Water and SustainabilityBIS 392

Spring 2016

Class Schedule: TTH, 11:00am-1:00pmLocation: UWB1-020Instructor: Dr. Robert J. Turner

UW2-210(425) 352-3616Rturner1@uw.edu

Office Hours: TTh 9:30am-10:30am, F 10am-noon or by appointment

Course DescriptionIt is no secret that water is the most critical substance for the

sustenance of life. And yet the prognosis for the quality and supply of both local and global water resources is somewhere between troubling and dire. What gives? This course provides a framework for students to learn about our water future and ways we might envision sustainability in water management.

Given the focus on water in the environment, the course will fulfill a Natural World requirement. Given the focus on sustainability as a management objective and cultural lens, we shall delve well past natural science perspectives on water and wrestle with matters of ethics, ideology, and politics. Accordingly, the course also fulfills an Individual and Society requirement.

With regard to pedagogical approach, Water and Sustainability will employ both a seminar approach – where student contribution in the classroom is the primary goal – and lectures. The course focuses on analyzing and synthesizing ideas and reflecting on issues. Students are encouraged to be active learners via thoughtful reading, discussions, in-class group work, quizzes, and homework assignments.

Water mingles with every kind of natural phenomenon; and more than one might imagine, it has also mingled with the particular

destiny of mankind. --- Fernand Braudel

Whiskey’s for drinking, water’s for

fighting over. --– attributed to Mark Twain

Course ObjectivesThis course provides a framework for developing a deeper

understanding of the challenges and opportunities of pursuing sustainability and resilience in water resource management. Are we on an unsustainable course with respect to water? How are aquatic systems and water quality changing in response to what we do? How vulnerable are we to water resource constraints, ecosystem degradation, and extreme hydrologic and climatic events? What philosophies underlie our actions and how compatible are they with the ideals of sustainability? If you know the answers to these questions, you will be in a much stronger position to address the problems associated with them.

Additional specific objectives for student learning and skill development are listed below. By the end of the quarter, each student should be able to:

Explain how current (or future) water use and management practices threaten ecological integrity, human health, and security.

Differentiate between sustainability and resilience as goals and discuss how they can be in opposition or congruence with one another.

Discuss how pursuing sustainable development and resilience strategies can affect our future with regard to water resource availability, biodiversity, ecosystem function and services, human health, societal equity, and security.

In a larger sense, this course serves to help you advance in your pursuit of the IAS Learning Objectives. Accordingly, it will give you the opportunity to make strides in Critical Thinking, Collaboration and Shared Leadership, Writing and Presentation, and Interdisciplinary Research. You can learn more about the Learning Objectives here: http://www.uwb.edu/ias/portfolio/learningobjectives. Some specific course objectives related to the IAS learning objectives are listed below. By the end of the quarter, each student should be able to:

Demonstrate facility in working with partners in an equitable, respectful and productive collaboration.

Articulate how they have improved in their abilities to: tolerate ambiguity in readings and assignments; facilitate intellectual conversations; anticipate and resolve conflict in group situations; and take advantage of diverse skills and perspectives in group work.

Document how they have improved in their abilities to: compare, synthesize, and assess multiple perspectives; and present, support, and evaluate positions and conclusions (their own and those of others) in their writing.

Given that the IAS program is portfolio-based, there will be multiple assignments in this course that are appropriate for inclusion in your portfolio. You are also strongly encouraged to identify and pursue your own learning objectives!

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The face of the water, in time, became a wonderful book... And it was not a book to be read once and thrown aside, for it had a new

story to tell every day.--- Mark Twain

Course Ground Rules and SupportAcademic Integrity

Participation in this course comes with our expectation that your work will be completed in full observance of University of Washington’s policy on academic integrity. Accordingly, no cheating or plagiarism will be tolerated. All confirmed cases of cheating or intentional plagiarism will result, at a minimum, in a failure of the assignment and a letter to the Vice Chancellor. You are encouraged to discuss course assignments with each other, but what you submit must be your work.

