Timetable

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The primary goals of this course are to introduce students to the topic of macroscale hydrology and to practice some of the fundamental elements of scientific research: manuscript reading and reviewing and the preparation of a scientific study.The course is organized as a mix of formal lectures by the instructor with open discussion during class.A team-based student project will be pursued during the course of the semester.Topics to be covered will feature the water cycle and water resources in the context of:

GRADING AND ASSIGNMENTS
The primary goals of this course are to introduce students to the topic of macroscale hydrology and to practice some of the fundamental elements of manuscript reading, reviewing and preparation, in a form that would be potentially publishable in the scientific literature.To this end, the course is organized to maximize a fruitful collaboration among students and the instructor.Students should come prepared to participate in this interactive effort, armed with a cooperative and creative spirit.Unfortunately, as egalitarian as we might wish to be, PGEOG 38304/PGEOG 70508 is a credit-bearing course that will ultimately require judgment on the part of the instructor as to the performance of each student.
Grading will be based on student contributions to the overall course goals and therefore students will be judged on:

READINGS
Reading of the scientific literature will be an integral part of the course.Both the instructor and students will be presenting summaries of the current scientific literature.Some of the assigned readings are unavailable (e.g.manuscripts in review or in press) and will be posted on DropBox and made available to each student free of charge, as needed.Others are in the open literature and each student is expected to locate and read relevant papers, and then make short reports on these during discussion within each class period.
The publications for a particular date deal with thematic material that will be covered in the upcoming lecture.These papers are representative of what in many cases are literally volumes upon volumes of material treating the subject.The papers in the reading list are thus only a beginner's "library" on the subject of macro-scale hydrology.These papers, plus the references cited at the end of each, should form an excellent source of raw material that can be consulted throughout the duration of the course.Students are expected to locate, read and report upon papers not included in the initial lists that will be handed-out during the first lecture.Electronic copies should be made of student-selected papers to be shared with other members of the class, which might not otherwise be readily available.
Based on the readings, specific products will need to be prepared, submitted, and presented by each student, by small teams and by the class as a whole.The purpose of these assignments is to: (a) facilitate the students' ability to locate the relevant existing literature; (b) establish a "habit" of assessing such work; and, (c) offer practice in critical scientific writing and presentation.These assignments will also allow the instructor to monitor the progress of the class and to fine-tune the format/content of the course.The specific due dates for the assignments are attached.For group-based assignments, all students on each team will jointly agree to and then document the specific contributions of each individual student.
Student Presentations: A research topic will be determined in late March.The research on this topic will evolve through a series of sub-group projects, which will contribute ultimately to a larger group project.The work will proceed as follows: • Student teams (assuming 2-3 students each, depending on topic/size of class) will each prepare a first 250-word Sub-team Report (Draft 1.0), deliver a 15-20 minute presentation, and lead discussion on one or more aspects of the chosen topic.Each Report should clearly review the existing literature, provide the students' assessment of the current state-of-the-art, and assess the readiness of a small team to work on such a topic.The Report should clearly highlight the connections to ongoing work and why the work would represent value-added over other existing research.Each sub-team will be expected to present and defend their collective submission, and answer questions from the rest of the class during an open discussion.Three questions should guide each student in this task: (1) What is the main idea that is being worked on?(2) How does this relate to the work so far by the scientific community?(3) What are the time and personnel requirements for the particular sub-topic being considered, that is, in order to contribute analysis and writing to the larger team effort?The instructor and remainder of the class (i.e., those not in a particular subgroup that is reporting) will give constructive criticism to improve the work.
• A revised Sub-team Report (Draft 2.0) will also need to be prepared and submitted.An oral presentation of similar scope and content to the first presentation will also be delivered, but improved by consideration of the earlier critique.
• In the mid-to-late April timeframe, an Overall Study Team, comprising all of the earlier Sub-Teams, will be formed.The new, larger team will consolidate the individual elements and bring them into a synthesis of the entire project.This is NOT simply "stapling" the individual elements together, but will require an integration and elaboration and interpretation of all findings.A 2000-word Overall Study Team Report, emulating a professional scientific paper, will be prepared and submitted by the end of the semester.There will be two versions that can be sequentially improved upon (1.0 and 2.0).A joint team presentation will be required as well.
This Report should constitute a succinct document, in the format of a Science report (http://www.sciencemag.org/authors/science-information-authors).The inclusion of graphics and tables is encouraged.A properly-prepared LITERATURE CITED section must be included.Use of a spell-checker is required.Depending on the merits of the topic and the Report content, instructor would be willing to work past the end of the semester for those wishing to develop their manuscript further.This could be arranged on a credit-bearing basis.

