Water Resource (WR)

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

A practical scenario is planned using exercises or case studies so that students acquire the right reflexes and learn how to use project management tools.

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The EU Bibliographic Project consists of training in documentary research, 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 course of study. This documentary research is enhanced by the writing of a summary and a poster.

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The EU draws on the principles of physics (conservation of mass, energy, and momentum) to address issues relating to river hydraulics (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
The lessons are largely based on experiments at the Supagro hydraulic laboratory, where uniform flows, flows at control structures, and transition regimes are studied. The analysis of these processes draws on the theoretical knowledge acquired during the module and problem-solving tools that can be used to diagnose real-life situations. 

See the full page

This course unit should enable students to acquire 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) learn about the specific characteristics of benthic ecosystems and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) acquire knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and anthropization on aquatic ecosystems and their functioning, including socio-economic repercussions. This EU will develop marine environment and marine animal health monitoring networks by addressing mortality issues.

See the full page

See the full page

Water is at the heart of multiple and conflicting issues, visions, and interests. The articulation of these different elements raises the question of 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 management, the European Framework Directive, and financial circuits illustrate, in particular, different facets of governance.

See the full page

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

• Presentation 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.), radioelements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants depending on aquatic environments, taking into account the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrological and hydrogeological basins.

• Presentation of interactions between microorganisms and organic and inorganic contaminants and their consequences on the fate of contaminants in the aquatic environment; application in bioremediation.

These lessons are illustrated through examples from current events, such as antibiotic resistance, and/or topics researched by the speakers.

See the full page

The content of the EU is organized into three parts:

1) Water cycle and water balance
• Main reservoirs
• Mechanisms of the water cycle
• Water circulation: from the global scale to the watershed scale
• Humans: their influence 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 presents the fundamental principles of atmospheric dynamics and ocean dynamics, and provides a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

See the full page

The module content is structured as follows: -a series of lectures: 1-Water resources and food security, 2-The environmental impact of agriculture on water resources and aquatic environments, 3-Current advances and challenges in agricultural research for optimizing water consumption by plants, and 4-Managing water demand in agriculture. -Tutorials: Food security and prospective scenarios. -A prospective study will be carried out in small groups to produce scenarios relating to the state of water resources and food production based on a case study of a southern country.

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Present the main processes involved in treating liquid effluents and treating and managing the by-products generated. This course is based on learning about the overall environmental impact of water resource management, wastewater, and treatment by-products. The design and implementation of treatment processes are addressed through the urban and industrial water cycle.

See the full page

See the full page

See the full page

This module aims to provide the basics of near-surface and borehole geophysical investigation methods used in the field of hydrogeophysics. These approaches aim to characterize the structure of the reservoir (geometry, lithologies) but also to detect, locate, and quantify fluid transfers. We will also address the processing and analysis of this data using various dedicated software programs.

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

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A better understanding of water transfer processes in the unsaturated zone (UZ) of the soil is essential both for estimating the runoff/infiltration partition in hydrological models and for quantifying groundwater recharge in hydrodynamic models used in hydrogeology.
This course unit will mainly focus on practical work on soil columns in the laboratory. After a review of the equations governing material transfer in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.
The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known drought period, surface load, sand or reworked soil column of known grain size) with water transfer in unsaturated environments and continuously monitoring the temporal evolution of water content and water potential at several depths.

This course will focus primarily on practical work on soil columns in the laboratory. After a review of the equations governing water transfer and solute
s in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.

The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known dry period, surface load, sand column or reworked soil with known grain size) with water transfer in unsaturated environments and continuously monitoring changes over time in water content and water potential at several depths.

See the full page

This course focuses on mastering communication tools for the workplace, i.e. learning: -(i) how to write a resume, cover letter, and email for an unsolicited application; -(ii) how to introduce yourself in a very short time, either orally or in writing; -(iii) how to answer interview questions and avoid pitfalls.

Learning these tools involves a theoretical presentation of the tools, but also very quickly putting them into practice. To do this, students will work in small groups, simulating realistic situations such as job interviews and presentations. The aim is to learn how to master these different tools as effectively as possible.

All teaching is carried out in the form of practical work, with particular emphasis on:

• in "reality show" sessions, where each person will have to introduce themselves to the other in less than 3 minutes, be put in job interview situations, or make spontaneous applications/presentations.
• On workshops for writing emails, cover letters, and resumes.

See the full page

This course is divided into two parts, one covering surface water and atmospheric water, and the other covering groundwater. This course builds on the Water Cycle course from Semester 1 and lays the essential foundations for the specific courses on hydrodynamics and physical hydrology that will be taught in Semester 2. It is therefore a transitional course between fundamental knowledge of the water cycle and specific knowledge of the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are supplemented by practical work in the classroom on computers and hydrogeological maps.

See the full page

The GIS Practice course consists of training in the use of Geographic Information Systems, incorporating basic concepts relating to geographic information and proficiency in the free software QGIS. Most of the course is devoted to an introduction through a combination of lectures and practical exercises. A personalized summary mapping project allows students at the end of the course to review the concepts they have learned. An introductory lecture with professionals provides perspective on the value of GIS approaches in general hydrology.

See the full page

See the full page

See the full page

Optimized management and protection of water resources (surface or groundwater) requires consideration of water quality. The assessment of the qualitative status of water bodies, particularly with regard to the legislative frameworks in force, is based on specific chemical and microbiological quality criteria, as well as standards adapted to the types of uses envisaged for these resources.

See the full page

See the full page

This course will take place throughout the M1 year, in several stages:

• ^First stage: before the Hydrogeology field course (M1 Field Course), tools and methods focused on creating hydrogeological cross-sections and logs will be presented in order to exploit the in situ geological measurements acquired during the course.
• ^2nd stage: Geological cross-sections and logs will be produced in the field and in the classroom during the^first and^second semesters, on an ad hoc basis, with increasing difficulty. Students will therefore be required to produce a certain number of cross-sections during the year.
• Step³: Presentation and drawing tools should be used to present the latest cuts and logs made at the end of the year.

The work will initially be carried out in groups of four, then in pairs. At the end of the year, the work will be individual.

See the full page

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

See the full page

As part of this course unit, students will be required to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical information acquired in situ; - (2) process and analyze them using the appropriate software; - (3) interpret them by integrating the knowledge acquired in the "Field Internship," "Hydrogeophysics," "Water Quality and Microbiology," and "Underground Hydrodynamics" courses.

