PROFESSIONAL BACHELOR'S DEGREE - ENVIRONMENTAL PROTECTION AND MANAGEMENT PROFESSIONS

Given the broader context of an increase in the amount of natural history and scientific data being collected and made available, as well as a growing need to collect, process, analyze, and archive this data, this module offers learners training that equips them to confidently address these challenges.

The specific objectives will be to learn and apply the methods and tools necessary for the collection, verification, management, and analysis of scientific and naturalist data; to acquire statistical terminology and master descriptive statistics; and to acquire the knowledge and approach necessary to take statistical aspects into account when implementing sampling protocols. This will be divided into three sections as follows:

Unit 1: Fundamentals of Data Processing and Descriptive Statistics

Theoretical and practical knowledge of data entry, formatting, manipulation, verification, and visualization (using Spreadsheet/R). Descriptive statistical terminology (e.g., mean, median, variance), proficiency in descriptive statistical tools

Unit 2: Concepts in Inferential Statistics

Inferential statistics (the most commonly used hypothesis tests), power analyses (case studies).

Section 3: Tools and Measures for Describing Diversity

Biodiversity indices (e.g., Shannon and Simpson diversity indices, species richness), tools used to study biodiversity (accumulation curves, clustering analyses [NJ, UPGMA])—Case study using the R software.

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Understand the challenges and limitations of certain taxonomic groups and identification methods, and develop a personal approach to identification.

The course is organized into three modules. Each module is open to continuing education students. The order of the modules may be changed depending on the availability of external instructors specializing in the relevant taxonomic groups.

For each taxonomic group, the following topics will be covered: the group’s phylogeny; general information on the group’s morphology and ecology; standard monitoring and inventory methods applied to the group; a focus on species of conservation concern; and, finally, identification principles and a focus on a few difficult species pairs or complexes.

Segment 1: Bats

            use of analysis software and automatic recorders

            2 sessions of 3 hours each

Segment 2: Mammals

            Focus on small mammals, including the identification of specimens collected through trapping and from raptor pellets, as well as the use of camera traps, footprints, and track prints

            3 sessions of 3 hours each

Segment 3: Birds

            Visual identification using preserved specimens, acoustic identification

            2 sessions of 3 hours each

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This module consists of sessions spread throughout the semester, designed to provide students with the necessary skills to enter the workforce. It includes activities offered to all students (full-time and work-study) as well as courses exclusively for full-time students (Site-Workshop activities). An equivalent module, MOP_Réalisation, is offered in the spring semester. Instruction takes the form of tutorials and field trips to meet with institutional partners. It combines in-person sessions with independent work to be submitted via the learning portal. It is organized around the following main activities:

Program

1/ Understanding the professional world: What professional fields and career paths are there? What employers are there? What kinds of jobs are available?

            Job Market: Industry, Qualifications, Key Players, NACE Code)

            Job Descriptions (ROME) and (Professional) Skills

2/ Job Application Tools: Skills Assessment, Professional Attitudes and Skills, Writing a Cover Letter, Interview Preparation and Mock Interviews

3/ Preparation for conducting a naturalistic study: This section lays the groundwork for the work to be carried out in the following semester, including site visits and meetings with institutional partners. This work also aims to provide an understanding of the institutional environment related to the management of natural areas.

Workshop Sites (lead teacher and partners):

- Lauze Scrubland (Errol Véla, Les Ecologistes de l'Euzière, Carrières du Biterrois)

- Palavasian Ponds (Benoit Nabholz, CEN Languedoc-Roussillon)

- Arre Valley (Eric Imbert, Pays Viganais Community of Municipalities, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Parc des Grands Causses)

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This module builds on the knowledge covered in Semester 1 in the COMPTAGE 1 module. It provides a deeper understanding of the tools used to collect and analyze field data. It also introduces new skills in data processing. The module will be divided into three sections as follows:

Unit 1: Databases and Data Processing

The structure, construction, and use of databases necessary for the management and analysis of natural history data.

Segment 2: Population Monitoring

Tools for studying population dynamics (e.g., the Capture-Mark-Recapture [CMR] method, site occupancy models).

Session 3: Using Multivariate Analyses

Overview of multivariate analyses (e.g., Principal Component Analysis [PCA]), primarily applied in the fields of phytosociology and habitats.

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The course is divided into three units.

Session 1: Preparing a Naturalist Assessment Using GIS

By the end of this module, learners will be able to display and convert the main types of GIS data and plan a field study using handheld GPS devices.

Different types of data (vector/raster data), most common formats; the QGIS interface; using QGIS

Symbolization for Discrete and Continuous Variables (for Vectors and Rasters)

Coordinate Systems and Conversion Between Systems

GPS Data Collection and Map Layout

-Creating layers and scanning

3 sessions of 3 hours each

At the end of Unit 1, learners will be required to complete a mapping exercise (which will be used for assessment). Students in the initial training program will complete this assignment in groups using the workshop websites (estimated time: 3 hours of self-directed study). Work-study students will complete it as part of their professional activities.

Unit 2: Using and Managing Databases

Database Design: Benefits, Software, etc.

database query, SQL language

Creating Tables, Basic SQL Queries

2 sessions of 3 hours each

Section 3: Spatial Data Analysis

By the end of this unit, students will be able to perform simple queries and simple geoprocessing operations.

QGIS field calculations, using mathematical and geometric functions, calculating areas and lengths.

Spatial Queries and Geoprocessing

Vital ranges and habitat selection

2 sessions of 3 hours each

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 Field sites are a central component of instruction for students in their initial training. Each group must work at a specific field site and conduct a naturalistic study at that site.

Workshop locations:

- Lauze Scrubland (Errol Véla, Les Ecologistes de l'Euzière, Carrières du Biterrois)

- Palavasian Ponds (Benoit Nabholz, CEN Languedoc-Roussillon partner)

- Arre Valley (Eric Imbert, Pays Viganais Community of Municipalities, Cévennes National Park)

- Causse du Larzac (Olivier Duriez, Parc des Grands Causses)

The cost of the program must include coverage of students' transportation expenses (12 round-trip trips per semester).

Assessment Based on a Report and an Oral Presentation

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This module corresponds to the period of immersion in a professional setting. For apprentices, this refers to the periods spent at their company, as defined by the work-study program schedule. For students in initial training, this corresponds to the internship period, which will last at least 4 months (from mid-April to the end of August).

This immersion period will culminate in a report and an oral presentation, both of which will be evaluated by the teaching team. The report must be written and the oral presentation prepared while at the company. Questionnaires will be sent to the company mentors to assess the quality of the work completed by the students. These questionnaires will be factored into the final evaluation.

The internship report will briefly describe the project in which the internship took place and its objectives, but the core of the report—as with the internship itself—will be a description of the research methods (sampling strategy or experimental design) along with a presentation of the raw data. An overview of the host organization may be included in the introduction to the document. The discussion should focus on the tools and methods used to achieve the internship’s objectives, evaluating their limitations and advantages. The report must include a list of references, including scientific articles. The student may also write a more comprehensive report for the host organization during the internship.

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