Water and Agriculture (EA)

The EU curriculum is organized into 6 course modules:
- Climate: meteorological variables, major climates of the Earth
- Surface energy balance: radiative, conductive, and convective fluxes, surface energy balance,
reference evapotranspiration (Penman and Penman-Monteith methods)
- Plants: growth and development cycle, phenology, geometric structure, photosynthesis, root system,
water in the soil-plant-atmosphere continuum
- Crop models:
-Monteith approach, water constraints
- Impact of climate change on agriculture

Objectives*:

The objective of this module is to provide the theoretical foundations for understanding the influence of climate on crop pro
. The targeted competencies include knowledge of the fundamentals
of ecophysiology and the relationships between climate, water, and crop production.

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Project management encompasses all the methods, tools, and techniques used to organize the execution of a project and achieve its objectives, from the initial concept through to completion.

Practical, real-world scenarios will be incorporated through exercises or case studies to help students develop the right habits and learn how to use project management tools.

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The EU Bibliographic Project consists of training in literature review, including the use of search engines, databases, and bibliographic reference management tools. Students work in pairs on a topic they have chosen themselves, related to their field of study. This literature review culminates in the preparation of a summary and a poster.

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Program:

• A Review of Soil Physics
• General Principles of Hydrostatics (concepts of adsorption, capillarity, and water energy potentials; principles of conservation of matter; soil retention curves)
• Flow in saturated and unsaturated soils (Darcy's law, Richards' equation, etc.)
• Concepts in the Numerical Solution of the Richards Equation
• Dynamics of Water Flow in the Field
• Methodology for Measuring the Hydrodynamic Properties of Soils

The EU places significant emphasis on guided instruction and hands-on exercises. Experiments will be conducted during sessions on agricultural plots. Calculation and simple modeling exercises will be carried out to illustrate the numerical application of all the physical concepts presented in lectures.  The examples covered in these exercises will be based, on the one hand, on these experimental results and, on the other hand, on specific problems encountered in the agricultural sector. 

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The EU draws on fundamental principles of physics (conservation of mass, energy, and momentum) to address issues related to river hydraulics (flood management, habitats, ecological continuity) and water transport networks (irrigation, drainage, and wastewater treatment).
The coursework relies heavily on experiments conducted at Supagro’s hydraulic testing facility, where students study uniform flow, flow through control structures, and transitional flow regimes. The analysis of these processes requires students to apply the theoretical knowledge acquired during the module, as well as problem-solving tools, to diagnose real-world situations. 

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English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

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The issue of contaminants in the aquatic environment is addressed from a multidisciplinary scientific perspective (chemistry, geochemistry, microbiology, etc.), while also addressing the regulatory aspects:

• Overview of the main contaminants in the aquatic environment: chemical contaminants such as major elements, trace metals, organic micropollutants (pesticides, hydrocarbons, endocrine disruptors, microbiological contaminants, etc.), radioactive elements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants based on aquatic environments, taking into account, in particular, the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrologic and hydrogeologic basins.

• An overview of interactions between microorganisms and organic and inorganic contaminants, and their impact on the fate of contaminants in the aquatic environment; applications in bioremediation.

These lessons are illustrated using examples from current events, such as antibiotic resistance, and/or the speakers’ research topics.

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The course primarily consists of a detailed overview of the fundamentals of land-use planning: The main legal frameworks and their constant evolution (codes, laws, regulations), as well as the “ doctrines ” that shape their implementation, as well as the various technical “tools”—whether procedures or the preparation of applications (urban planning documents, or public or private construction or development projects). The tools and conditions for dialogue and coordination (examination of the various operational methods), as well as the land management approaches (land management and the tools for managing it), and the assessment of the various issues (financial, socioeconomic, and political), and finally, the decision-making. The various aspects mentioned above are highlighted as factors that determine the success—and thus the successful spatial implementation—of all development projects, regardless of their nature and scale.

Designed to cover all regions, the module also aims to focus on issues specific to coastaland similar areas. Because coastal zones have unique characteristics, a specific approach to these areas is essential to complement general approaches (the Coastal Zone Act, the Water Act, easements, and changes to regulatory frameworks and legislation).

Finally, the underlying theme of this module is the systematic examination of the many debates and issues involved in the confrontation between theemergency (or priority) socioeconomic and the environmental urgency (or priority) environmental, with an understanding of the trade-offs and constant adjustments that this tension gives rise to. The current urgency of the ecological and transitional crisis, as well as the acceleration of confrontations / conflicts of interest are examined and put into perspective.

With regard to the “ management ” of territories—presented in the course title (“From Land-Use Planning to Territorial Management”) as stemming from the land-use planning phase—this theme is also described and analyzed for each of the specific points covered under land-use planning, both as a consequence of the actions taken and as a condition for success —in the medium and long term—of projects being implemented in a territory, regardless of their scale.

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This course unit is designed to enable students to gain in-depth knowledge of how aquatic ecosystems function and to identify threats and vulnerabilities in the face of local pressures and climate change.

It will also enable students to 1) understand the specific characteristics of how benthic ecosystems function and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) gain knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and human activities on aquatic ecosystems, their functioning, and their components, including the associated socioeconomic repercussions. This course unit will develop monitoring networks for the marine environment and the health of harvested marine animals by addressing mortality issues.