This course will include a short theoretical introduction, followed by practical lessons given in a dedicated room (Hydraulic Hall) and a field trip to connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply (AEP).

See the full page

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This EU is sequenced according to the following activities: First steps - R environment; R structures; Inputs and outputs in R; Manipulating R structures; The basics of algorithms; Programming structures in R; Mini-project in groups on an R function to be created for an applied "Water" problem.

Objectives:

The EU's objectives are 1) to present the basics of the interpreted language of an engineering tool (environment, structures, inputs/outputs, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create one's own functions and programs using practical examples in water science so that 3) students can independently continue their self-training and 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 linked to prevailing climatic conditions, and water supplied by man-made distribution systems. It is only more recently that consideration has been given to managing groundwater, which is less subject to problems of temporary scarcity (except for aquifers accompanying rivers). In most cases, access to this groundwater is individual, with each user (particularly farmers) accessing it by drilling at the point of use. However, these underground resources also need to be managed, as they are increasingly exploited and sometimes even overexploited.

This module addresses the issue of groundwater resource management by first presenting the contributions of each physical science discipline (geology, hydrogeology, geochemistry, isotopy) and their tools for understanding aquifers (in terms of geology: outcrops, drilling, logging, seismic profiles, etc.; in terms of hydrogeology: piezometry, pumping tests, sampling points/outlets, quantities extracted, etc.): geometry, structure, and hydrological functioning.

He then discusses the importance of groundwater for the various uses to which it is put. The economic value of groundwater is examined in this section (Qureshi et al., 2012). The difficulties involved in determining groundwater withdrawals and the methods used to reveal them are also explained.

He then describes the various problems posed by aquifers: current or future overexploitation of water tables, deterioration in groundwater quality, 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, resource substitution) or prevent contamination of good-quality water by poorer-quality water. Examples include active management of karst aquifers (Lez system), artificial recharge (e.g., Seine catchment fields in Paris), inter-seasonal/inter-annual recharge (Llobregat, Catalonia), recharge with wastewater (California), and dams to prevent the contamination of fresh water by salt water.

Secondly, it outlines solutions that address water demand. These solutions are based on two individual decision-making drivers that can sometimes be combined: maximizing individual utility and being part of a society that encourages "pro-social" behavior. Solutions that directly affect groundwater demand (pricing, quotas, water rights trading) will be explored, as well as indirect solutions (purchasing land that can protect a resource, agricultural or energy policies that can positively or negatively influence the development of individual withdrawals, etc.).

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The content of the EU is divided into five sections: 

1. A presentation of the techniques and principles of optical, thermal, and radar remote sensing,
2. A presentation of the main data sources (images, altimetry products) and a practical exercise in data retrieval.
3. Acquisition through practice of preprocessing methods (geometric and radiometric corrections) for optical and radar images, frequently used in Geographic Information Systems.
4. A series of lectures and practical exercises illustrating the value of different types of remote sensing data for hydrology and 
5. The contribution of remote sensing to answering environmental questions

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This EU is sequenced according to the following activities:

Analytical solutions to the diffusion equation

Well testing and interpretation

Introduction to digital and analog modeling

Properties and characteristics of fractured and karst aquifers

See the full page

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

It is based on the "Cooplage" support system for the implementation of participatory approaches to water management, developed by researchers at the UMR GEAU, and the Agreenium MOOC associated with Terr'eau & co.

Students will work in small groups, bringing together students from different tracks of the Master's in Water program, on case studies drawn from the lecturers' current research projects. Learning will take place through the implementation of certain tools from the "Cooplage" system on their case studies, in particular modeling and participatory simulation in the form of role-playing. In order to anchor their work, students will be put in contact with the leaders of these case studies. 

See the full page

In water sciences, the use of probability and statistics for processing hydroclimatic or water quality data is essential. Lectures and practical tutorials will help students refresh their knowledge (high school and bachelor's degree exam questions), and then some new concepts will be introduced (in particular, tests of compliance with a law).

The course is structured around the following chapters:

1. Elementary probability theory, combinatorial analysis. (lecture session no. 1, tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (lecture session no. 2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability distributions (binomial distribution, Poisson distribution, normal distribution, Gamma distribution, Gumbel distribution) and their applications (lecture 3, tutorial 4)
6. Tests of belonging to a law (covered in TD5)

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

A practical scenario is planned using exercises or case studies so that students acquire the right reflexes and learn how to use project management tools.

See the full page

The EU Bibliographic Project consists of training in documentary research, 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 course of study. This documentary research is enhanced by the writing of a summary and a poster.

See the full page

See the full page

The EU draws on the principles of physics (conservation of mass, energy, and momentum) to address issues relating to river hydraulics (flooding, habitats, ecological continuity) and water transport networks (irrigation, drainage, sanitation).
The lessons are largely based on experiments at the Supagro hydraulic laboratory, where uniform flows, flows at control structures, and transition regimes are studied. The analysis of these processes draws on the theoretical knowledge acquired during the module and problem-solving tools that can be used to diagnose real-life situations. 

See the full page

This course unit should enable students to acquire 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) learn about the specific characteristics of benthic ecosystems and the ecological roles of their components, 2) acquire in-depth knowledge of how aquatic ecosystems function, 3) acquire knowledge about the impact of chemical and biological contaminants (toxic and pathogenic microalgae), climate change, and anthropization on aquatic ecosystems and their functioning, including socio-economic repercussions. This EU will develop marine environment and marine animal health monitoring networks by addressing mortality issues.

See the full page

See the full page

Water is at the heart of multiple and conflicting issues, visions, and interests. The articulation of these different elements raises the question of 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 management, the European Framework Directive, and financial circuits illustrate, in particular, different facets of governance.

See the full page

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

• Presentation 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.), radioelements, and biological contaminants such as microorganisms, pathogenic bacteria, viruses, etc.

• Focus on certain contaminants depending on aquatic environments, taking into account the hydrochemical characteristics of the water in relation to the geological and environmental contexts of hydrological and hydrogeological basins.

• Presentation of interactions between microorganisms and organic and inorganic contaminants and their consequences on the fate of contaminants in the aquatic environment; application in bioremediation.

These lessons are illustrated through examples from current events, such as antibiotic resistance, and/or topics researched by the speakers.

