Water Stewardship in Traditional Agriculture

Welcome! 

Perú holds four percent of the freshwater found on our planet, making it an ideal place to learn about traditional agriculture and its connection to sustainable water management. 

 

University Course Description 

As a global issue, water crises pose a challenge to agriculture. Protecting water resources while feeding more than eight billion people is the greatest challenge of this era. Water issues are undeniable. However, a remarkable growth in investment, both from private corporations and national governments, brings a unique opportunity to achieve sustainable water management and incorporate the knowledge embedded in traditional agriculture and more environmentally friendly technologies, harnessing new technologies and renewing the best practices of the past. 

 

Course Prerequisites 

There are no prerequisites for this course. 

 

Course Purpose 

Beyond providing a basic introduction to traditional agriculture and water stewardship concepts, this course aims to bridge the gap between textbook learning and real-time field experience by exposing students to ancient and contemporary agricultural practices in Peru. It aims to comprehend how indigenous communities exemplify the paradoxical relationship between traditional ecological knowledge and environmental issues: They are highly vulnerable to the effects of issues such as climate change, but they also possess a wealth of knowledge, practices, techniques, and technologies used by these communities to ensure food security in the face of calamities. Lectures and field trips will give students the hands-on experience of how Traditional agriculture seeks to sustain farmers, resources, and communities by promoting local farming practices and methods that are environmentally sound and good for communities. The course will review the ecosystem approach to understanding water as a resource and how science, policy, decision-making, ethics, indigenous knowledge, and corporate approaches each play an essential role in water management. 

 

Course Methodology 

The methodology includes tools to facilitate knowledge enhancements, promote debate in class, and increase students’ ability to formulate proposals, such as presentation-debate classes and case studies. 

The structure of each unit includes daily compulsory reading followed by oral presentations by the students, which will lead to class debates, group work, and other practical activities. Field trips are essential to the course, and they are programmed on an every-other-week basis. Lectures will complement all these activities. 

 

Student Learning Outcomes 

By the end of the course the student will be able to: 

Understand the value of traditional agriculture practices. 

Demonstrate understanding of basic ecological principles, cycles, and models. 

Distinguish between traditional, non-traditional and alternative agricultural systems. 

Identify and describe the relationships between, and the interrelatedness of, agricultural systems and climate change, resilience planning and food security. 

Have a comprehensive understanding and a personal familiarity with water resource management issues, techniques, and policies on both local and global scales.  

Observe Peru’s water usage plans with policy implementation, natural resource legislation, and other legislative controls impacting the Peruvian communities. 

Understand the indigenous communities’ value of water at the spiritual level and its connection with the environment. 

 

Required Texts and/or Readings and Course Materials 

Not required 

 

Supplementary (Optional) Texts and Materials 

Altieri, M. 1995. Agroecology: The Science of Sustainable Agriculture 

Bebbington, A. and Bury, T. 2009. Institutional challenges for mining and sustainability in Peru. 

Centre of Environment Education. 2007. Internship Series. Volume I. Sustainable Development: an Introduction. 

DESCO. 2009. Cambio climático, crisis del agua y adaptación en las montañas andinas. 

F. Stuart Chapin. 2009. Principles of Ecosystem Stewarship. Resilience-based Natural Resource Management in a Changing World. 

Trawick, B. 2003. The Struggle for Water in Peru: Comedy and Tragedy in the Andean Commons 

Villon, M. 2002. Hidrologia. 

 

Grading Scale 

 

Grading Scale (%) 

94-100 

          A 

90 – 93 

          A- 

87 – 89 

          B+ 

84 – 86 

          B 

80 – 83 

          B- 

77 – 79 

          C+ 

74 – 76 

          C 

70 – 73 

          C- 

67 – 69 

          D+ 

64 – 66 

          D 

60 – 63 

          D- 

0 – 59 

          F 

 

Grade Categories and Weights 

Evaluation will be ongoing and will take in consideration the issues established in the competencies and in their use by each student. The dates for the Midterm and Final Exam will be indicated by ISA. Readings, tasks, class work and written reports are evaluated. 

 

Assessment 

Percent of Final Grade 

Ongoing evaluation (quizzes, written work, readings, research, projects and presentations) 

50% 

Participation in Class (homework, reports, oral participation, discussion, and attitude in class) 

10% 

Midterm 

20% 

Final Exam 

20% 

 

 

 

 

 

Essay and Project Assignments 

 

The Final Paper should be about something related to Traditional Agriculture and Water Management. 