Cheating is the use or attempted use on a quiz, test, or other formal examination of sources of information not specifically permitted by the instructor, or the assistance of another student in such unauthorized use of information. Plagiarism is the intentional or unintentional use of another person’s original words, ideas, or research, including material found on the Internet, in any academic exercise without properly crediting that person.

Examples of plagiarism include, but are not limited to: Failing to cite all sources used; Using another author’s sentence or phrase structure without proper

citation; Paraphrasing an author without crediting the author; Using another person’s ideas without proper citation; Using another’s original work (writing, art, music, mathematics,

computer code, or scientific work) in whole or in part without crediting that person;

Stating facts that are not common knowledge without citing the source; and

Citing only one of the authors of a multi-author work.

If you have questions about what can be considered cheating, facilitation, or plagiarism, please ask the instructor and visit the following web pages:

- http://libguides.uwb.edu/content.php?pid=87430&sid=650453 ;- http://www.uwb.edu/academic/policies/academicconduct/student-guide

Academic Support CentersAside from the library and the IAS office, the following four units on

campus exist solely to support you in your academic pursuits: the Quantitative Skills Center (QSC), the Writing and Communication Center (WCC), Disability Support Services, and Counseling Services.

The QSC supports students in any area of inquiry that requires quantitative reasoning. The QSC is located in UW2-131. Visit www.uwb.edu/qsc or call (425) 352-3170 for more information on their services.

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The WCC works with students on reading, writing, oral presentations, e-portfolios and posters. The WCC is located in UW2-124. To learn more about their services, visit www.uwb.edu/writingcenter or call (425) 352-5254.

Accommodation for disabled students is a campus priority. If you believe that you have a disability and would like academic accommodations, please contactDisability Support Services at 425.352.5307, 425.352.5303 TDD or at dss@uwb.edu. You can learn more about their services at www.uwb.edu/studentservices/dss.

Confidential, short-term personal counseling is available to currently enrolled UW Bothell students free of charge to help you work through any personal problems that may be interfering with your educational progress. To learn more about your counseling options, see www.uwb.edu/studentservices/counseling. To set up an appointment with Counseling Services, call (425) 352-3183.

Respect for DiversityDiverse backgrounds, embodiments and experiences are essential to

the critical thinking endeavor at the heart of university education.  In IAS and at UW Bothell, students are expected to: respect individual differences which may include, but are not limited to:

age, cultural background, disability, ethnicity, family status, gender presentation, immigration status, national origin, race, religion, sex, sexual orientation, socioeconomic status, and veteran status.

engage respectfully in discussion of diverse worldviews and ideologies embedded in course readings, presentations, and artifacts, including those course materials that are at odds with personal beliefs and values.

Students seeking support around these issues can find more information and resources at http://www.uwb.edu/diversity

Inclement WeatherPlease check if the campus may be closed due to weather.

Information on suspension of operations will be made public and available through the media. Students can learn of campus operations status from the website or by calling the Campus Information Hotline 425.352.3333. You may also sign up with an alert system that will contact you via email or text message if classes are canceled. For more information on the alert process, please see http :// www . uwb . edu / alert . Class activities will be rescheduled as needed.

Course Workload

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The general university expectation is that you spend a minimum of 10 hours per week working on this course. Successful students will likely spend more time than this. These hours include time devoted to course readings, homework assignments, group collaborations, and quiz/exam preparation. I strongly encourage you to budget your time wisely. Being present for each class period is only the first step to succeeding in this course and is generally insufficient by itself to ensure academic success or much progress on our learning objectives.Course Canvas Site https://canvas.uw.edu/courses/1053471

You will use this site to access the readings, assignments, and Power Point presentations, as well as to participate in online discussions and file sharing. Enrollment in the Canvas site should be automatic with registering for the course. Go to the following link to learn more about how to use Canvas or who to contact if you have difficulties or questions: http://www.uwb.edu/learningtech/help/how-to/canvas-for-students.

Participation in Class Discussions and Group ActivitiesOpen discussions and group work will be fundamental to the success

of this course. Participation in these activities will have a bearing on your final grade. To ensure maximum benefit for all involved, please adhere to the following guidelines: Make an effort to foster a positive group dynamic and take advantage of

each other outside of the classroom. Your time interacting in groups has the potential to be one of the most stimulating aspects of the course.