See the full page

The content of the EU is organized into three parts:

1) Water cycle and water balance
• Main reservoirs
• Mechanisms of the water cycle
• Water circulation: from the global scale to the watershed scale
• Humans: their influence 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

See the full page

The "Ocean, Atmosphere, Climate" module presents the fundamental principles of atmospheric dynamics and ocean dynamics, and provides a critical and well-documented perspective on climate change. The course is based on the analysis of official documents describing global change, documented lessons on key issues, and applications to case studies in different global contexts.

See the full page

The module content is structured as follows: -a series of lectures: 1-Water resources and food security, 2-The environmental impact of agriculture on water resources and aquatic environments, 3-Current advances and challenges in agricultural research for optimizing water consumption by plants, and 4-Managing water demand in agriculture. -Tutorials: Food security and prospective scenarios. -A prospective study will be carried out in small groups to produce scenarios relating to the state of water resources and food production based on a case study of a southern country.

See the full page

Present the main processes involved in treating liquid effluents and treating and managing the by-products generated. This course is based on learning about the overall environmental impact of water resource management, wastewater, and treatment by-products. The design and implementation of treatment processes are addressed through the urban and industrial water cycle.

See the full page

See the full page

See the full page

This module aims to provide the basics of near-surface and borehole geophysical investigation methods used in the field of hydrogeophysics. These approaches aim to characterize the structure of the reservoir (geometry, lithologies) but also to detect, locate, and quantify fluid transfers. We will also address the processing and analysis of this data using various dedicated software programs.

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

See the full page

A better understanding of water transfer processes in the unsaturated zone (UZ) of the soil is essential both for estimating the runoff/infiltration partition in hydrological models and for quantifying groundwater recharge in hydrodynamic models used in hydrogeology.
This course unit will mainly focus on practical work on soil columns in the laboratory. After a review of the equations governing material transfer in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.
The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known drought period, surface load, sand or reworked soil column of known grain size) with water transfer in unsaturated environments and continuously monitoring the temporal evolution of water content and water potential at several depths.

This course will focus primarily on practical work on soil columns in the laboratory. After a review of the equations governing water transfer and solute
s in the ZNS, an introduction to modeling transfers in the ZNS will be covered using HYDRUS 1D software.

The practical work for this course unit consists of experimenting under controlled conditions (known rainfall intensity and duration, known dry period, surface load, sand column or reworked soil with known grain size) with water transfer in unsaturated environments and continuously monitoring changes over time in water content and water potential at several depths.

See the full page

This course focuses on mastering communication tools for the workplace, i.e. learning: -(i) how to write a resume, cover letter, and email for an unsolicited application; -(ii) how to introduce yourself in a very short time, either orally or in writing; -(iii) how to answer interview questions and avoid pitfalls.

Learning these tools involves a theoretical presentation of the tools, but also very quickly putting them into practice. To do this, students will work in small groups, simulating realistic situations such as job interviews and presentations. The aim is to learn how to master these different tools as effectively as possible.

All teaching is carried out in the form of practical work, with particular emphasis on:

• in "reality show" sessions, where each person will have to introduce themselves to the other in less than 3 minutes, be put in job interview situations, or make spontaneous applications/presentations.
• On workshops for writing emails, cover letters, and resumes.

See the full page

This course is divided into two parts, one covering surface water and atmospheric water, and the other covering groundwater. This course builds on the Water Cycle course from Semester 1 and lays the essential foundations for the specific courses on hydrodynamics and physical hydrology that will be taught in Semester 2. It is therefore a transitional course between fundamental knowledge of the water cycle and specific knowledge of the study and characterization of surface and groundwater resources.

Theoretical courses combined with integrated tutorials are supplemented by practical work in the classroom on computers and hydrogeological maps.

See the full page

The GIS Practice course consists of training in the use of Geographic Information Systems, incorporating basic concepts relating to geographic information and proficiency in the free software QGIS. Most of the course is devoted to an introduction through a combination of lectures and practical exercises. A personalized summary mapping project allows students at the end of the course to review the concepts they have learned. An introductory lecture with professionals provides perspective on the value of GIS approaches in general hydrology.

See the full page

See the full page

See the full page

Optimized management and protection of water resources (surface or groundwater) requires consideration of water quality. The assessment of the qualitative status of water bodies, particularly with regard to the legislative frameworks in force, is based on specific chemical and microbiological quality criteria, as well as standards adapted to the types of uses envisaged for these resources.

See the full page

English tutorial course for students in the Water Sciences program who wish to achieve professional autonomy in English.

See the full page

See the full page

As part of this course unit, students will be required to: - (1) combine the analysis of hydrodynamic measurements with hydrochemical or geophysical information acquired in situ; - (2) process and analyze them using the appropriate software; - (3) interpret them by integrating the knowledge acquired in the "Field Internship," "Hydrogeophysics," "Water Quality and Microbiology," and "Underground Hydrodynamics" courses.

This course will include a short theoretical introduction, followed by practical lessons given in a dedicated room (Hydraulic Hall) and a field trip to connect the various concepts of hydrodynamics and hydraulics in the context of setting up a water collection and treatment system for drinking water supply (AEP).

See the full page

This EU is sequenced according to the following activities:

Analytical solutions to the diffusion equation

Well testing and interpretation

Introduction to digital and analog modeling

Properties and characteristics of fractured and karst aquifers

See the full page

In water sciences, the use of probability and statistics for processing hydroclimatic or water quality data is essential. Lectures and practical tutorials will help students refresh their knowledge (high school and bachelor's degree exam questions), and then some new concepts will be introduced (in particular, tests of compliance with a law).

The course is structured around the following chapters:

1. Elementary probability theory, combinatorial analysis. (lecture session no. 1, tutorial 1)
2. Discrete and continuous random variables. Probability distribution and probability density function. Expectation, variance, covariance. (lecture session no. 2, TD2)
3. Simple linear regression (covered in TD3)
4. Multiple linear regression (covered in TD3)
5. Some common probability distributions (binomial distribution, Poisson distribution, normal distribution, Gamma distribution, Gumbel distribution) and their applications (lecture 3, tutorial 4)
6. Tests of belonging to a law (covered in TD5)

See the full page

See the full page

This EU is sequenced according to the following activities: First steps - R environment; R structures; Inputs and outputs in R; Manipulating R structures; The basics of algorithms; Programming structures in R; Mini-project in groups on an R function to be created for an applied "Water" problem.