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To present the main processes associated with liquid effluent treatment, as well as the treatment and management of the byproducts generated. This course is based on learning to conduct a comprehensive ecological assessment focused on the challenges of water resource management, wastewater, and wastewater treatment byproducts. The design and implementation of treatment processes are addressed through the context of the urban and industrial water cycle.

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Water lies at the heart of multiple and conflicting issues, visions, and interests. The interplay of these various elements raises questions about integrated water resources management (IWRM) and regulation (particularly through public policy), the balance between collective and private values, and decision-making processes concerning collective issues—in short, governance. Decentralization, water and sanitation services, basin-level management, the European Water Framework Directive, and financial flows, in particular, illustrate various facets of governance.

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The EU curriculum is organized into three parts:

1) The Water Cycle and Water Balance
• The Main Water Reservoirs
• The Mechanisms of the Water Cycle
• Water Circulation: From the Global Scale to the Watershed Scale
• Humans: Their Impact on the Water Cycle

2) The Atmospheric Phase of the Water Cycle – Hydrology
• The watershed
• Atmospheric circulation and precipitation
• Evapotranspiration
• Infiltration
• Runoff

3) The underground phase of the water cycle – Hydrogeology
• Porous media and their hydrodynamic properties
• Different types of aquifers
• Piezometric levels and maps

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The “Ocean, Atmosphere, Climate” module aims to present the fundamental principles of atmospheric dynamics and ocean dynamics and offers a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, well-documented discussions of key issues, and case studies applied to various global contexts.

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This learning unit focuses on mastering communication tools for the professional world, specifically learning: -(i) how to write a resume, a cover letter, and an email for an unsolicited application; -(ii) how to introduce oneself briefly, either verbally or in writing; -(iii) how to answer interview questions and avoid common pitfalls.

Learning these tools involves a theoretical introduction to them, but also—very quickly—putting them into practice. To this end, students will work in small groups, simulating realistic situations such as job interviews and presentations. The goal is to help them master these various tools as effectively as possible.

All courses are taught in the form of lab sessions, with a particular emphasis on:

• during “reality show”-style sessions, where each participant will have to introduce themselves to the others in less than 3 minutes, will be placed in job-interview scenarios, or will have to submit unsolicited applications or give impromptu presentations.
• On workshops for writing emails, cover letters, and resumes.

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The GIS Practice course consists of training in the use of Geographic Information Systems, covering basic concepts related to geographic information and proficiency in the open-source software QGIS. The majority of the course is devoted to an introduction through a combination of lectures and hands-on exercises. A personalized capstone mapping project allows students, at the end of the course, to apply the concepts they have learned. An introductory lecture by industry professionals provides context for the relevance of GIS approaches in general hydrology.

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The module is organized into four sections. Unit 1 introduces the basic concepts and analytical frameworks for understanding a farm and its operations, including its biophysical, technical, and economic determinants. Unit 2 delves deeper into the decision-making processes that underlie the establishment and management of cropping systems on the farm. The final two units focus on the regional scale. Module 3 focuses on representing the diversity of cropping systems and farms, and its application to the analysis of the joint dynamics of agricultural land use and water resources within a region. Module 4 addresses the issue of coordinating technical choices among farms within a region, with an application to watershed management.

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English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

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By the end of this module, students should be able to understand an economic analysis related to a water management project or policy. They should be familiar with the principles of cost-benefit analysis and know the valuation methods, parameters, and indicators that can be used. They will learn to take a critical look at evaluations and the parameters and indicators used.

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This module aims to provide students with a practical understanding of the implementation of IWRM and public participation in water management through an active learning approach.

It is centered on “Cooplage,” a support system for implementing participatory approaches to water management developed by researchers at the UMR GEAU, and the associated Agreenium MOOC, Terr’eau & co.

Students will work in small groups—comprising students from different tracks within the Master’s in Water program—on case studies drawn from the instructors’ ongoing research projects. Learning will take place through the application of certain tools from the “Cooplage” program to their case studies, particularly modeling and participatory simulation in the form of role-playing. To ground their work in real-world context, students will be connected with the stakeholders involved in these case studies. 

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In Water Sciences, the use of probability and statistics for analyzing hydroclimatic and water quality data is essential. Lectures and application-based tutorials will help students brush up on their skills (covering high school and undergraduate-level problems), after which several new concepts will be introduced (including the test of conformity to a distribution).

The course is organized around the following chapters:

1. Elementary Probability Theory, Combinatorial Analysis. (Lecture 1, Tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (Lecture 2, Lab 2)
3. Simple Linear Regression (covered in Tutorial 3)
4. Multiple Linear Regression (covered in Tutorial 3)
5. Some Common Probability Distributions (Binomial, Poisson, Normal, Gamma, Gumbel) and Their Applications (Lecture 3, Lab 4)
6. Tests for Membership in a Law (covered in TD5)

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This course unit is organized into the following activities: Getting Started—The R Environment; Structures in R; Input and Output in R; Manipulating Structures in R; Fundamentals of Algorithms; Programming Structures in R; Group Mini-Project: Creating an R function to address a real-world “water” problem

Objectives*:

The course aims to 1) introduce the basics of the interpreted language used in engineering tools (environment, structures, input/output, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create their own functions and programs using practical examples in water sciences so that 3) students can independently continue their self-directed learning and develop expertise in R.

