydrology), Universidad Nacional de San Luis (Argentina), Spring 2015. Led student development of ecohydrological ‘bucket model’ in programming language R.

Guest Lectures

  • Groundwater, ecosystems, and humans. Hydrogeology (EOS 491). University of Victoria.
  • Unsaturated flow. Hydrogeology (EPSC 549). McGill University.
  • Ecohydrology. Hydrogeology (EPSC 549), McGill University.
  • Hydraulic Properties and Aquifer Testing. Hydrogeology (EPSC 549). McGill University.
  • Groundwater and crop yield. Groundwater and Water Resources (EPSC 550), McGill University.
  • Food security and environmental sustainability. Resources & Sustainability (CHE 390), University of Wisconsin-Baraboo
  • Ecohydrology: Earth science at the intersection of water and life. Introduction to Environmental Geology (GLG 135), University of Wisconsin-Baraboo.