Try not to let your previous ideas or prejudices interfere with your freedom of thinking. Seek out differences in opinion – they enrich discussion.

Stick to the subject during discussions. Try to avoid long stories. Do your part to assist others in your group research project, the lesson

plan, and group discussions. Make sure that everyone in any group contributes to any deliverables or presentations. Do not rely on that one person to make it gel. Share the load! Collaborate!

Come to class prepared for discussion. That means do the readings!

Technology in the ClassroomSince technology can greatly enhance education, we will be employing

a variety of technologies to gather, produce, and express knowledge. But there are times when technology can be intrusive and disruptive to the education process. Unless you are engaged in group research or taking notes, keep your laptops closed during class. Do not engage in personal activity or other course work on your laptops during class. Also, no texting during class.

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A nation that fails to plan intelligently for the development and protection of its precious waters will be condemned to wither

because of its shortsightedness. The hard lessons of history are clear, written on the deserted sands and ruins of once proud

civilizations.--- Lyndon B. Johnson

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Water is the one substance from which the earth can conceal nothing;

it sucks out its innermost secrets and brings them to our very lips. --- Jean Giradaux

Course EvaluationEvaluation Instruments

Your grade will be determined by your performance on the evaluation instruments shown in the table below with relative values. Descriptions of each evaluation instrument and the professor’s expectations follow in the next section.

Online Discussions (5) 25 points 11.1%Homework Assignments (8) 85 points 37.8%Quizzes (3) 25 points 11.1%InTeGrate Module Assessment (2) 20 points 8.9%Sustainability in the Context of Water Essay

15 points 6.7%

Final Exam 25 points 11.1%Participation 30 points 13.3%

Total Points 225 points 100.0%

I do not use a curve. You accumulate points…I add them up…I divide by the total number of possible points. That’s it.

The instructor reserves the right to introduce pop quizzes in the event that student reading of assignments is deemed insufficient to generate worthwhile discussions. Pop quizzes would reduce the relative weight of the evaluation instruments above.

Missed Work and Lateness PolicyFor every day you are late in turning one of the assignments, your

grade will be reduced by 5%. However, latitude for late submittal of assignments may be granted for documented emergencies and illness.

IncompletesUniversity policy states: “An incomplete may be given only when the

student has been in attendance, has done satisfactory work to within two weeks of the end of the quarter, and has furnished proof satisfactory to the instructor that the work cannot be completed, because of illness or other circumstances beyond the student’s control. To obtain credit for the course, a student must convert an Incomplete into a passing grade no later than the last day of the next quarter.” Incompletes are like a ball and chain… they drag you down. Don’t go there.

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Children of a culture born in a water-rich environment, we have never really learned how important water is to us. We understand it,

but we do not respect it.--- William Ashworth

Grading ScaleYour final decimal point grade will correspond to the letter grade and

percent score displayed in the following matrix.A = 4.0 =100-99% B = 3.1 = 86% C = 2.1 = 76% D+ = 1.4 = 69%

3.9 = 98-97% 3.0 = 85% 2.0 = 75% 1.3 = 68%,A- = 3.8 = 96-95% 2.9 = 84% 1.9 = 74% 1.2 = 67%,

3.7 = 94-93% B- = 2.8 = 83% C- = 1.8 = 73% D = 1.1 = 66%, 3.6 = 92-91% 2.7 = 82% 1.7 = 72% 1.0 = 65%,3.5 = 90% 2.6 = 81% 1.6 = 71% 0.9 = 64-63%

B+ = 3.4 = 89% 2.5 = 80% 1.5 = 70% D- = 0.8 = 62%3.3 = 88% C+ = 2.4 = 79% 0.7 = 61-60% 3.2 = 87% 2.3 = 78% (lowest passing grade)

2.2 = 77%

Course Activities and Evaluation Instruments

Required Reading AssignmentsBecause one of the primary course learning objectives is to enhance

your skills in reading and evaluating texts and because the majority of our learning and in-class group work will spring from discussions on shared reading, it is essential that you do the assigned readings.