SPECIFIC GRADING FORMULA
QUIZZES Students who have an unavoidable and serious emergency or severe illness that prevents them from attending a required class period, or submitting an assignment, exam, project, etc. on the day it was due, will not be penalized provided that they provide official documentation that excuses them.The documentation may be reviewed by the GSOE Dean, and must justify the student's absence for the required class period or their inability to submit work on the day it was due.

ACADEMIC INTEGRITY
This course seeks to promote scientific professionalism and professional integrity will be a central cornerstone of the effort.For students this means academic integrity.All students are therefore fully expected to read and understand the CUNY Academic Integrity Policy, which the instructor will make available at the start of each semester.The instructor is available if there are any questions or need for clarification.Violations (e.g., copying text verbatim, cheating on quizzes, etc.) will be grounds for immediate expulsion from this course, which unfortunately has occurred in the past.There is no reason or excuse for violations of the academic integrity policy and students will be rewarded for honest efforts and dedication to the work.

COVID ADDENDUM
This class will be held in person.Please consult information on University policies associated with COVID and the return to campus https://www.ccny.cuny.edu/return-campus).Harrison, T. Farrell, L. Saenz, and B.M. Fekete (2015).

OFFICE HOURS for C. Vörösmarty (by appointment
Freshwater ecosystem services supporting humans: Pivoting from water crisis to water solutions.Global Environmental Change 34:108-118.

2000-word Overall Team Report due (Draft 3.0) Overall Team Oral Presentation ___________________________________________________________________________________________________________
___________________________________________________________________________________________________________See list of assigned readings (handed-out on first day of class).This listing will indicate if (a) students will have access during customary digital access provided by the University or (b) the professor has uploaded a digital version, usually when these references are obscure or otherwise difficult to access.Almeida, C., C. Vörösmarty, G. Hurtt, J. Marengo, S.L. Dingman, and B. Keim (2007).The effects of deforestation on the hydrological cycle in Amazonia: A review on scale and resolution.International Journal of Climatology 27: 633-647.**Douglas, E.M., K. Sebastian, C. J. Vörösmarty and S. Wood.2005.The role of tropical forests in supporting biodiversity and hydrological integrity: A synoptic overview.World Bank Policy Research Working Paper #3635.23 pp.Dudley, N., S. Stolton, "Running Pure: The Importance of Forest Protected Areas to Drinking Water" (A research report for the World Bank / WWF Alliance for Forest Conservation and Sustainable Use, World Bank/WWF Alliance for Forest Conservation and Sustainable Use, 2003), (available at https://openknowledge.worldbank.org/handle/10986/15006).**Ericson, J.P., C.J. Vörösmarty, S.L. Dingman, L.G. Ward, and M. Meybeck.2006.Effective sea-level rise in deltas: sources of change and human-dimension implications.Global & Planetary Change 50: 63-82.**FAO (UN Food and Agriculture Organization).2005.Forests and floods: Drowning in fiction or thriving on facts?RAP Publication 2005/03.Forest Perspectives 2. FAO, Rome.40 pp.**FC/GWSP (Framing Committee of the GWSP).2004.Humans transforming the Global Water System.Framing Committee of the Global Water System Project (C.Vörösmarty, D. Lettenmaier, C. Lévêque, M. Meybeck, C. Pahl Wostl, J. Alcamo, W. Cosgrove, H. Grassl, H. Hoff, P. Kabat, F. Lansigan, R. Lawford, R. Naiman).AGU-Eos 85: 509, 513-14.**FC/GWSP (Framing Committee of the GWSP).2005.The Global Water System Project: Science Framework and Implementation Activities.Earth System Science Partnership.Available online at http://www.gwsp.org/products.html.**Fekete, B. M. State of the world's water resources.In: Climate Vulnerability: Understanding and Addressing Threats to Essential Resources.(Elsevier Inc., Academic Press, Cambridge, MA, USA, pp.11-23, 2013).**Fekete et al. and Famiglietti et al. 2015.Watching water: From sky or stream.Science 349: 684-686.**Gleick, P. 2000.Water: The Potential Consequences of Climate Variability and Change for the Water Resources of the United States.The Report of the Water Sector Assessment Team of the National Assessment of the Potential Consequences of Climate Variability and Change for the U.S. Global Change Research Program.US Geological Survey.160 pp.**Green, P., C. J. Vörösmarty, M. Meybeck, J. Galloway, and B.J. Peterson.2004.Pre-industrial and contemporary fluxes of nitrogen through rivers: A global assessment based on typology.Biogeochemistry 68: 71-105.Green, P.A., C.J. Vörösmarty, I.