Objectives:

The EU's objectives are 1) to present the basics of the interpreted language of an engineering tool (environment, structures, inputs/outputs, structure manipulation, graphics, programming), 2) to provide the fundamental theoretical knowledge needed to create one's own functions and programs using practical examples in water science so that 3) students can independently continue their self-training and expertise in R.

See the full page

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

It is based on the "Cooplage" support system for the implementation of participatory approaches to water management, developed by researchers at the UMR GEAU, and the Agreenium MOOC associated with Terr'eau & co.

Students will work in small groups, bringing together students from different tracks of the Master's in Water program, on case studies drawn from the lecturers' current research projects. Learning will take place through the implementation of certain tools from the "Cooplage" system on their case studies, in particular modeling and participatory simulation in the form of role-playing. In order to anchor their work, students will be put in contact with the leaders of these case studies. 

See the full page

See the full page

This course will take place throughout the M1 year, in several stages:

• ^First stage: before the Hydrogeology field course (M1 Field Course), tools and methods focused on creating hydrogeological cross-sections and logs will be presented in order to exploit the in situ geological measurements acquired during the course.
• ^2nd stage: Geological cross-sections and logs will be produced in the field and in the classroom during the^first and^second semesters, on an ad hoc basis, with increasing difficulty. Students will therefore be required to produce a certain number of cross-sections during the year.
• Step³: Presentation and drawing tools should be used to present the latest cuts and logs made at the end of the year.

The work will initially be carried out in groups of four, then in pairs. At the end of the year, the work will be individual.

See the full page

See the full page

This course draws on numerous concrete examples presented by environmental specialists and experts working in consulting firms and companies, EPICs, or research institutes in the water and environmental sector.                                                                            The course includes a field day dedicated to characterizing the physical properties of watercourses and aquifers, as well as various hydrometric measurement techniques. Specific sessions providing the necessary foundations for exploiting the hydrological and hydrogeological data acquired in situ will also be offered.

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This course includes a theoretical component that provides an understanding of transfers and a more practical component that combines fieldwork, numerical modeling, and environmental studies. Quantitative hydrogeology is addressed through analytical and numerical solutions that enable transfers in the subsurface environment to be accounted for.

This EU addresses in particular:

1) the mathematical tools and fundamental equations underlying analytical and numerical modeling;

2) the principles of numerical modeling (MDF); 

3) the typical methodology for creating a 3D digital model for flow simulation; and

4) Analysis of scenarios incorporating climate or anthropogenic forcings for optimal water resource management.

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This EU is centered around the Vidourle Mediterranean Watershed and the new experimental site of the Multi-Scale Observatory of Flood Dynamics and Underground Hydrodynamics in Karst Environments (MEDYCYSS – OSU OREME -SNO KARST). 

The first day in the field provides an opportunity to present the geographical, geological, and climatic context, as well as the various geomorphological features, the different orogenic phases, and their links with vegetation. A stop at the experimental site provides an opportunity to present the measuring devices (rain gauge, flux tower, probes measuring soil temperature and humidity, etc.) used, before addressing the issue of hydrological risk with the Conqueyrac flood control dam. A more theoretical section will redefine the concepts of geomorphology and hydrogeomorphology and address soil-vegetation-atmosphere transfers.                            

The second day in the field, around the experimental site located near the Pompignan limestone plateau, is devoted to field measurements: soil infiltration to determine saturated hydraulic conductivity, soil cylinder sampling to determine porosity, water content, and density, vegetation measurements, and flow measurements.   

The last part of the EU is devoted to hydrological modeling with an introduction to HEC-HMS software as part of practical work, aimed at estimating the water resources available at the watershed level (including evapotranspiration) and predicting flows during floods caused in particular by heavy rainfall events. The data measured in the field will be used in this modeling work.

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These karstic hydrosystems represent a significant proportion of the groundwater supplying the population in France, but also throughout the Mediterranean region. They also play an important role in the so-called Cévennes floods (or those occurring around the Mediterranean), particularly in terms of their management. These hydrosystems are also characterized by significant interactions between surface water and groundwater: whether in the form of active losses localized in rivers, which directly feed the associated karst aquifer, or major karst springs that are the source of rivers or streams.                                       This course unit will present these hydrosystems and how they function, as well as the methods used to study them. The "Surface Water-Groundwater Interaction" aspect will be given particular attention in this course unit, through the study of:

• Artificial tracing: Techniques, methods of implementation (theoretical and practical), methods of analysis and interpretation. Artificial tracing
• Signal processing and rainfall-runoff modeling, particularly for karstic sources that feed rivers or streams.

These lessons will take the form of theoretical classes, but also practical work involving the processing of artificial tracing data or the processing of source flow signals. A day-long field trip will provide an opportunity to carry out various experiments on a karst hydrosystem, in particular artificial tracing.

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The purpose of this EU is

1) to give students an overview of the value and power of isotopic geochemical and dating tools for understanding how hydrosystems/aquifers work,

2) to help them masterthe context in which these tools can be applied 

3) to provide the knowledge necessary to understand and develop these techniques.

This course is based on theoretical knowledge (lectures) and concrete case studies (tutorials/practical work).

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The EU "Hydrological/Hydraulic Modeling and Flood Risks" module offers a study of the phenomenon of flood genesis, flood propagation, and flooding. The module aims to enable students to acquire skills in hydrological and hydraulic modeling of processes at the watershed and river basin scales:

1) The production function aimed at separating rainwater runoff and infiltration;

2) The transfer function on slopes and via the hydrographic network, overflow, and flooding;

3) Construction of a project tree and synthetic hydrograph;

4) Applications of hydrological and hydraulic flood models.

The EU also includes a field day (acquisition of in situ data for hydrological/hydraulic modeling purposes, in situ flood risk analysis).

The tutorials focus on practical applications in watersheds and watercourses in France and abroad using spatialized hydrological flood models (e.g., ATHYS, MHYDAS) and hydraulic models (HEC-RAS, Diffuse Wave, Kinematic Wave, etc.): analysis of rainfall/runoff data, use of hydrological/hydraulic models, parameterization/calibration/validation of models, analysis of the impact of development scenarios (dikes, dams, etc.).

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This EU addresses the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-energy and high-energy geothermal energy.                                                                                                                                                                                                             

The vulnerability of the underground resource will be assessed and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for decontaminating aquifers will also be discussed, particularly through the solutions provided by digital simulation tools.