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Historically, the issue of managing access to water resources first arose in relation to river water—which is closely tied to prevailing climatic conditions—and water supplied by man-made distribution systems. It is only more recently that the management of groundwater—which is less prone to short-term shortages (except for aquifers associated with surface watercourses)—has been considered. In most cases, access to these groundwater resources is on an individual basis, with each user (particularly agricultural users) accessing them through drilling at the exact location where they are needed. However, these groundwater resources also require management, as they are increasingly being exploited and, in some cases, even overexploited.

This module addresses the issue of groundwater resource management by first presenting the contributions of each physical science discipline (geology, hydrogeology, geochemistry, isotope analysis) and their tools for understanding aquifers (in terms of geology: outcrops, boreholes, well logging, seismic profiles, etc.; in hydrogeology: piezometry, pumping tests, intake/discharge points, withdrawal volumes, etc.): geometry, structure, and hydrological functioning.

He then discusses the importance of groundwater for the various uses for which it is drawn. The economic value of groundwater is thus examined in this section (Qureshi et al., 2012). The challenges involved in determining the volume of groundwater abstractions and the methods used to identify them are also outlined.

He then describes the various problems posed by aquifers: current or future overexploitation of groundwater, deterioration in groundwater quality, the threat of saltwater intrusion, soil salinization, etc.

Finally, it lists the various methods for rebalancing groundwater supply and demand. First, it outlines ways to increase water supply (active groundwater management, substitution between resources) or to prevent the contamination of high-quality water by lower-quality water. Examples: active management of karst aquifers (the Lez system), artificial recharge (e.g., the Seine catchment fields in Paris), inter-seasonal/inter-annual recharge (Llobregat, Catalonia), recharge using wastewater (California), and dams designed to prevent the contamination of freshwater by saltwater.

Second, it outlines solutions that address water demand. These solutions are rooted in two drivers of individual decision-making that can sometimes be combined: the maximization of individual utility and participation in a society that fosters “prosocial” behaviors. The study will explore solutions that directly affect groundwater demand (pricing, quotas, market-based trading of water rights) as well as indirect solutions (purchasing land to create a sanctuary for a resource in need of protection; agricultural or energy policies that can positively or negatively influence the growth of individual withdrawals, etc.).

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The EU curriculum is organized into five units: 

1. An introduction to the techniques and principles of optical, thermal, and radar remote sensing,
2. An overview of the main data sources (images, altimetry products) and a hands-on exercise in data retrieval,
3. Learning through practice the methods of preprocessing (geometric and radiometric corrections) for optical and radar images, which are frequently used in Geographic Information Systems
4. A series of lectures and hands-on exercises illustrating the value of various types of remote sensing data for hydrology and 
5. The Role of Remote Sensing in Addressing Environmental Issues

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Optimized management and protection of water resources (both surface and groundwater) require consideration of water quality. The assessment of the qualitative status of water bodies—particularly in light of current legislative frameworks—is based on specific chemical and microbiological quality criteria, as well as standards tailored to the intended uses of these resources.

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As part of this course unit, students will be expected to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical data collected in situ; - (2) process and analyze this data using appropriate software; - (3) to interpret this data by integrating the knowledge acquired in the courses “Fieldwork,” “Hydrogeophysics,” “Water Quality and Microbiology,” and “Subsurface Hydrodynamics.”

This course unit will include a brief theoretical introduction, followed by hands-on instruction in a dedicated classroom (Hydraulics Hall) and a field trip designed to help students connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply.

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Project management encompasses all the methods, tools, and techniques used to organize the execution of a project and achieve its objectives, from the initial concept through to completion.

Practical, real-world scenarios will be incorporated through exercises or case studies to help students develop the right habits and learn how to use project management tools.

View the full page

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The EU Bibliographic Project consists of training in literature review, including the use of search engines, databases, and bibliographic reference management tools. Students work in pairs on a topic they have chosen themselves, related to their field of study. This literature review culminates in the preparation of a summary and a poster.

View the full page

Program:

• A Review of Soil Physics
• General Principles of Hydrostatics (concepts of adsorption, capillarity, and water energy potentials; principles of conservation of matter; soil retention curves)
• Flow in saturated and unsaturated soils (Darcy's law, Richards' equation, etc.)
• Concepts in the Numerical Solution of the Richards Equation
• Dynamics of Water Flow in the Field
• Methodology for Measuring the Hydrodynamic Properties of Soils

The EU places significant emphasis on guided instruction and hands-on exercises. Experiments will be conducted during sessions on agricultural plots. Calculation and simple modeling exercises will be carried out to illustrate the numerical application of all the physical concepts presented in lectures.  The examples covered in these exercises will be based, on the one hand, on these experimental results and, on the other hand, on specific problems encountered in the agricultural sector. 

View the full page

The EU draws on fundamental principles of physics (conservation of mass, energy, and momentum) to address issues related to river hydraulics (flood management, habitats, ecological continuity) and water transport networks (irrigation, drainage, and wastewater treatment).
The coursework relies heavily on experiments conducted at Supagro’s hydraulic testing facility, where students study uniform flow, flow through control structures, and transitional flow regimes. The analysis of these processes requires students to apply the theoretical knowledge acquired during the module, as well as problem-solving tools, to diagnose real-world situations. 

