L3 - Professional Degree - Plant Experimentation for the Improvement and Protection of Mediterranean and Tropical Plants (EVAPPMT)

In the first part, this module aims to provide general knowledge about plant breeding. A historical analysis of plant breeding is carried out in order to initiate a reflection on the evolution of the speed of genetic progress, ideotypes, and also the profession of breeder.

In the second part, the various methodologies for improving germplasm and for creating new varieties are described. The schemes traditionally used in selection, such as backcrossing, recurrent selection, pedigree selection, and diallel testing, are described in detail. Part of the course is also devoted to providing tools for reasoning about and monitoring these selection schemes (e.g., AGC/ASC calculations, heritability calculations, genotype evaluation statistics). These theoretical courses are also illustrated by courses taught by various plant breeding professionals.

Examples of interventions:

• Arnaud Boisnard (CFR): course on rice selection in the Camargue region
• Frederic Bakry (CIRAD): course on banana selection
• André Clement-Demange (CIRAD): course on rubber tree selection
• Vincent Gensollen (GEVES): visit to GEVES Montpellier

Experimentation in conservative selection is covered in the third part of the course. The various methods of seed production and the different ways of improving seed production and quality are discussed with the help of professionals.

Examples of interventions:

• Sophie Colénot (Bayer) experience in seed production
• David Martinez (Clause Hm) seed quality experimentation

In addition to the classes, students must give a presentation in which they develop a breeding program for a cultivated species. To prepare this presentation, students must put into practice what they have learned in class and also engage in discussions with breeders.

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This module begins with a refresher course in molecular and cellular biology. The lectures then present the impact of biotechnology on genetic progress. Finally, the various biotechnologies useful in plant improvement are described. These biotechnologies are classified into two groups: (i) those that enable the creation or propagation of interesting mutations (mutagenesis, polyploidization, haploid-diploid methods, in vitro culture, transgenesis, genome editing, etc.) and (ii) those that promote the recombination of mutations (interspecific crosses, somatic hybridization, molecular marking, etc.). These courses are illustrated by presentations given by professionals.

Examples of courses created by professionals:

• Frederic BAKRY (CIRAD) Banana biotechnology
• Léo HERBERT (CIRAD): CrispR on grapevines and rice
• Sébastien TISNE (CIRAD): biotechnology in oil palm improvement

9 hours of practical work on in vitro cell cultures (tobacco, potato, carrot cell cultures, etc.) and microsatellite genotyping and QTL mapping on a biparental rice population.

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This course unit is offered to students in the third year of the professional bachelor's degree program in "Plant Experimentation for the Improvement and Protection of Mediterranean and Tropical Plants." Its objective is to present (or review, depending on the students' curriculum) the basic concepts of agronomy concerning (1) the functioning of the "plant" system in interaction with its environment and ecosystem, (2) soil parameters influencing plant growth, and (3) climate parameters influencing crop development and yield. Certain important topics (phytopathology, soil ecology, experimentation, irrigation, yield modeling) are then explored in greater depth through specialized lectures. Students learn how to apply these concepts and understand the relationships between them through plant experimentation and the study of articles and case studies.

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After reviewing statistical inference (estimation, tests on one or two populations), the course introduces the classic experimental designs used in agronomy for one or two factors and focuses on the usual statistical approaches associated with them (ANOVA, linear Gaussian model with fixed effects). Emphasis is placed on the conditions underlying the application of statistical methods, the validation of the statistical models used, and the interpretation of software outputs. The R software, under the Rcommander interface, is used for statistical processing.

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This module aims to provide some tools for integration within a company. It is organized into:

Lectures / Practical work

• Franc-Christophe BAURENS (CIRAD) – Safety rules (greenhouse-laboratory)
• Ludovic MARIN (UM-staps) – Postures at work CM and carrying heavy loads (practical work in the gym)     

Company visits. Company visits are divided into two parts.

• Hiring exercise. Fifteen days before the visit, students receive a job offer sent by the company. Students have one week to respond (CV + cover letter). On the day of the visit, a debriefing on the CVs and cover letters is conducted by a member of the company in charge of recruitment.
• Tour of the facilities.

The companies visited are:

• Bayer (Nîmes). Example of a seed company. From variety creation to seed distribution.
• Staphyt (Marsillargues). Example of a plant experimentation company. Description of how a trial is conducted from start to finish. Discussion on the roles of technician/head of experimentation.
• CTIFL (Balladran). Example of a technical center. Descriptions of the technical center's activities and tour of the experiments conducted in the greenhouses.
• CIRAD (Montpellier). Tour of the greenhouses and descriptions of the experiments conducted there.

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This course is offered to students in the professional bachelor's degree program "Plant Experimentation for the Improvement and Protection of Mediterranean and Tropical Plants." Its objective is to provide students with the conceptual foundations of plant physiology in order to understand cultivation practices. The following major themes in plant physiology will be addressed, presenting the contributions of functional biology to a detailed understanding of processes at the molecular and cellular levels:

• Water nutrition and sustainable irrigation,
• Nutrition N, P, K, inputs, and agroecology,
• C3 and C4 photosynthesis;
• Relationship between water and carbon nutrition,
• Vegetative stem and root development,
• Floral transition, fertilization, seed and fruit development
• The main plant hormones

Practical work will be carried out to learn how to construct an experimental protocol for studying a physiological process.