The reading assignments can be seen on the course schedule, both here and online. All of the readings can be accessed via Canvas. There is no course textbook. Instead, there are many diverse articles from a wide variety of sources. Although there are multiple readings required for each class period, the good news is that most of them are shorter and juicier than a typical textbook chapter. On the challenging side, you will have to expend brain energy to synthesize all of this diverse reading into a coherent learning experience. To help you with this task, and enable you to better contribute to class discussions, and prepare you for the exams, you really, really should keep a reading journal.

Canvas Discussions:There are 5 online discussions that will take place in forums on the

course Canvas site. They all will revolve around specific sets of readings. You can receive up to 5 points for participating in each of these discussions. You can earn up to 4 points for sharing something insightful or unique, and up to 5 points for doing that and responding to another student.

Reading Journal:9

The only way in which a human being can make some approach to knowing the whole of a subject is by hearing what can be said about it by persons of every variety of opinion and studying all the modes in

which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this.

--- John Stuart Mill

As indicated above and in the course schedule, there will be a lot of readings, and discussions based on the readings, in this course. Your head will be swimming unless you take steps to organize, analyze, and summarize this steady influx of new information and ideas. Thus, you are highly encouraged to keep a reading journal throughout the quarter.

Just what is a reading journal? Well, it will vary from person to person, but there are some typical characteristics of a good one. As you might expect, it is a notebook (or Word doc) that you will write in as you are reacting to assigned articles or course-relevant websites. At a minimum, you will want to summarize the main points of the readings in your journal. But you can do better than that. If you read the articles critically and closely, then you should have lots more to write about. What do you think the instructor will want to talk about? What questions does a given reading bring up for you? Where do the points raised prompt skepticism or outright disagreement in you... and why? Where is the author coming from? What is their agenda? How does an article relate to the other readings of the day, or the previous readings, or the course topic/objectives? How are the readings influencing your thinking on global and local issues? Are you experiencing any “A-ha!” moments? Why does any of this matter? These are the kinds of questions you should be addressing in your reading journal. The goal is to analyze and synthesize the readings, not just track your eyes across them. You can do this work, in writing, in your reading journal. It is your place to be meta-reflective about the readings and the course and our discussions. If you take this seriously, you will be well primed to contribute to juicy discussions, thereby elevating the course for yourself and your classmates. Homework Assignments

There will be seven homework assignments, all of which are designed to engage you with the readings and think more critically about the issues in preparation for the upcoming class. Some of them you will start at home but complete in class with a small group.

QuizzesThere will be three quizzes. The first two are based on a specific set of

readings. These will consist of short, multiple choice questions hosted on the course Canvas site and will be graded automatically. The third quiz will be in class and will assess what you have learned by participating in the unit on agriculture and water impacts. This quiz will consist of open ended questions.

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Plans to protect air and water, wilderness and wildlife are in fact plans to protect man.

--- Stewart Udall

Final ExamThe final exam will both consist of a combination of short answer and

short essay questions that you will “take home” to complete. This is where you will display your skills of synthesis, analysis, and evaluation. You are to work on this exam alone. Do not discuss the questions with each other.

ParticipationThe instructor will gauge the degree of participation of each student

by their observing their efforts in collaborating during class and contributing to discussions. Participation counts for 13% of your grade, so your level of engagement will make a significant difference to your final grade.

Course BibliographyAhmed, N (2015). New Age Of Water Wars Portends ‘Bleak Future’ For The Middle

East. Mint Press News. http://www.mintpressnews.com/new-age-of-water-wars-portends-bleak-future-for-the-middle-east/203712/

Aldaya, MM and Hoekstra, AY (2010). The Water Needed for Italians to Eat Pasta and Pizza. Agricultural Systems, 103: 351–360. http://www.waterfootprint.org/Reports/Report36-WaterFootprint-Pasta-Pizza.pdf

Alley, WM, Reilly, TE and Franke, OL (2013). General Facts and Concepts About Groundwater, in Sustainability of Ground-Water Resources. US Geological Survey Circular 1186. http://pubs.usgs.gov/circ/circ1186/html/gen_facts.html

Balen, M (2006). Water for Life - The Case for Private Investment and Management in Developing Country Water Systems. London, UK: Globalisation Institute. 26p.