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

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The EU aims to support students in gaining practical experience and a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The EU's approach is based on four key points:

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

2. Specific features of agricultural landscapes and implications for modeling,

3. Issues surrounding scale change,

4. Practice and critique of hydrological modeling.

The EU will provide advanced knowledge on production functions, transfer functions, global and distributed modeling. It will guide students toward the independent use of various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, cascade of reservoirs, etc.) and toward taking a step back to consider the parameterization, calibration, and validation of hydrological models.

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The status of a watercourse within the meaning of the WFD comprises two aspects: chemical status and ecological status. To define ecological status, several parameters must be taken into account, including parameters related to the volume of water (measured by flow rate) in the watercourse. In this course, students will be required to carry out field or laboratory measurements to determine some of the key parameters used in determining the status of a watercourse or more generally used in hydrological studies (floods, resource assessment, etc.).

Four topics will be addressed:

- Hydrometry, using various gauging techniques (point-by-point method with electromagnetic current meter, ADCP, dilution method, float gauging, radar).

- Soil hydrodynamics, using several infiltration methods to determine saturation conductivity, and soil cylinder sampling to determine porosity, dry density, and soil water content after drying.

- Hydrochemistry, including:

• fieldwork (sampling and analysis using a multiparameter meter and a field spectrophotometer) for physical and chemical parameters (temperature, electrical conductivity, pH, dissolved oxygen, TAC, PO4, and NO3, etc.)
• a laboratory component (analysis and quantification of the presence of 4-tert-octylphenol in a surface water sample, using gas chromatography coupled with mass spectrometry (GC-MS/MS)) to determine the presence of trace amounts of emerging contaminants from the alkylphenol ethoxylate (APEO) family, compounds found in products such as detergents, emulsifiers, and solubilizers.

- Hydrobiology, taking into account the presence or absence of certain species: fish, invertebrates, macrophytes (aquatic plants), and diatoms (unicellular algae), in order to determine specific indices (IPR, IBGN, IBMR, IBD) relating to the biological quality of the watercourse.

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This EU focuses on natural mineral waters and thermal waters, whose specific characteristics make them unique resources in terms of exploitation, management, and protection of their deposits. Students will thus be trained in the specific technical and regulatory/health aspects governing the exploitation of these resources, in particular through presentations by professionals in the sector and a visit to an exploitation site. They will also learn about the management and protection of this type of aquifer so that they can propose study protocols to be implemented in situ to characterize and protect these resources and thus acquire hydrogeological expertise for this type of aquifer.

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This course unit should enable students to acquire the skills necessary for collecting hydrometric data (in the broad sense) in the field and to know how to apply them to different types of case studies, in order to carry out an engineering/research project in hydrogeology.

This EU takes place in two stages:

• A first week spent entirely in the field in the Pyrénées-Orientales department;
• A second week spent indoors, reviewing, analyzing, and interpreting the data collected in the field.

During the^first week, the first three days are devoted to acquiring various technical skills in hydrometry (in the broad sense) in situ, so that students can then take charge during the last two days, when they will work on a case study to be solved by project group. They will then be divided between two experimental sites where the projects will be carried out. The topics will be presented in more detail at the beginning of the course so that the pre-defined groups can propose an experimental protocol to be carried out in situ, enabling them to solve their problem. The supervisory team will validate the proposed protocols the day before the experiments begin.

During the^second week, students will analyze the data they have collected on their field project and divide up the various analyses and interpretations of this data in order to produce a presentation and report integrating and summarizing all these results, which will be used to evaluate their work.

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This course unit allows students to carry out an engineering project in its entirety, in the form of an interdisciplinary engineering study relating to environmental or health impacts, hydrological, hydraulic, and hydrogeological modeling, risk management, etc.

This 5 ECTS course is divided into two parts: a 2 ECTS course in S3 (Interdisciplinary Project 1: Water Resources), followed by a 3 ECTS course in S4 (Interdisciplinary Project 2: Water Resources). These two courses are inseparable, with the second course serving as the culmination of the first.

During the EU Interdisciplinary Project 1 Water Resource, the steps will be:

1. Presentation of case studies by teacher-researchers, researchers, or engineering professionals (issues, fieldwork, available and collectable data, stakeholders, calls for tenders, etc.) on topics related to water resource management, risks (flooding, drought, contamination), or more broadly, environmental impacts. (end of September)
2. Project development phase (formation of project groups and definition of the resolution methodology) in conjunction with the "Project Management 2" EU.
3. Data collection, context analysis, establishing contacts, bibliographic research
4. Preliminary project defense (mid-November)
5. Start of the study (data acquisition, planning of field days, learning to use specific software, etc.)

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This course consists of completing an individual project leading to a bibliographic review. The topic will be related to the research internship to be carried out in S4, but may also include related scientific topics.

This summary will be presented in the form of a report that must comply with the formal requirements for writing scientific papers and articles. The document will serve as a bibliographic basis for the research internship report. The application exercise required as part of the "Scientific Writing" course will be a prerequisite for beginning the bibliographic synthesis work, through the problematization of the subject of your synthesis, the development of keywords, etc.

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As part of this course, students will practice project planning and estimating the time required for each task, using the SWOT matrix/sabotage exercise, risk management, organizing and leading meetings, and giving oral presentations on the project. 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.

Following on from the Project Management course in the Master's 1 program, the Project Management course in the Master's 2 program aims to assess the assimilation of the skills acquired in the previous year and to go further by focusing on a longer project (lasting from a few weeks to a few months), either individual or group-based, study-related or personal.

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All future Master's graduates, whether in the "Professional" or "Research" track, must master the tools and codes of effective written scientific communication. Improving one's scientific writing skills is essential for promoting one's work and communicating it to peers, colleagues, clients, etc.

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The module is divided into three sequences:                                            

(1) Variability and climate change: definitions, principles, greenhouse effect, climate simulations, disaggregation, scenarios, and impacts;                                                                                            

(2) Hydrological modeling: numerical structures and representations, input and control data, state variables, parameter calibration, objective functions and optimization methods, parameter analysis and equifinality, robustness and transferability, sensitivity to climate forcings;                                                

(3) Hydrological modeling tutorials: preparing data, calibrating models, simulating flows, producing graphical outputs to analyze simulations, simulating the impact of climate change on flows.