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Through lectures, tutorials, and practical work, students will explore different aspects of phytopathology experiments:

• Know the different plant pathogens (viruses, viroids, phytoplasmas, bacteria, fungi, nematodes, insects, weeds)
• Understand how phytopathogenic microorganisms work.
• Understanding the defense mechanisms of plants against phytopathogenic microorganisms
• Understanding the mechanisms used by phytopathogenic microorganisms to circumvent resistance genes and plant protection products.
• Acquire basic knowledge of epidemiology.

Many researchers from CIRAD, INRA, IRD, and Supagro are participating in this module.

During practical work, an experiment in pathology is carried out (pathogen culture, plant culture, inoculation, symptom reading, pathogen counting, catalase activity).

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After defining intensive agriculture and analyzing its risks and benefits, this module will enable students to reflect on the various possible avenues for developing agriculture using an agroecological approach. Examples such as biopesticides, ecological intensification, and soil management will be explored. A visit to a company working towards sustainable agriculture is also organized. The site visited varies from year to year depending on student preferences and company availability. Examples of visits made as part of this module include Bayer, Vilmorin, Geves, CTIFL, and sudExpé.

Licensed.

Students will be asked to present a project or business plan that develops innovative proposals to change farming practices or any other use of plant products in order to reduce environmental impact.

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In this module, students work in groups of three or four on a practical project proposed by teaching staff or researchers from private companies, thereby putting their theoretical knowledge into practice. The project is carried out in two stages.

The first stage is carried out during the first semester. It consists of preparing an experiment at the scientific, statistical, technical, and financial levels. This work will be marked throughout the first semester by several oral presentations in the form of "laboratory seminars" on a number of topics:

• Seminar 1: Bibliographic research on the topic of their supervised project.
• Seminar 2: Journal club, with a detailed analysis of a key article related to their supervised project topic
• Seminar 3: Presentation of the experimental plan and statistical data processing
• Seminar 4: Presentation of the material requirements related to their experimentation.

The second stage will take place in the second semester, when the experiment will be set up, monitored, and analyzed. The schedule for the second semester is adapted to allow time for regular monitoring of the experiment, which can be carried out in research laboratories such as those of the CIRAD's UMR AGAP or in a university greenhouse (Bat65). This supervised project work is the subject of a 10-page report in English.

Examples of projects:

• Influence of the lunar calendar on the germination ofArabidopsis thaliana
• Analyzes the effect of inoculation with Phyllobacterium brassicacearum STM196 on the response of 15 rice varieties to salt stress
• Effect of Burkholderia vietnamensis on rice growth under hydroponic conditions
• Influence of light intensity and spectrum on stevia germination
• Effect of inoculation with Glomus intraradices and inoculation with Rhizobium pisi, either alone or in combination, on pea growth
• Influence of the lunar calendar on the growth of radishes, carrots, lettuce, peas, and nasturtiums

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The EVAPPMT professional bachelor's degree program includes a long-term internship (5 months): from early April to late August. This internship can take place in private companies or public laboratories, in France or abroad.

Examples of companies/laboratories hosting interns:

• Plant experimentation: Agrolis consulting, AgroXP, Staphyt, etc.
• Technical centers: CEHM, CEFEL, CTIFL, IFV, etc.
• Biostimulant/biocontrol companies: Elephant Vert, etc.
• Seed companies: CFR, Bayer, Technisem, Vilmorin, etc.
• Public laboratories: AGAP (CIRAD/INRA), BPMP (CNRS/INRA), etc.
• Private laboratory: ADN-ID, Algosud, etc.

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In this module, various practices that enable agricultural practices to evolve towards sustainable agriculture will be presented, discussed, and critiqued. Among these, the use of OAD, alternative fertilizers, soil bacteria, and agroforestry will be covered in depth. A visit to the Restinclière site of the Frayssinet company will help to bring the concepts covered in class to life.

Students also have to make a 5-minute video about an agroecology practice.

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During this module, the differences and similarities between beneficial interactions and pathogenic interactions are explored. A significant part of the course is devoted to understanding the mechanisms involved in beneficial interactions (mycorrhizae, symbiotic bacteria, PGPR, etc.) and their potential for improving agricultural practices.   Another important part of the course concerns regulations surrounding certification and experimentation with biostimulants and biocontrol products.

Examples of external speakers:

• Karine GROSBEAU (Eléphant vert): Regulations concerning biostimulants/biocontrol products

Two visits

• Green elephant tour: bacterial inoculum production
• Visit to Staphyt: testing of biocontrol products, GLP, GMP, and CEB

A practical assignment in which students have three sessions to conduct an experiment testing the effect of PGPR on wheat growth under a variety of conditions. Students must phenotype the plants, perform biochemical assays (sugar, nitrogen, chlorophyll, etc.) and measure enzyme activities (catalase, nitrate reductase, etc.).

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