Barlow, M (2008). Where Has All the Water Gone?, in Blue Covenant: The Global Water Crisis and the Coming Battle for the Right to Water. NY: The New Press. P. 1-33.

Barlow, M (2010). The World’s Water: A Human Right or a Corporate Good?, in McDonald, B and Jehl, D, eds., Whose Water Is It? National Geographic Society. Pp. 25-39.

Baron, JS, Poff, NL, Angermeier, PL, Dahm, CN, Gleick, PH, Hairston, NG, Jackson, RB, Johnston, CA, Richter, BD, Steinman, AD (2003). Sustaining Healthy Freshwater Ecosystems. Issues in Ecology, 10. http://www.esa.org/esa/wp-content/uploads/2013/03/issue10.pdf

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In an age when man has forgotten his origins and is blind even to his most essential needs for survival,

water along with other resources has become the victim of his indifference.

--- Rachel Carson

Boelee, E, Chiramba, T, Khaka, E. (Eds.) (2011). An Ecosystem Services Approach to Water and Food Security. International Water Management Institute, United Nations Environment Programme. 64p. http://www.zaragoza.es/contenidos/medioambiente/onu/1123_eng_sum_an_acosystem_services_approach.pdf

Brandes, O, and Brooks, D (2007). The Soft Path for Water in a Nutshell. Polis Water Project. http://poliswaterproject.org/sites/default/files/nutshell_revised_aug07_lowres.pdf  

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Chapagain, AG and Hoekstra, AY (2008). The Global Component of Freshwater Demand and Supply: An Assessment of Virtual Water Flows Between Nations as a Result of Trade in Agricultural and Industrial Products. Water International, 33(1): 19–32. http://www.waterfootprint.org/Reports/ChapagainHoekstra-2008-GlobalVirtualWaterFlows.pdf

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Corcoran, E, Nellemann, C, Baker, E, Bos, R, Osborn, D, and Savelli, H (eds) (2010). Sick Water? The Central Role of Wastewater Management in Sustainable Development. A Rapid Response Assessment. United Nations Environment Programme, UN-HABITAT, GRID-Arendal. http://www.unep.org/pdf/SickWater_screen.pdf Pp: 15-29

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Dellapenna, JW (2005). Markets for Water: Time to Put the Myth to Rest? Journal of Contemporary Water Research and Education, 131: 33-41. http://ucowr.org/files/Achieved_Journal_Issues/v131Markets%20for%20Water.pdf

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Dudgeon, D, Arthington, A, Gessner, O, Kawabata, Z, Knowler, D, Leveque, C, Naiman, R, Prieur-Richard, A, Soto, D, Stiassny, M, and Sullivan, C (2006). Freshwater Biodiversity: Importance, Threats, Status and Conservation Challenges. Biol. Review, 81: 163-182. http://www2.fiu.edu/~epanders/EVR_5332_files/Dudgeonetal_2006_Freshwater%20biodiversity-importance,%20threats,%20status%20and%20conservation.pdf

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Flint, RW (2004). Sustainable Development of Water Resources. Water Resources Update, 127: 41-51. http://www.ucowr.siu.edu/updates/127/Flint.pdf

Fry, A, Martin, R, Haden, E and Martin, M (2009). Water Facts and Trends. World Business Council for Sustainable Development. 16p. http://www.wbcsd.org/Pages/EDocument/EDocumentDetails.aspx?ID=137

Gleick, P (1998). Water in Crisis: Paths to Sustainability. Ecological Applications, 8(3): 571-579. http://onlinelibrary.wiley.com/doi/10.1890/1051-0761(1998)008%5B0571:WICPTS%5D2.0.CO;2/abstract

Gleick, P (2009). Water Conflict Chronology. Pacific Institute. http://worldwater.org/chronology.html

Glennon, R (2002). Human Reliance on Groundwater, in Water Follies. Island Press. 11pp.