View the full page

English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

View the full page

The EU curriculum is organized into 6 course modules:
- Climate: meteorological variables, major climates of the Earth
- Surface energy balance: radiative, conductive, and convective fluxes, surface energy balance,
reference evapotranspiration (Penman and Penman-Monteith methods)
- Plants: growth and development cycle, phenology, geometric structure, photosynthesis, root system,
water in the soil-plant-atmosphere continuum
- Crop models:
-Monteith approach, water constraints
- Impact of climate change on agriculture

Objectives*:

The objective of this module is to provide the theoretical foundations for understanding the influence of climate on crop pro
. The targeted competencies include knowledge of the fundamentals
of ecophysiology and the relationships between climate, water, and crop production.

View the full page

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This course introduces students to contaminants in the aquatic environment, which is essential for assessing risks to human and ecosystem health and for managing water resources. For this reason, the curriculum includes an overview of the various contaminants found in the aquatic environment and the relevant regulations.

The courses in this module are taught by faculty members and researchers (this is a multidisciplinary module) whose research focuses on issues related to contaminants in aquatic environments.

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The course primarily consists of a detailed overview of the fundamentals of land-use planning: The main legal frameworks and their constant evolution (codes, laws, regulations), as well as the “  doctrines  ” that shape their implementation, as well as the various technical “tools”—whether procedures or the preparation of applications (urban planning documents, or public or private construction or development projects). The tools and conditions for dialogue and coordination (examination of the various methods), as well as the land management approaches (land management and the tools for managing it), and the assessment of the various issues (financial, socioeconomic, and political), and finally, the decision-making . The various aspects mentioned above are highlighted as factors that determine the success—and thus the successful spatial implementation—of all development projects, regardless of their nature and scale .

Designed to cover all regions, the module also aims to focus on issues specific to coastal and similar areas. Because coastal zones have unique characteristics, a specific approach to these areas is essential to complement general approaches (the Coastal Zone Act, the Water Act, easements, and changes to regulatory frameworks and legislation).

Finally, the underlying theme of this module is the systematic exploration of the many debates and issues involved in the confrontation between the emergency (or priority) socioeconomic and the environmental environmental , with an understanding of the trade-offs and constant adjustments that this tension gives rise to. The current urgency of the ecological and transitional crisis, as well as the acceleration of confrontations / conflicts of interest are examined and put into perspective.

With regard to the “  management  ” of territories—presented in the course title (“ From Land-Use Planning to Territorial Management”) as stemming from the land-use planning phase—this theme is also described and analyzed for each of the specific points covered under land-use planning, both as a consequence of the actions taken and as a condition for success —in the medium and long term—of projects being implemented in a territory, regardless of their scale.

View the full page

This course unit is designed to enable students to gain in-depth knowledge of how aquatic ecosystems function and to identify threats and vulnerabilities in the face of local pressures and climate change.

It will also enable students to 1) understand the specific characteristics of how benthic ecosystems function and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) gain knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and human activities on aquatic ecosystems, their functioning, and their components, including the associated socioeconomic repercussions. This course unit will develop monitoring networks for the marine environment and the health of harvested marine animals by addressing mortality issues.

View the full page

To present the main processes associated with liquid effluent treatment, as well as the treatment and management of the byproducts generated. This course is based on learning to conduct a comprehensive ecological assessment focused on the challenges of water resource management, wastewater, and wastewater treatment byproducts. The design and implementation of treatment processes are addressed through the context of the urban and industrial water cycle.

View the full page

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Water lies at the heart of multiple and conflicting issues, visions, and interests. The interplay of these various elements raises questions about integrated water resources management (IWRM) and regulation (particularly through public policy), the balance between collective and private values, and decision-making processes concerning collective issues—in short, governance. Decentralization, water and sanitation services, basin-level management, the European Water Framework Directive, and financial flows, in particular, illustrate various facets of governance.

View the full page

The course is organized into three main sections, interspersed with tutorials focused on engineering problems. In the first section, after describing the major global water reservoirs and, in general terms, the basic principles of the water cycle, the course addresses the effects of human activities on this cycle. The second part is devoted to the atmospheric phase of the water cycle, from precipitation to infiltration. The third part focuses on aquifers and groundwater bodies, ranging from the pore scale to the watershed scale.

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The “Ocean, Atmosphere, Climate” module aims to present the fundamental principles of atmospheric dynamics and ocean dynamics and offers a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, well-documented discussions of key issues, and case studies applied to various global contexts.

View the full page

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This learning unit focuses on mastering communication tools for the professional world, specifically learning: -(i) how to write a resume, a cover letter, and an email for an unsolicited application; -(ii) how to introduce oneself briefly, either verbally or in writing; -(iii) how to answer interview questions and avoid common pitfalls.

Learning these tools involves a theoretical introduction to them, but also—very quickly—putting them into practice. To this end, students will work in small groups, simulating realistic situations such as job interviews and presentations. The goal is to help them master these various tools as effectively as possible.