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The challenge addressed by the EIT is the sustainability of water resources linked to changing uses in a climate context in both the North and South that is subject to climate change and significant changes in usage, particularly in agriculture.

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The aim of this cross-disciplinary course unit is to offer students from various backgrounds the opportunity to organize an event-based project on a topical issue related to water, in line with their commitments, their career plans, societal challenges, and issues surrounding global transitions and change.

The project is led by the students, from its definition to its implementation during the event, with occasional support from teaching staff at key stages of the project.

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The objective of this joint teaching unit with AgroParisTech's specialized post-master's degree in Water Management is to provide students with a development background with guidance on the challenges and organization of development projects related to water (drinking water, sanitation, agricultural water).

This EU alternates between testimonials, feedback from experts and professional development actors on water issues, and testimonials from learners (Specialized Master's in Water Management) or students who already have international experience in the field of water or agriculture.

This course unit is open as an option to students enrolled in the Master's program in Water Sciences, subject to a limited number of places.

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Water resources and their management are often addressed through knowledge and principles established in developed countries in temperate zones. However, countries in the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly change our perspectives and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in southern countries draw on their practical experience to reflect on the specific characteristics of hydrological and geochemical processes in very dry or very humid tropical regions, the consequences of anthropization, and the challenges of sustainable water resource management.

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

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The objective of this EU is to present the current and future impacts on all sectors associated with the field of water.

What changes are occurring in terms of extreme weather events such as droughts and floods, and in the regions affected by these extremes? How does this impact groundwater and surface water resources, agricultural land, and irrigation methods?

What developments are occurring with regard to rising sea levels and coastal areas? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through various lectures given by specialists in different fields, covering all aspects of the Master's program in Water, this course unit will present the latest advances in this subject.

Through tutorials and practical sessions, students will work in groups on a specific topic (using an example) combining climate change with a water-related field, in order to present a summary of this subject. This work will be presented in the form of a mini-seminar and will be assessed as part of this course unit.

See the full page

See the full page

This course unit allows students to carry out an engineering project in its entirety, in the form of an interdisciplinary engineering study relating to environmental or health impacts, hydrological, hydraulic, and hydrogeological modeling, risk management, etc.

This 5 ECTS course is divided into two parts: a 2 ECTS course in S3 (Interdisciplinary Project 1: Water Resources), followed by a 3 ECTS course in S4 (Interdisciplinary Project 2: Water Resources). These two courses are inseparable, with the second course serving as the culmination of the first.

During the EU Interdisciplinary Project 2 Water Resource, the steps will be:

1. Continuation of the study (in the form of remote work sessions or sessions supervised by professionals and ECs, field trips if necessary).
2. Study presentation phase (technical report on activities carried out and results obtained in the field) and oral defense before a jury (mid-February).

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This course builds on the Bibliographic Project course and serves as preparation for the research internship that will be conducted in the laboratory. It aims to define the research question based on the current state of scientific knowledge, drawing on the bibliographic review conducted in the Bibliographic Project course.

The student will therefore have to define, in consultation with their internship supervisor, the issue to be explored and the initial state of the art. They will also have to specify the working methodology that will be implemented during the "research" internship, as well as the provisional schedule.

This work will be presented orally before a panel consisting of an external examiner, the internship supervisor, and one of the program directors.

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This internship is for students enrolled in the "Professional" track of the Master's in Water Resources. It is the students' second professional experience and is a major step toward their future career integration. The content of the module depends on the host organization chosen by the student, which may be a company, association, NGO, public or international body in the water and environment sectors.
Students are expected to formalize an issue based on a rigorous state-of-the-art analysis, implement an approach, and carry out and analyze the results.
The entire project must be submitted in accordance with the terms and conditions defined between the host organization and the academic advisor. A thesis is required for academic evaluation. This thesis may be supplemented by deliverables requested by the host organization, which may or may not be included in the thesis.
Confidentiality of evaluations (written and oral) is possible.

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This internship is for students enrolled in the "Research" track of the Master's in Water Resources program. It is the students' first real long-term experience in the field of research, working as part of a team and in a research laboratory, and is therefore an essential step in determining their future career path.

A phase of formalization of an issue based on a rigorous state of the art, a phase of implementation of an approach, and a phase of execution and analysis of results are expected.
The entire project must be submitted in accordance with the terms and conditions defined between the host organization and the academic advisor. A thesis is required for academic evaluation.
Internship topics are varied and cover a range of issues in the water and environment sectors, reflecting the diversity of topics covered in the program and by the research teams involved in supervising and evaluating interns.

Confidentiality of evaluations (written and oral) is possible.

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This course draws on numerous concrete examples presented by environmental specialists and experts working in consulting firms and companies, EPICs, or research institutes in the water and environmental sector.                                                                            The course includes a field day dedicated to characterizing the physical properties of watercourses and aquifers, as well as various hydrometric measurement techniques. Specific sessions providing the necessary foundations for exploiting the hydrological and hydrogeological data acquired in situ will also be offered.

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This course includes a theoretical component that provides an understanding of transfers and a more practical component that combines fieldwork, numerical modeling, and environmental studies. Quantitative hydrogeology is addressed through analytical and numerical solutions that enable transfers in the subsurface environment to be accounted for.

This EU addresses in particular:

1) the mathematical tools and fundamental equations underlying analytical and numerical modeling;

2) the principles of numerical modeling (MDF); 

3) the typical methodology for creating a 3D digital model for flow simulation; and

4) Analysis of scenarios incorporating climate or anthropogenic forcings for optimal water resource management.

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This EU is centered around the Vidourle Mediterranean Watershed and the new experimental site of the Multi-Scale Observatory of Flood Dynamics and Underground Hydrodynamics in Karst Environments (MEDYCYSS – OSU OREME -SNO KARST). 

The first day in the field provides an opportunity to present the geographical, geological, and climatic context, as well as the various geomorphological features, the different orogenic phases, and their links with vegetation. A stop at the experimental site provides an opportunity to present the measuring devices (rain gauge, flux tower, probes measuring soil temperature and humidity, etc.) used, before addressing the issue of hydrological risk with the Conqueyrac flood control dam. A more theoretical section will redefine the concepts of geomorphology and hydrogeomorphology and address soil-vegetation-atmosphere transfers.                            