Glennon, R (2010). Bottling a Birthright?, in McDonald, B and Jehl, D, eds., Whose Water Is It? National Geographic Society. Pp. 9-24

Grace Communication Foundation (2015a). Water Quality, in Food Program. http://www.sustainabletable.org/267/water-quality

Grace Communication Foundation (2015b). Industrial Livestock Production, in Food Program. http://www.sustainabletable.org/859/industrial-livestock-production

Graham, S, Parkinson, C and Chahine, M (2010). The Water Cycle.  Earth Observatory, NASA. http://earthobservatory.nasa.gov/Features/Water/  

Grigg, N (2008). Integrated Water Resources Management: Balancing Views and Improving Practice. Water International, 33(3): 279-292. http://www.tandfonline.com/doi/abs/10.1080/02508060802272820

Gross, L (2012). Pollution, Poverty, People of Color: No Beba el Agua. Don't Drink the Water. Environmental Health News. http://www.environmentalhealthnews.org/ehs/news/2012/pollution-poverty-and-people-of-color-nitrate-day-4

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Hinrichsen, D and Tacio, H (2002). The Coming Freshwater Crisis is Already Here, in Finding the Source: The Linkages Between Population and Water. Environmental Change and Security Program, Woodrow Wilson Center. Washington, D.C. Pp. 1-26. http://www.wilsoncenter.org/topics/pubs/popwawa2.pdf

Hoekstra, AY (2011). The Global Dimension of Water Governance: Why the River Basin Approach Is No Longer Sufficient and Why Cooperative Action at Global Level Is Needed. Water, 3: 21-46. http://www.waterfootprint.org/Reports/Hoekstra-2011-Global-Dimension-of-Water-Governance.pdf

Hoekstra, AY (2012). The Hidden Water Resource Use Behind Meat and Dairy. Animal Frontiers, 2(2): 3-8. http://www.waterfootprint.org/Reports/Hoekstra-2012-Water-Meat-Dairy.pdf

Hoekstra, AY and Chapagain, AK (2007). Water Footprint of Nations: Water Use by People as a Function of their Consumption Pattern. Water Resource Management, 21: 35-48. http://www.waterfootprint.org/Reports/Hoekstra_and_Chapagain_2006.pdf

Hoopes, D (2004). Sacred Water. Fisheries Magazine, Vol. 29(5), 5p.

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Leonard, A (2010). The Story of Bottled Water. Tides Foundation & Funders Workgroup for Sustainable Production and Consumption. http://www.storyofstuff.org/movies-all/story-of-bottled-water/

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Seattle Public Utilities (2015a). Water Supply and Treatment. http://www.seattle.gov/util/environmentconservation/ourwatersheds/cedarriverwatershed/watersupplytreatment/

Seattle Public Utilities (2015b). Water System Overview. http://www.seattle.gov/util/MyServices/Water/AbouttheWaterSystem/WaterSystemOverview/index.htm

Segerfeldt, F (2010). Water Privatization is a Good Idea, in Langwith, J, ed., Opposing Viewpoints Series: Water. Greenhaven Press. Pp: 159-163.

Smakhtin, V, Revenga, C, Doll, P, and Tharme, R (2003). Giving Nature Its Share: Reserving Water for Ecosystems, in Putting the Water Requirements of Freshwater Ecosystems into the Global Picture of Water Resources Assessment. Draft paper presented at the 3rd World Water Forum, Kyoto, Japan, March 18th, 2003. http://netedu.xauat.edu.cn/jpkc/netedu/jpkc2009/szylyybh/content/wlzy/4/Giving%20Nature%20Its%20Share-Reserving%20Water%20for%20Ecosystems.pdf

15

Snover, AK, Mote, PW, Whitely Binder, L Hamlet, AF and Mantua, NJ (2005). Uncertain Future: Climate Change and It's Effects on Puget Sound. A report for the Puget Sound Action Team by the Climate Impacts Group, University of Washington. 36p. http://cses.washington.edu/db/pdf/snoveretalpsat461.pdf

Solomon, S (2010). Thicker than Blood: The Water-Famished Middle East, in Water: The Epic Struggle for Wealth, Power, and Civilization. Harper Collins Publ. Pp. 417-447.