All courses are taught in the form of lab sessions, with a particular emphasis on:

• during “reality show”-style sessions, where each participant will have to introduce themselves to the others in less than 3 minutes, will be placed in job-interview scenarios, or will have to submit unsolicited applications or give impromptu presentations.
• On workshops for writing emails, cover letters, and resumes.

View the full page

The GIS Practice course consists of training in the use of Geographic Information Systems, covering basic concepts related to geographic information and proficiency in the open-source software QGIS. The majority of the course is devoted to an introduction through a combination of lectures and hands-on exercises. A personalized capstone mapping project allows students, at the end of the course, to apply the concepts they have learned. An introductory lecture by industry professionals provides context for the relevance of GIS approaches in general hydrology.

View the full page

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The module is organized into four sections. Unit 1 introduces the basic concepts and analytical frameworks for understanding a farm and its operations, including its biophysical, technical, and economic determinants. Unit 2 delves deeper into the decision-making processes that underlie the establishment and management of cropping systems on the farm. The final two units focus on the regional scale. Module 3 focuses on representing the diversity of cropping systems and farms, and its application to the analysis of the joint dynamics of agricultural land use and water resources within a region. Module 4 addresses the issue of coordinating technical choices among farms within a region, with an application to watershed management.

View the full page

English tutorial course for students in the Water Sciences program who are working toward professional proficiency in English.

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Optimized management and protection of water resources (both surface and groundwater) require consideration of water quality. The assessment of the qualitative status of water bodies—particularly in light of current legislative frameworks—is based on specific chemical and microbiological quality criteria, as well as standards tailored to the intended uses of these resources.

View the full page

As part of this course unit, students will be expected to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical data collected in situ; - (2) process and analyze this data using appropriate software; - (3) to interpret this data by integrating the knowledge acquired in the courses “Fieldwork,” “Hydrogeophysics,” “Water Quality and Microbiology,” and “Subsurface Hydrodynamics.”

This course unit will include a brief theoretical introduction, followed by hands-on instruction in a dedicated classroom (Hydraulics Hall) and a field trip designed to help students connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply.

View the full page

This module aims to provide students with a practical understanding of the implementation of IWRM and public participation in water management through an active learning approach.

It is centered on “Cooplage,” a support system for implementing participatory approaches to water management developed by researchers at the UMR GEAU, and the associated Agreenium MOOC, Terr’eau & co.

Students will work in small groups—comprising students from different tracks within the Master’s in Water program—on case studies drawn from the instructors’ ongoing research projects. Learning will take place through the application of certain tools from the “Cooplage” program to their case studies, particularly modeling and participatory simulation in the form of role-playing. To ground their work in real-world context, students will be connected with the stakeholders involved in these case studies. 

View the full page

In Water Sciences, the use of probability and statistics for analyzing hydroclimatic and water quality data is essential. Lectures and application-based tutorials will help students brush up on their skills (covering high school and undergraduate-level problems), after which several new concepts will be introduced (including the test of conformity to a distribution).

The course is organized around the following chapters:

1. Elementary Probability Theory, Combinatorial Analysis. (Lecture 1, Tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (Lecture 2, Lab 2)
3. Simple Linear Regression (covered in Tutorial 3)
4. Multiple Linear Regression (covered in Tutorial 3)
5. Some Common Probability Distributions (Binomial, Poisson, Normal, Gamma, Gumbel) and Their Applications (Lecture 3, Lab 4)
6. Tests for Membership in a Law (covered in TD5)

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The module's content is organized into three sections:

1) a section covering the definition of concepts, an introduction to a tool (R), and a review of statistical estimation terminology and its application to the calibration of hydrological parameters;

2) a section on methods for analyzing uncertainties and sensitivity, and

3) a module on data assimilation applied to hydraulic modeling. The course unit will also begin with a presentation by a design firm executive, who will discuss the practical applications of this type of approach in engineering.

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This unit covers the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-to-high-energy geothermal systems.                                                                                                                                                                                                             

The vulnerability of the groundwater resource will be assessed, and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for remediating aquifers will also be discussed, particularly through the insights provided by numerical simulation tools.

The principles of geothermal energy will also be discussed using examples of specific systems based on the three types of geothermal energy (from shallow to very deep, and from low temperature to very high temperature).

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As part of this course unit, students will apply project planning and estimating the time required for each task, the FFOM matrix and the “sabotage” exercise, risk management, organizing and facilitating meetings, and oral project presentations. Other aspects of project management may be addressed on a case-by-case basis, such as financial management, the role of the project manager, relationships with partners, and the use of tools such as to-do lists, Kanban, shared calendars, etc.

Building on the Project Management course from the first year of the master’s program, the Project Management course in the second year is designed to assess students’ mastery of the skills acquired the previous year and to take them further by focusing on a longer-term project (ranging from a few weeks to a few months), whether individual or group-based, and whether a course project or a personal project.

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The three major global irrigation models—large-scale hydraulic systems, community irrigation, and private irrigation—are presented in their historical context, based on an in-depth literature review and examples of specific cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, stakeholders, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various real-world examples, presented in PowerPoint presentations, videos, and articles.

The various key references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models related to irrigation. The analysis is based on a critical examination of the dualist theory of development as applied to irrigation systems.

