“…Due to academic and scientific productivity requirements (publishing papers in national and international periodicals) established for academic members, such as university professors and researchers, participation from the academic community in reservoir management can bring updated information with great added value to discussions and decision-making (Tundisi & Matsumura-Tundisi, 2003;Tundisi, 2013). Among the academic research experiences that can improve reservoir management practices are: (i) studies on the morphometric and hydraulic properties of reservoirs (Henderson-Sellers, 1984, 1993Marques et al, 2014); (ii) water quality determination; (iii) biota assessment (macrophyte, plankton and ichthyofauna); (iv) field and laboratory experiments designed to describe the effects of driving forces that govern ecosystem processes such as primary production and decomposition (Calijuri & Santos, 2001;Chiba et al, 2015); (v) greenhouse gas (GHG) emission inventories (Marcelino et al, 2015); (vi) using mathematical models to describe reservoir hydrodynamic patterns (e.g. velocity vectors in the central region and sub-segments of reservoirs) and thermal circulation (Andrade et al, 2014); (vii) using mathematical models to support deforestation actions prior to reservoir formation (Bianchini Junior, 1999) and also to identify non-point and point sources that drive eutrophication (Carneiro et al, 2011) and, (viii) evaluating ecosystem services provided by reservoirs (Barbosa et al, 2011).…”