Steward, DR, Bruss, PJ, Yang, X, Staggenborg, SA, Welch, SM, and Apley, MD (2013) Tapping Unsustainable Groundwater Stores for Agricultural Production in the High Plains Aquifer of Kansas, Projections to 2110. Proceedings of the National Academy of Sciences, Vol. 110(37): E3477-E3486. http://www.pnas.org/content/110/37/E3477.full.pdf

Swanson, A (2013). What Is Farm Runoff Doing To The Water? Scientists Wade In. All Things Considered, National Public Radio. http://www.npr.org/blogs/thesalt/2013/07/09/199095108/Whats-In-The-Water-Searching-Midwest-Streams-For-Crop-Runoff

Symmes, P (2003). River Impossible. Outside, 28(8):64-68, 108-111. http://www.outsideonline.com/1821746/river-impossible

Thompson (2008). The Aral Sea Crisis. Columbia University. http://www.columbia.edu/~tmt2120/introduction.htm

Thorton, KW, Laurin, C, Shortle, J, Fisher, A, Sobrinho, J and Stewart, M (2006). A Framework and Guidelines for Moving Toward Sustainable Water Resources Management. Water Environment Foundation. http://www.environmental-expert.com/Files%5C5306%5Carticles%5C9270%5C218.pdf  

Turner, RJ (2006). A Geologist’s Perspective on Water. Unpublished paper for BIS 392.

United Nations Environment Programme (2002). Global Water Resources. http://www.unep.org/training/programmes/Instructor%20Version/Part_2/Activities/Economics_of_Ecosystems/Water/Supplemental/Global_Water_Resources.pdf  

United Nations Development Programme (2014). Integrated Water Resources Management. http://www.unep.org/training/programmes/Instructor%20Version/Part_2/Activities/Economics_of_Ecosystems/Water/Supplemental/Global_Water_Resources.pdf

United Nations Millennium Project (2005). Health, Dignity, and Development: What Will It Take? Task Force on Water and Sanitation. http://www.unmillenniumproject.org/documents/WaterComplete-lowres.pdf

UN-Water (2014). A Post-2015 Global Goal for Water: Synthesis of Key Findings and Recommendations from UN-Water. United Nations. http://www.zaragoza.es/contenidos/medioambiente/onu/1090-eng_A_Post-2015_Global_Goal_for_Water.pdf  

US Geological Survey (2014). Groundwater Depletion. http://water.usgs.gov/edu/gwdepletion.html

Walsh, S, Jelks, H and Burkhead, N (2009). The Decline of North American Freshwater Fishes. Action Bioscience. http://www.actionbioscience.org/biodiversity/walsh.html

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Washington State Department of Ecology (2015a). Washington Water Supply Information. http://www.ecy.wa.gov/programs/wr/ws/wtrsuply.html

Washington State Department of Ecology (2015b). Water. http://www.ecy.wa.gov/water.html

Water Environment Federation (2011). Be in the Know, Go With the Flow. http://www.wef.org/flash/gowiththeflow_english/index.htm

Water Footprint Network (2016). National Water Footprint. http://waterfootprint.org/en/water-footprint/national-water-footprint/

Water.Org (2010). River Water Harvesting in Ethiopia. YouTube. https://www.youtube.com/watch?v=s5FHyDJEzhc

Water.Org (2016). Facts About Water and Sanitation. http://water.org/water-crisis/water-sanitation-facts/

Wikipedia (2015a). Water Cycle. http://en.wikipedia.org/wiki/Water_cycle

Wikipedia (2015b). Virtual Water. http://en.wikipedia.org/wiki/Virtual_water

Wikipedia (2015c). 2000 Cochabamba Protests. http://en.wikipedia.org/wiki/2000_Cochabamba_protests

World Business Council for Sustainable Development (2006). Business in the World of Water: WBCSD Water Scenarios to 2025. http://www.wbcsd.org/Pages/EDocument/EDocumentDetails.aspx?ID=132&NoSearchContextKey=true

Yakima River Basin Water Enhancement Project (2010). Yakima Basin Solutions Now and for the Future. http://www.youtube.com/watch?v=0q5JEGgv-F0  

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Course Schedule and Assignments CalendarPlease note – this schedule is subject to change

Date Topic/Activity

Assignments Due

Readings

3/29 Pre-course EssayWhat is BIS 392?