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All future Master’s graduates—whether in the “Professional” or “Research” track—must master the tools and conventions of effective scientific writing. Improving one’s scientific writing skills is essential for showcasing one’s work and communicating it to peers, colleagues, clients, and others…

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This course focuses on the observation and modeling of surface-atmosphere water and energy fluxes, integrated within watersheds or irrigated areas, to estimate and predict crop water requirements and water stress under drought conditions. Attention is given to the effect of spatial heterogeneities on fluxes, from the plot scale to the watershed scale. The effects of topography on surface fluxes are also covered. The course consists of two main parts:

1. Water and energy fluxes within the SPAC at the plot scale: a review of basic concepts in micro-meteorology, modeling surface-atmosphere fluxes for homogeneous crops (“big-leaf” approach), coupling with soil water transfers in the rooting zone, and water stress indicators at the plot scale
2. Water and energy fluxes within the SPAC at the watershed scale: spatial heterogeneity, the effect of advection on the fluxes, topographical effects on radiative and convective fluxes, and water stress indicators at the watershed scale.

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This course unit builds on the process analysis conducted during the “Field Camp” course unit, as well as on the data collected there. It aims to carry out a simulation process in response to a specific question. It consists of several phases:
• Experimental study in the laboratory and in the field: measurement of a water line and hydraulic propagation dynamics
• Development of a simple numerical model (solution of a first-order differential equation)
• Implementation of a model (topological and geometric description, steady-state and transient hydraulic scenarios,
calibration, simulation of scenarios
• Design of a hydraulic management scenario, implemented on a miniature network in the form of a role-playing game: calculation of delay times, calibration of calibration curves, identification of attenuation and delay dynamics, management of control structures, and evaluation of hydraulic performance.

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Geoprospective is a discipline related to geography whose purpose is to anticipate the future in order to envision and design more resilient landscapes. Tools derived from geoprospective, combined with cartographic tools and tools for simulating the behavior of regional stakeholders, make it possible to test the impact of behaviors—whether more or less sustainable—on water resources. A significant portion of the course’s class time will be devoted to using modeling platforms so that students can gain hands-on experience with these tools.

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The EU aims to help students gain practical experience and develop a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and affected by climate change. The EU’s approach is based on four key perspectives:

1. Watershed hydrology and its place in the history of science,

2. Characteristics of Agricultural Landscapes and Implications for Modeling,

3. The issue of changing scales,

4. Practice and Critique of Hydrological Modeling.

The EU will provide advanced knowledge on production functions, transfer functions, and global and distributed modeling. It will enable students to independently apply various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, reservoir cascade, etc.) and to gain a broader perspective on the parameterization, calibration, and validation of hydrological models.

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This learning unit is conducted in a group or individually. It consists of two parts:
• Preparation: Identify a topic based on your career plans
• Formulate a research question based on your literature review and present it in the form of a literature summary that highlights the question to be addressed
• Develop an experimental plan by identifying the data and resources needed to carry out the project.

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The module's content is organized into six sections:

1) Introduction by the EU: scientific and operational challenges related to biogeochemical issues and water quality in agricultural watersheds;

2) Physicochemical and hydrological processes that determine the availability and mobility of pesticides in a watershed;

3) TD: modeling tutorials on the transfer of pesticides;

4) The biogeochemical cycle of phosphorus in agricultural systems;

5) Nitrogen cycle and balance in agricultural watersheds;

6) Tutorial: Assessment of the nitrogen balance in a watershed; diagnosis of surface water contamination

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The module's content is organized into 5 sections:

1) Irrigation equipment and infrastructure;

2) Irrigation management;

3) Socioeconomic analysis, consultation methods;

4) Professional conferences;

5) Case Study: Conversion of an Irrigated System

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The content of the module depends on the host organization chosen by the student, which may be a company, an association, an NGO, a public agency, or an international organization.
Students are expected to complete a phase of defining a research question based on a rigorous review of the current state of the art, a phase of im
ing an approach, and a phase of implementation and analysis of results.
The entire project must be submitted in accordance with the terms agreed upon between the host organization and the academic advisor. A thesis, structured around a research question, is required for academic evaluation. This thesis—which is by no means an activity report—may be supplemented by deliverables requested by the host organization, which may or may not be incorporated into the thesis.
Confidentiality of evaluations (written or oral) is possible.

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The goal of this interdisciplinary course is to give students from various academic tracks who are interested the opportunity to organize an event project on a current topic related to water, in line with their personal commitments, their career goals, societal challenges, and issues surrounding global transitions and changes….

The project is led by the students, from its initial planning through its implementation during the event, with occasional support from the faculty at key stages of the project.

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The objective of this course, offered jointly with AgroParisTech’s specialized post-master’s program in “Water Management,” is to provide students with a background in development with a framework for understanding the challenges and the organization of development projects related to water (drinking water, sanitation, and agricultural water).

This teaching unit alternates between testimonials and insights from experts and professionals in the development sector on water-related issues, and testimonials from learners (enrolled in the specialized Master’s program in Water Management) or students who already have international experience in the fields of water or agriculture.

This course unit is offered as an elective to students in the Master’s program in Water Sciences, subject to a cap on the number of students.

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Water resources and their management are often discussed in terms of knowledge and principles established in developed countries in temperate zones. However, countries in the Global South—starting with the Mediterranean and Africa—present us with an extreme diversity of social and environmental situations that compel us to significantly adjust our perspectives and question the validity of certain approaches that are too detached from the reality on the ground.

