Target level of study
BAC +5
ECTS
120 credits
Duration
1 or 2 years
Training structure
Faculty of Science
Language(s) of instruction
French
Presentation
The Environmental Management Master's program is described at: www.ingénieurs-ecologues.fr
Accredited by the university and the national evaluation committee, the Biology-Ecology department and the Montpellier Faculty of Science are opening the Environmental Management Master's degree for the period 2021-2025. This professionally-oriented, multidisciplinary Master's degree offers career opportunities in a wide range of environmental and biodiversity sectors. In this project, the new "Gestion de l'Environnement" (Environmental Management) specialization groups together 6 courses:
-AquaDura: Sustainable Production and Exploitation of Aquatic Bioresources (formerly BAEMT)
-GIEBioTE: Gestion Intégrée de l'Environnement, de la Biodiversité et des TErritoires (Integrated Management of the Environment, Biodiversity and Territories)
-IEGB: Ecology and Biodiversity Management Engineering
-Dual Competence in Ecological Engineering (DC)
-RAINET': Applied research to preserve biodiversity
-ComBiodiv: Biodiversity Communication and Education
All courses are open to continuing education in M1 and M2. All courses except GIEBioTE are open to apprenticeships in M1 and M2.
The Environmental Management specialization is a Bac+5 program that trains professionals in the fields of naturalist expertise, ecological engineering, environmental management, regional planning, communication and conservation biology research (the latter leading to a doctorate).
It develops and applies several specific areas of expertise in each of its specialization paths:
-sustainable development, societal and environmental challenges in the face of global change and adaptation,
- knowledge, management and conservation of biodiversity,
- sustainable exploitation and production of bioresources,
- aquatic environment management and flood prevention,
-integrated management of territories and their resources, with a focus on territorial consultation and interaction with stakeholders and institutions,
- biodiversity communication, awareness-raising and training.
In line with the Sustainable Development Goals, this master's degree and the teaching program for each of its courses are recognized and supported by the UNESCO center for water and the environment in Montpellier (ICIREWARD: https://icireward-unesco.umontpellier.fr/).
Fields of study: Agronomy, plant biology, ecology, environment, evolution, biodiversity; Space, environment and society; Science and technology, water science
For a more detailed presentation, please refer to the course sheets.
Training benefits
Objectives
The aim of the Environmental Management specialization is to train future managers, researchers and engineers in the fields of the environment, ecology and biodiversity, with specializations ranging from integrated and concerted management of environmentally-friendly territories, to naturalist expertise, biodiversity conservation research, sustainable development communication, aquaculture and fisheries production, and natural risk prevention.
The main job prospects are for managers with 5 years' higher education in ecological engineering or the implementation of environmental projects, in aquaculture production or aquatic resource management, in communication, in scientific research on biodiversity (including doctoral opportunities), or in territorial management (...).
For a more detailed presentation of the objectives, please refer to the course descriptions.
Know-how and skills
The skills acquired at the end of Master 2 are specific to each course. Please refer to the course descriptions.
Key skills on leaving the Master's program include, for example:
- Master the methods and techniques of naturalist inventories and diagnostics, as well as vegetation, population and rare species surveys.
- Define and run experimental, inventory, determination, observation and hydrometric systems for contrasting environments, using technical approaches, and collect data.
- Carry out statistical analyses of data and analyze data
- Master specialized software
- Master the tools, techniques and methods for enhancing, preserving, protecting or restoring biodiversity
- Integrate conservation, biodiversity, management and environmental protection aspects into regional development projects, taking into account the social and economic dimensions.
- Design, develop, manage and implement communication, awareness-raising, education and training initiatives
- Carry out environmental studies and draw up management plans
- Take a stand and develop an intervention plan to bring about change
- Conduct impact studies and design hydraulic structures
- Provide advice and technical assistance in aquaculture
- Design innovative programs and action plans for the sustainable production and use of aquatic bioresources.
- Design research programs and protocols
- Project management.
- Scientific and technical communication
- Structuring and leading teams and meetings
- Scientific and technological watch
- Participate in the dissemination and promotion of results and studies
- Understand the dynamics of living resources and aquatic ecosystems and their interactions,
- Analyze the functioning of farming systems, from upstream to downstream,
- Develop a critical understanding of aquaculture development and principles,
- Produce species in different aquaculture production systems in a sustainable way, taking into account epidemiological, environmental and welfare regulations,
- Integrated assessment and management of human impact on exploited aquatic ecosystems
- Assess, exploit and sustainably manage aquatic bioresources,
- Contribute to cutting-edge research on the development of practices and the valorization of aquatic bioresources
International training
Double degrees, joint degrees, Erasmus MundusInternational dimension
The Master's program in Integrated Management of the Environment, Biodiversity and Territories (GIEBioTE) is a Franco-Canadian program, jointly supported by the Université de Montpellier and the Université de Sherbrooke (Canada). The M1 of this program must take place in Canada (contact the program coordinator).