3/31 Origins of Water The Hydrologic Cycle

Kandel (2003) Saving Water

Partnership (2005) Wikipedia (2015a)

4/05Perspectives on Water and

Nature

WatershedsOnline Quiz 1

Turner (2006) Hoopes (2004) International Rivers King County (2015) King County (2008)

4/07How Do We Manage Our Water

Resources? - Drinking Water and Wastewater Treatment

Online Quiz 2

Seattle Public Utilities (2015a)

Seattle Public Utilities (2015b)

King County (2013) Water Environment

Federation (2011)

4/12The Global State of Water – Are

We Sliding Into a Water Crisis?

Online Discussion 1

Water Partners International (2015)

Fry et al. , (2009) Jehl (2010) Water.Org (2010)

4/14 What is Sustainability in the Context of Water?

Online Discussion 2

Dresner (2002) Gleick (1998) Mazur (2013)

4/19 Case Studies in Unsustainable Water Use in Agriculture Homework 1

Thompson (2008) Symmes (2003) Postel (1999) Solomon (2010)

4/21Water Conflicts

Virtual WaterOnline

Discussion 3

Gleick (2009) Ahmed (2015) Wikipedia (2015b) World Water Council

(2003)

4/26

Class Debate – Should More of the World Rely on Virtual Water?

Individual Water Footprints

Online Discussion 4 Homework 2

Aldaya & Hoekstra (2010)

Chapagain & Hoekstra (2008)

Chapagain et al., (2006)

Hoekstra (2011)

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Highlighted sections below indicate incorporation of the InTeGrate Module – Water, Agriculture and Sustainability

4/28 National Water Footprints Homework 3

Hoekstra (2012) Smakhtin et al.,

(2003) Hoekstra &

Chapagain (2007)Date Topic/Activity Assignments

Due Readings

5/03 Crops and Irrigation Patterns in the U.S.A.

Kenny et al. (2009) (pp. 23-34)

Alley et al (2013)

5/05 Irrigation and Groundwater Mining

Sustainability Essay

Glennon (2002) USGS (2014) Steward et al. (2013)

5/10Agriculture and Water Pollution

Pt. IEutrophication and Dead Zones

Grace Communication Foundation (2015a)

National Science and Technology Council (2000)

5/12Agriculture and Water Pollution

Pt. IIPOPs, EDCs & Biomagnification

Quiz 3

Gross (2012) Grace

Communication Foundation (2015b)

Swanson (2013) NOAA (2006) McGinn (2000)

5/17

Class Debate – Should We Support Water Resource Privatization?

Water RightsHomework 4

Barlow (2010) Balen (2006) Dellapenna (2005) Segerfeldt (2010) Wikipedia (2015c) Leonard (2010) Glennon (2010)

5/19Climate Change and Water

Evaluation of Non-Profit Water Charity Organizations

Homework 5

National Resource Defense Council (2010 and 2011)

Snover et al., (2005) WA DOE (2015a) Dzieza (2015)

5/24Aquatic Biodiversity

Integrated Water ManagementHomework 6

Walsh et al. (2009) Grigg (2008) Flint (2004) Pp. 45-

49 UN Development

Programme (2014)

5/26 Identifying Indicators of Sustainability in Case Studies Homework 7 Case Studies

Baron et al. (2003)

5/31 Role Play – Stakeholders and Decisions in the Yakima Basin Homework 8 TBA

6/02 Water Sustainability Summit Homework 9 Charles (2014) Boelee et al., (2011) Hoekstra (2011) Clarke (2008) Cai et al. (2011)

19

Chartres and Varma (2010)

Thorton et al., (2006)

UN-Water (2014)

6/09 Take Home Final due

20