 

FINAL PAPER PROPOSAL AND PRELIMINARY PRESENTATIONS 

 

Paper Proposals are due two weeks into the program followed by a Final Paper Preliminary Presentations held right before the Midterm. 

 

FINAL PRESENTATIONS: 

 

There should be a 30 min presentation per group + 15 min for questions. 

The evaluation takes into consideration: 

Relevance to traditional agriculture 

Importance of water management 

Presentation Skills 

Slides and other material (video clips max. 5 min long) 

Questions/answers from classmates. It is highly suggested to have a PowerPoint presentation plus some activity/questions etc. to make it as interactive as possible. 

Students should keep in mind that they are presenting what they are writing about in their Final Paper. 

Attendance at all presentations is mandatory.  

 

FINAL PAPER: 

 

Due the final day of the program. 

Format as follows: 

10 pages minimum 

Does NOT include Cover page, Abstract or Sources 

Abstract and five keywords 

Double space 

Font: Arial 11 

Includes pictures, graphs, etc. (no more than 02 (two) pages altogether) 

5 sources in total (not including the ones provided by the Professor) 

Chicago referencing 

 

Grade Dissemination 

Graded tests and materials in this course will be returned individually and reviewed on the lecture following the exam. You can access your scores at any time using "Grades" in Schoology. 

 

Course Schedule 

Week 1 

UNIT 1. INTRODUCTION 

1.1. Introduction to the Course 

Introduction to the course. Review Syllabus. Unit-by-Unit Description. Semester Planning and Deadlines. 

Week 2 

1.2. Peruvian Diversity 

Geographical Description. Perú as a Megadiverse Country. Main economic activities. 

1.3 Agriculture and Water in Ancient Perú 

Pre-Columbian agriculture. Technology and water usage. 

Field Trip: Tipón Archeological Site. Irrigation Systems. Past, Present and Future. Survey of ancient canal system. 

Week 3 

 

UNIT 2. TRADITIONAL AGRICULTURE 

 

2.1. Introduction to Agriculture  

 

Basic Principles of Ecology and Ecosystem Services. History of Traditional Agriculture. Emergence of Agriculture. Agroecosystems. 

 

Reading Discussion: Dagla, H. & Shekhawat, Narpat. (2020). Origin of Agriculture. 

 

Week 4 

 

2.2. Agricultural Production Systems 

 

2.2.1. Soil Characteristics and Conservation 

 

Soil fertility and nutrient cycles. Soil quality and nutrient management: organic manures, vermicomposting, green manuring, recycling of organic residues and bio-fertilizers. Composition, decomposition and mineralization. Soil organisms - Beneficial and harmful effects. Terracing systems and drainage. Soil Erosion. 

 

Week 5 

 

2.2.2. Agrobiodiversity and Food Production 

 

Biodiversity. Levels and importance. Agrobiodiversity and Genetic Erosion. In-situ VS Ex-situ conservation. Genetic varieties and plant breeding. Genetically modified Organisms. Food production. 

 

Reading Discussion: Ebel, R., Menalled, F., Payán, J., Baldinelli, G., Berrios Ortiz, L. and Castillo Cocom, J. 2024. Quelites—Agrobiodiversity beyond our crops. Elem Sci Anth. 12. 10.1525/elementa.2022.00141. 

 

Reading Discussion: Ryan, C., Henggeler, E., Gilbert, S., Schaul, A. and Swarthout, J. 2024) Exploring the GMO narrative through labeling: strategies, products, and politics. GM Crops & Food. 15. 51-66. 10.1080/21645698.2024.2318027. 

 

2.2.4. Pests Management 

Limits to success: pathogens, pests and weeds. Farmscaping. Integrated diseases and pest management. Biopesticides. 

Reading Discussion: Peeriga, R., Balagani, P.K and Atmakuri, L. 2023. Prominence of Biopesticides to supersede chemical pesticides in sustainable agriculture. International Journal of Pharmacognosy and Pharmaceutical Sciences. 5. 81-85. 10.33545/27067009.2023.v5.i1b.112. 

 

Week 6 

 

2.2.3. Crop Rotation and Land Use 

Land preparation. Soil nutrient in intercropping. Cover crops. Agroforestry systems. 

Field Trip: Centro de Investigación en Biodiversidad Andina – CRIBA. Universidad Nacional San Antonio Abad del Cusco – UNSAAC. 

Week 7 

Midterm Exam 

 

 

Week 8 

 

UNIT 3. WATER 

 

3.1. Peruvian Hydrography 

Water distribution in Perú. 