Researchers working primarily in the Global South draw on their practical experiences to examine the unique characteristics of hydrological and geochemical processes in very dry or very humid tropical regions, the consequences of human activity, and the challenges of managing water resources in a sustainable manner, where possible.

A significant amount of time is devoted to the critical analysis of scientific articles dealing with water resources and their management in the Global South.

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The objective of this learning unit is to present the current and future impacts on all sectors related to the field of water.

How are climate extremes—such as droughts and floods—changing, and which regions are affected by these extremes? How does this impact groundwater and surface water resources, as well as farmland and irrigation methods?

What are the trends regarding rising sea levels and coastal areas? How does this affect current and future population movements, and what solutions can be proposed for coastal management …?

Through a series of lectures delivered by experts in various fields—covering all tracks of the Master’s in Water program—this course unit will present the latest developments in this area.

Through tutorial and lab sessions, students will work in groups on a specific topic (using an example) that combines climate change with a water-related field, in order to provide a concise overview of the subject. This project will be presented in the form of a mini-seminar and will serve as the basis for the assessment of this course unit.

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This course unit is conducted in groups or individually. It follows the "Scientific Project 1" course unit. It consists of three phases:
• Implementation: Students conduct the experiments and analyze the results (the rooms and equipment needed for the experiments are provided).
• Presentation: Students prepare a presentation (oral presentation + a 5-page article in English) of their experiment, apply a critical perspective to it
, and present it to the sponsors, the teaching staff, and their fellow students.
• Critical Analysis: Students evaluate each other’s articles (through a peer-review process) and finalize their own articles based on the feedback received.

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The module's content is organized into three sections:

1) a section covering the definition of concepts, an introduction to a tool (R), and a review of statistical estimation terminology and its application to the calibration of hydrological parameters;

2) a section on methods for analyzing uncertainties and sensitivity, and

3) a module on data assimilation applied to hydraulic modeling. The course unit will also begin with a presentation by a design firm executive, who will discuss the practical applications of this type of approach in engineering.

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This unit covers the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-to-high-energy geothermal systems.                                                                                                                                                                                                             

The vulnerability of the groundwater resource will be assessed, and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for remediating aquifers will also be discussed, particularly through the insights provided by numerical simulation tools.

The principles of geothermal energy will also be discussed using examples of specific systems based on the three types of geothermal energy (from shallow to very deep, and from low temperature to very high temperature).

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As part of this course unit, students will apply project planning and estimating the time required for each task, the FFOM matrix and the “sabotage” exercise, risk management, organizing and facilitating meetings, and oral project presentations. Other aspects of project management may be addressed on a case-by-case basis, such as financial management, the role of the project manager, relationships with partners, and the use of tools such as to-do lists, Kanban, shared calendars, etc.

Building on the Project Management course from the first year of the master’s program, the Project Management course in the second year is designed to assess students’ mastery of the skills acquired the previous year and to take them further by focusing on a longer-term project (ranging from a few weeks to a few months), whether individual or group-based, and whether a course project or a personal project.

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The three major global irrigation models—large-scale hydraulic systems, community irrigation, and private irrigation—are presented in their historical context, based on an in-depth literature review and examples of specific cases, with a focus on the Mediterranean region.

These three different irrigation models are presented (ideology, construction, water management, agricultural development, stakeholders, etc.) using a theoretical framework based on oxymorons. These models are then illustrated through various real-world examples, presented in PowerPoint presentations, videos, and articles.

The various key references for each type of irrigation system will be presented and discussed. Each irrigation model is discussed with the students, who present their analyses through a guided exercise. Once the three irrigation models are understood, the course focuses on the analysis of rural development models related to irrigation. The analysis is based on a critical examination of the dualist theory of development as applied to irrigation systems.

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All future Master’s graduates—whether in the “Professional” or “Research” track—must master the tools and conventions of effective scientific writing. Improving one’s scientific writing skills is essential for showcasing one’s work and communicating it to peers, colleagues, clients, and others…

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This course focuses on the observation and modeling of surface-atmosphere water and energy fluxes, integrated within watersheds or irrigated areas, to estimate and predict crop water requirements and water stress under drought conditions. Attention is given to the effect of spatial heterogeneities on fluxes, from the plot scale to the watershed scale. The effects of topography on surface fluxes are also covered. The course consists of two main parts:

1. Water and energy fluxes within the SPAC at the plot scale: a review of basic concepts in micro-meteorology, modeling surface-atmosphere fluxes for homogeneous crops (“big-leaf” approach), coupling with soil water transfers in the rooting zone, and water stress indicators at the plot scale
2. Water and energy fluxes within the SPAC at the watershed scale: spatial heterogeneity, the effect of advection on the fluxes, topographical effects on radiative and convective fluxes, and water stress indicators at the watershed scale.

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This course unit builds on the process analysis conducted during the “Field Camp” course unit, as well as on the data collected there. It aims to carry out a simulation process in response to a specific question. It consists of several phases:
• Experimental study in the laboratory and in the field: measurement of a water line and hydraulic propagation dynamics
• Development of a simple numerical model (solution of a first-order differential equation)
• Implementation of a model (topological and geometric description, steady-state and transient hydraulic scenarios,
calibration, simulation of scenarios
• Design of a hydraulic management scenario, implemented on a miniature network in the form of a role-playing game: calculation of delay times, calibration of calibration curves, identification of attenuation and delay dynamics, management of control structures, and evaluation of hydraulic performance.