The second day in the field, around the experimental site located near the Pompignan limestone plateau, is devoted to field measurements: soil infiltration to determine saturated hydraulic conductivity, soil cylinder sampling to determine porosity, water content, and density, vegetation measurements, and flow measurements.   

The last part of the EU is devoted to hydrological modeling with an introduction to HEC-HMS software as part of practical work, aimed at estimating the water resources available at the watershed level (including evapotranspiration) and predicting flows during floods caused in particular by heavy rainfall events. The data measured in the field will be used in this modeling work.

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These karstic hydrosystems represent a significant proportion of the groundwater supplying the population in France, but also throughout the Mediterranean region. They also play an important role in the so-called Cévennes floods (or those occurring around the Mediterranean), particularly in terms of their management. These hydrosystems are also characterized by significant interactions between surface water and groundwater: whether in the form of active losses localized in rivers, which directly feed the associated karst aquifer, or major karst springs that are the source of rivers or streams.                                       This course unit will present these hydrosystems and how they function, as well as the methods used to study them. The "Surface Water-Groundwater Interaction" aspect will be given particular attention in this course unit, through the study of:

• Artificial tracing: Techniques, methods of implementation (theoretical and practical), methods of analysis and interpretation. Artificial tracing
• Signal processing and rainfall-runoff modeling, particularly for karstic sources that feed rivers or streams.

These lessons will take the form of theoretical classes, but also practical work involving the processing of artificial tracing data or the processing of source flow signals. A day-long field trip will provide an opportunity to carry out various experiments on a karst hydrosystem, in particular artificial tracing.

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The purpose of this EU is

1) to give students an overview of the value and power of isotopic geochemical and dating tools for understanding how hydrosystems/aquifers work,

2) to help them masterthe context in which these tools can be applied 

3) to provide the knowledge necessary to understand and develop these techniques.

This course is based on theoretical knowledge (lectures) and concrete case studies (tutorials/practical work).

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The EU "Hydrological/Hydraulic Modeling and Flood Risks" module offers a study of the phenomenon of flood genesis, flood propagation, and flooding. The module aims to enable students to acquire skills in hydrological and hydraulic modeling of processes at the watershed and river basin scales:

1) The production function aimed at separating rainwater runoff and infiltration;

2) The transfer function on slopes and via the hydrographic network, overflow, and flooding;

3) Construction of a project tree and synthetic hydrograph;

4) Applications of hydrological and hydraulic flood models.

The EU also includes a field day (acquisition of in situ data for hydrological/hydraulic modeling purposes, in situ flood risk analysis).

The tutorials focus on practical applications in watersheds and watercourses in France and abroad using spatialized hydrological flood models (e.g., ATHYS, MHYDAS) and hydraulic models (HEC-RAS, Diffuse Wave, Kinematic Wave, etc.): analysis of rainfall/runoff data, use of hydrological/hydraulic models, parameterization/calibration/validation of models, analysis of the impact of development scenarios (dikes, dams, etc.).

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This EU addresses the concepts of mass and heat transfer in aquifers, as well as the characteristics of low-energy and high-energy geothermal energy.                                                                                                                                                                                                             

The vulnerability of the underground resource will be assessed and, where appropriate, methods for protecting the aquifer from pollution will be evaluated. Various techniques for decontaminating aquifers will also be discussed, particularly through the solutions provided by digital simulation tools.

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

See the full page

See the full page

See the full page

The EU aims to support students in gaining practical experience and a high-level perspective on hydrological modeling of watersheds dominated by agricultural activities and subject to climate change. The EU's approach is based on four key points:

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

2. Specific features of agricultural landscapes and implications for modeling,

3. Issues surrounding scale change,

4. Practice and critique of hydrological modeling.

The EU will provide advanced knowledge on production functions, transfer functions, global and distributed modeling. It will guide students toward the independent use of various hydrological models (Green and Ampt, reservoir, Curve Number, unit hydrograph, cascade of reservoirs, etc.) and toward taking a step back to consider the parameterization, calibration, and validation of hydrological models.

See the full page

The status of a watercourse within the meaning of the WFD comprises two aspects: chemical status and ecological status. To define ecological status, several parameters must be taken into account, including parameters related to the volume of water (measured by flow rate) in the watercourse. In this course, students will be required to carry out field or laboratory measurements to determine some of the key parameters used in determining the status of a watercourse or more generally used in hydrological studies (floods, resource assessment, etc.).

Four topics will be addressed:

- Hydrometry, using various gauging techniques (point-by-point method with electromagnetic current meter, ADCP, dilution method, float gauging, radar).

- Soil hydrodynamics, using several infiltration methods to determine saturation conductivity, and soil cylinder sampling to determine porosity, dry density, and soil water content after drying.

- Hydrochemistry, including:

• fieldwork (sampling and analysis using a multiparameter meter and a field spectrophotometer) for physical and chemical parameters (temperature, electrical conductivity, pH, dissolved oxygen, TAC, PO4, and NO3, etc.)
• a laboratory component (analysis and quantification of the presence of 4-tert-octylphenol in a surface water sample, using gas chromatography coupled with mass spectrometry (GC-MS/MS)) to determine the presence of trace amounts of emerging contaminants from the alkylphenol ethoxylate (APEO) family, compounds found in products such as detergents, emulsifiers, and solubilizers.

- Hydrobiology, taking into account the presence or absence of certain species: fish, invertebrates, macrophytes (aquatic plants), and diatoms (unicellular algae), in order to determine specific indices (IPR, IBGN, IBMR, IBD) relating to the biological quality of the watercourse.

See the full page

See the full page

This EU focuses on natural mineral waters and thermal waters, whose specific characteristics make them unique resources in terms of exploitation, management, and protection of their deposits. Students will thus be trained in the specific technical and regulatory/health aspects governing the exploitation of these resources, in particular through presentations by professionals in the sector and a visit to an exploitation site. They will also learn about the management and protection of this type of aquifer so that they can propose study protocols to be implemented in situ to characterize and protect these resources and thus acquire hydrogeological expertise for this type of aquifer.

See the full page

This course unit should enable students to acquire the skills necessary for collecting hydrometric data (in the broad sense) in the field and to know how to apply them to different types of case studies, in order to carry out an engineering/research project in hydrogeology.

This EU takes place in two stages:

• A first week spent entirely in the field in the Pyrénées-Orientales department;
• A second week spent indoors, reviewing, analyzing, and interpreting the data collected in the field.