 

3.2. Hydrology 

Basic concepts. Hydrological Cycle. Precipitation. Evaporation. Infiltration. Groundwater flow. Surface runoff. Streamflow and flowing water. Quantity, rate and timing. 

 

Week 9 

 

3.3. Hydraulics 

Mechanical behavior of water. Surface/subsurface flow. Irrigations systems. 

 

3.4. Water Quality 

Pollution and Scarcity. Urban and Rural realities. Social background and Management Policy. 

Field Trip: Waste Water treatment Facility and Huatanay River. Cause, consequences and managements of water pollution. Cusco Case study. 

 

Week 10 

3.5. Water in Traditional Agriculture 

Reading Discussion: Brandshaug, M.K. 2019. Water as more than commons or commodity: 

Understanding water management practices in Yanque, Peru. Water Alternatives 12(2): 538-553 

 

Rural Societies and Water. Water associations and community building. Climate Change Adaptation. Rituals and Spirituality. Water beyond a commodity but a living entity. Rituals for water and climate. 

 

Week 11 

Video Discussion: Natural Communities in the Andean Highlands. Sallqa Mama. 2007. Swedish International Center for Biological diversity (SwedBio). 

Video Discussion: Traditional Knowledge of the Yaguar Shamans of Yurupari. 2010. Fundacion GAIA Amazonas. Ministerio de Cultura. 

 

Week 12 

UNIT 4. SOCIO-ECONOMIC FACTORS IMPACTING TRADITIONAL AGRICULTURE 

 

4.1. Food Security and Sovereignty 

Field Trip: Potato Park 

Debate: Feasibility of Large-Scale Traditional Agriculture. 

Energy Inputs and Returns. Quality considerations. Certification, labeling and accreditation process. Marketing and export. Yield and Economic Output in Small-scale Agriculture. Subsidies in Agriculture. Low Prices and Dumping. Land tenure. Politics and Land Reform. 

Reading Discussion: Borras, S. 2023. La Via Campesina – transforming agrarian and knowledge politics, and co-constructing a field: a laudatio. The Journal of Peasant Studies. 50. 1-34. 10.1080/03066150.2023.2176760. 

 

Week 13 

Final Paper Presentations – Final Exam 

 

* Note: The Schedule is subject to revision 

 

Course Policies: Student Expectations 

 

Attendance and Punctuality: 

Attendance and punctuality are basic requirements for an effective discussion and team-based course. Beyond that, each person's frequency and quality of contribution to the class discussion will be assessed and reflected in the class participation score. 

Five absences (excused or unexcused) lower the final course grade by five points (approximately a half letter grade). The final course grade will be lowered an additional five points for each class missed over and above the first three. If the student accumulates more than five unexcused absences, he/she will be placed on academic probation, and the home university will be notified. In the event of an emergency or illness, students should petition for an excused absence from the professor with the appropriate documentation within a week of the absence. 

Missing a reading/video session counts as 1.5 absences; missing a field trip counts as two absences. 

The third time a student is more than 10 minutes late to a class, it will be considered an unexcused absence. 

 

 

 

Late Work Policy: 

There are no makeups for presentations, leading reading sessions, and exams unless the student demonstrates in advance (and the Professor agrees) that a significant life-event prevents him/her from attending class or if a documented emergency is provided. The following are not acceptable excuses: scheduled flights or trips, scheduled non-emergency doctor appointments, picking up relatives or friends at the airport, etc. If a student schedules something else during a class when is to give a presentation, lead a discussion session, or take an exam, the student will get a zero for that grade. 

In the event of an excused absence, students will be expected to confer with the professor regarding the possibility of making up any missed coursework, homework and/or exams. In the event of an unexcused absence, students are responsible for any missed coursework and notes, but late homework will not be accepted. 

 

Professionalism Policy: 

Bear in mind you are in a professional school and a member of a learning community. Thus, you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies -if you need to do so, make sure you ask the professor for permission-, turn off cell phones, and be respectful of others’ viewpoints even if you disagree with them, do not use improper language, do not put your feet up on your desk, raise your hand if you want to participate and dress appropriately for professional activity. Eating is not allowed during class. 

 

Food and Drink Policy: 

No food is allowed in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.  

Course Policies: Technology and Media 

Email: Students will receive a weekly message reminding them about content and activities for that week. 

Laptop Usage: Personal computers, tablets and smartphones are allowed as long as they are being used for class purposes (PDF files, Class PowerPoint slides, etc.). No phone calls/messaging are allowed during class. 

Important Dates to Remember 

Dates will be posted in the Planning File on Academics. 

Prof. Oscar R. Ortega