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Geoprospective is a discipline related to geography whose purpose is to anticipate the future in order to envision and design more resilient landscapes. Tools derived from geoprospective, combined with cartographic tools and tools for simulating the behavior of regional stakeholders, make it possible to test the impact of behaviors—whether more or less sustainable—on water resources. A significant portion of the course’s class time will be devoted to using modeling platforms so that students can gain hands-on experience with these tools.

View the full page

The EU aims to help students gain practical experience and develop a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and affected by climate change. The EU’s approach is based on four key perspectives:

1. Watershed hydrology and its place in the history of science,

2. Characteristics of Agricultural Landscapes and Implications for Modeling,

3. The issue of changing scales,

4. Practice and Critique of Hydrological Modeling.

The EU will provide advanced knowledge on production functions, transfer functions, and global and distributed modeling. It will enable students to independently apply various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, reservoir cascade, etc.) and to gain a broader perspective on the parameterization, calibration, and validation of hydrological models.

View the full page

This learning unit is conducted in a group or individually. It consists of two parts:
• Preparation: Identify a topic based on your career plans
• Formulate a research question based on your literature review and present it in the form of a literature summary that highlights the question to be addressed
• Develop an experimental plan by identifying the data and resources needed to carry out the project.

View the full page

The module's content is organized into six sections:

1) Introduction by the EU: scientific and operational challenges related to biogeochemical issues and water quality in agricultural watersheds;

2) Physicochemical and hydrological processes that determine the availability and mobility of pesticides in a watershed;

3) TD: modeling tutorials on the transfer of pesticides;

4) The biogeochemical cycle of phosphorus in agricultural systems;

5) Nitrogen cycle and balance in agricultural watersheds;

6) Tutorial: Assessment of the nitrogen balance in a watershed; diagnosis of surface water contamination

View the full page

The module's content is organized into 5 sections:

1) Irrigation equipment and infrastructure;

2) Irrigation management;

3) Socioeconomic analysis, consultation methods;

4) Professional conferences;

5) Case Study: Conversion of an Irrigated System

View the full page

View the full page

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The goal of this interdisciplinary course is to give students from various academic tracks who are interested the opportunity to organize an event project on a current topic related to water, in line with their personal commitments, their career goals, societal challenges, and issues surrounding global transitions and changes….

The project is led by the students, from its initial planning through its implementation during the event, with occasional support from the faculty at key stages of the project.

View the full page

The objective of this course, offered jointly with AgroParisTech’s specialized post-master’s program in “Water Management,” is to provide students with a background in development with a framework for understanding the challenges and the organization of development projects related to water (drinking water, sanitation, and agricultural water).

This teaching unit alternates between testimonials and insights from experts and professionals in the development sector on water-related issues, and testimonials from learners (enrolled in the specialized Master’s program in Water Management) or students who already have international experience in the fields of water or agriculture.

This course unit is offered as an elective to students in the Master’s program in Water Sciences, subject to a cap on the number of students.

View the full page

Water resources and their management are often discussed in terms of knowledge and principles established in developed countries in temperate zones. However, countries in the Global South—starting with the Mediterranean and Africa—present us with an extreme diversity of social and environmental situations that compel us to significantly adjust our perspectives and question the validity of certain approaches that are too detached from the reality on the ground.

Researchers working primarily in the Global South draw on their practical experiences to examine the unique characteristics of hydrological and geochemical processes in very dry or very humid tropical regions, the consequences of human activity, and the challenges of managing water resources in a sustainable manner, where possible.

A significant amount of time is devoted to the critical analysis of scientific articles dealing with water resources and their management in the Global South.

View the full page

View the full page

The objective of this learning unit is to present the current and future impacts on all sectors related to the field of water.

How are climate extremes—such as droughts and floods—changing, and which regions are affected by these extremes? How does this impact groundwater and surface water resources, as well as farmland and irrigation methods?

What are the trends regarding rising sea levels and coastal areas? How does this affect current and future population movements, and what solutions can be proposed for coastal management …?

Through a series of lectures delivered by experts in various fields—covering all tracks of the Master’s in Water program—this course unit will present the latest developments in this area.

Through tutorial and lab sessions, students will work in groups on a specific topic (using an example) that combines climate change with a water-related field, in order to provide a concise overview of the subject. This project will be presented in the form of a mini-seminar and will serve as the basis for the assessment of this course unit.

View the full page

View the full page

View the full page

This course unit is conducted in groups or individually. It follows the "Scientific Project 1" course unit. It consists of three phases:
• Implementation: Students conduct the experiments and analyze the results (the rooms and equipment needed for the experiments are provided).
• Presentation: Students prepare a presentation (oral presentation + a 5-page article in English) of their experiment, apply a critical perspective to it
, and present it to the sponsors, the teaching staff, and their fellow students.
• Critical Analysis: Students evaluate each other’s articles (through a peer-review process) and finalize their own articles based on the feedback received.

View the full page

View the full page