During the^first week, the first three days are devoted to acquiring various technical skills in hydrometry (in the broad sense) in situ, so that students can then take charge during the last two days, when they will work on a case study to be solved by project group. They will then be divided between two experimental sites where the projects will be carried out. The topics will be presented in more detail at the beginning of the course so that the pre-defined groups can propose an experimental protocol to be carried out in situ, enabling them to solve their problem. The supervisory team will validate the proposed protocols the day before the experiments begin.

During the^second week, students will analyze the data they have collected on their field project and divide up the various analyses and interpretations of this data in order to produce a presentation and report integrating and summarizing all these results, which will be used to evaluate their work.

See the full page

See the full page

This course unit allows students to carry out an engineering project in its entirety, in the form of an interdisciplinary engineering study relating to environmental or health impacts, hydrological, hydraulic, and hydrogeological modeling, risk management, etc.

This 5 ECTS course is divided into two parts: a 2 ECTS course in S3 (Interdisciplinary Project 1: Water Resources), followed by a 3 ECTS course in S4 (Interdisciplinary Project 2: Water Resources). These two courses are inseparable, with the second course serving as the culmination of the first.

During the EU Interdisciplinary Project 1 Water Resource, the steps will be:

1. Presentation of case studies by teacher-researchers, researchers, or engineering professionals (issues, fieldwork, available and collectable data, stakeholders, calls for tenders, etc.) on topics related to water resource management, risks (flooding, drought, contamination), or more broadly, environmental impacts. (end of September)
2. Project development phase (formation of project groups and definition of the resolution methodology) in conjunction with the "Project Management 2" EU.
3. Data collection, context analysis, establishing contacts, bibliographic research
4. Preliminary project defense (mid-November)
5. Start of the study (data acquisition, planning of field days, learning to use specific software, etc.)

See the full page

This course consists of completing an individual project leading to a bibliographic review. The topic will be related to the research internship to be carried out in S4, but may also include related scientific topics.

This summary will be presented in the form of a report that must comply with the formal requirements for writing scientific papers and articles. The document will serve as a bibliographic basis for the research internship report. The application exercise required as part of the "Scientific Writing" course will be a prerequisite for beginning the bibliographic synthesis work, through the problematization of the subject of your synthesis, the development of keywords, etc.

See the full page

See the full page

As part of this course, students will practice project planning and estimating the time required for each task, using the SWOT matrix/sabotage exercise, risk management, organizing and leading meetings, and giving oral presentations on the project. 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.

Following on from the Project Management course in the Master's 1 program, the Project Management course in the Master's 2 program aims to assess the assimilation of the skills acquired in the previous year and to go further by focusing on a longer project (lasting from a few weeks to a few months), either individual or group-based, study-related or personal.

See the full page

All future Master's graduates, whether in the "Professional" or "Research" track, must master the tools and codes of effective written scientific communication. Improving one's scientific writing skills is essential for promoting one's work and communicating it to peers, colleagues, clients, etc.

See the full page

The module is divided into three sequences:                                            

(1) Variability and climate change: definitions, principles, greenhouse effect, climate simulations, disaggregation, scenarios, and impacts;                                                                                            

(2) Hydrological modeling: numerical structures and representations, input and control data, state variables, parameter calibration, objective functions and optimization methods, parameter analysis and equifinality, robustness and transferability, sensitivity to climate forcings;                                                

(3) Hydrological modeling tutorials: preparing data, calibrating models, simulating flows, producing graphical outputs to analyze simulations, simulating the impact of climate change on flows.

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This EU corresponds to the completion of a synthesis project on an issue relevant to the structure where the work-study program takes place (new techniques, new processes, new markets, etc.). Once the issue has been identified and formalized based on a rigorous state-of-the-art analysis, a phase of implementation and execution of the approach is expected, as well as a phase of analysis of the results specifying how they can be implemented, particularly within the framework of the host organization.

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The objective of this EU is to present the current and future impacts on all sectors associated with the field of water.

What changes are occurring in terms of extreme weather events such as droughts and floods, and in the regions affected by these extremes? How does this impact groundwater and surface water resources, agricultural land, and irrigation methods?

What developments are occurring with regard to rising sea levels and coastal areas? How does this impact current and future population movements, and what solutions can be proposed for coastal management?

Through various lectures given by specialists in different fields, covering all aspects of the Master's program in Water, this course unit will present the latest advances in this subject.

Through tutorials and practical sessions, students will work in groups on a specific topic (using an example) combining climate change with a water-related field, in order to present a summary of this subject. This work will be presented in the form of a mini-seminar and will be assessed as part of this course unit.

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This EU concerns students enrolled in the "Work-study" profile of the Master's degree in Water Resources. It incorporates the various phases spent within the host structure and thus corresponds to the recognition of the work carried out by students as part of their apprenticeship or continuing education (professional training contract). It is a major phase in their future integration, most often into the organization that offered them the apprenticeship or professional training contract.

The topics are varied and cover a range of issues in the water and environment sectors.

A phase of formalization of an issue addressed in the host structure, a phase of implementation of an approach, and a phase of execution and analysis of results are expected. The whole process must be reported in accordance with the terms defined between the host structure and the educational advisor.

A thesis is required for academic assessment. This thesis may be supplemented by deliverables requested by the host organization, which may or may not be included in the thesis.
Assessments (written and oral) may be conducted confidentially.

See the full page

See the full page

The objective of this joint teaching unit with AgroParisTech's specialized post-master's degree in Water Management is to provide students with a development background with guidance on the challenges and organization of development projects related to water (drinking water, sanitation, agricultural water).

This EU alternates between testimonials, feedback from experts and professional development actors on water issues, and testimonials from learners (Specialized Master's in Water Management) or students who already have international experience in the field of water or agriculture.

This course unit is open as an option to students enrolled in the Master's program in Water Sciences, subject to a limited number of places.

See the full page

Water resources and their management are often addressed through knowledge and principles established in developed countries in temperate zones. However, countries in the South, starting with the Mediterranean and Africa, offer us an extreme diversity of social and environmental situations that force us to significantly change our perspectives and question the validity of certain approaches that are too far removed from the reality on the ground.

Researchers working mainly in southern countries draw on their practical experience to reflect on the specific characteristics of hydrological and geochemical processes in very dry or very humid tropical regions, the consequences of anthropization, and the challenges of sustainable water resource management.

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

See the full page