Organization
Knowledge control
see EU sheets
Open on a sandwich basis
Contract type | Apprenticeship contract, Professionalization contract |
|---|
Work-study option for Master 1 and Master 2 courses. (see the work-study calendar available from the CFA).
Work-study arrangements
The following courses are open to work-study contracts and apprenticeships:
M2 - Dual skills in ecology and biodiversity management - open to direct entry into M2.
M2 - Production et Exploitation Durables des Bioressources Aquatiques AQUADURA
M2 - Recherche appliquée pour conserver la biodiversité RAINET'
M2 - Ingénierie écologique et gestion de la biodiversité IEGB
M2 - Communication et éducation à la biodiversité ComBiodiv
M1- Gestion de l'environnement et de la biodiversité
The apprenticeship schedule is defined for the duration of the course (1 to 2 years depending on the path) and is available from the CFA (see contacts).
Internships, tutored projects
Internship | Mandatory |
|---|---|
Length of internship | 3 months; 4.5 months; 6 months (depending on career path) |
Internship abroad | Possible |
Duration of internship abroad | identical internship duration in France |
All students in this Master's program have 2 long internships to complete during their studies: 4.5 months in M1 (3 in GIEBioTE) and 5 to 6 months in M2, with specific variations for each course. Students are obligatorily supervised by a company tutor and monitored by their teaching staff at every stage of the internship process, particularly the M2 or end-of-study internship, which is of vital importance for their professional integration.
For a more detailed presentation of internships, please refer to the course descriptions.
Many teaching units offer team-based projects. Some of these are cross-disciplinary. All of them enable students to apply what they have learned to operational cases. Some of the biggest tutored projects include :
- The Master 2 Ecology and Biodiversity Fair, in which all M2 students are involved to varying degrees on specific job descriptions. The show is a forum for careers and training, a scientific and technical conference, a place for professional (...) https://www.salon-ecologie.com/
- Festi'Versité in Master 2, a biodiversity festival designed to educate the general public about ecological issues.
- The Biodiversity study project in Master 1, in which students are trained in sampling methods and field monitoring.
- The Master 2 cogithon, which pits teams of students against each other in their response to a call for tenders drawn up by the students themselves in partnership with local players and according to the issues at stake.
- In-company projects: short-term assignments in groups of 3 or 4, immersed in a company or association.
- ...
Program
The M2 courses are :
- Gestion Intégrée de l'Environnement, de la Biodiversité et des Territoires (bi-diploma with Université de Sherbrooke) - initial and continuing training.
- Dual skills in ecology and biodiversity management - only open to apprenticeships or professionalization contracts, with direct access to M2.
- Production et Exploitation Durables des Bioressources Aquatiques - initial training, continuing education and apprenticeships.
- Applied research to conserve biodiversity - initial training, continuing education and apprenticeships.
- Ecological engineering and biodiversity management - initial training, continuing education and apprenticeships.
- Biodiversity communication and education - initial training, continuing education and apprenticeships.
The various courses are offered in M2 (except for the Franco-Canadian GIEBioTE course, which is differentiated from M1 onwards, see https://ingenieurs-ecologues.com/presentation-parcours-giebiote/). The Masters programs involved in this new specialization have long-standing experience of providing individualized support for students, helping them to build their educational and career plans. As a result, students entering the program in M1, even though they will be enrolled together in the core courses, will receive individualized support from M1 onwards, according to the M2 courses they have identified as necessary to achieve their career goals. The recruitment of the M1 intake will also be determined by our capacity to take on students in the various M2 courses.
The first year of the specialization includes :
- Integrated Management of the Environment, Biodiversity and Territories (bi-diploma with the University of Sherbrooke) - initial and continuing training, with compulsory study in Canada (University of Sherbrooke);
- Environmental and biodiversity management (core curriculum) initial and continuing training ;
- Environmental and Biodiversity Management by apprenticeship (this differs from the previous one in that it is adapted to work-study arrangements).
Students will be recruited by course, according to their professional goals (as defined by the M2 courses - except for GIEBioTE, see above). The pedagogical team manages student recruitment at the department level, to optimize the match between candidates' previous career path, training project and professional project. Dual Competence students (M2) are accepted for direct access (retraining, graduate engineers, etc.).
For all M1 and M2 courses in this specialization, except for Master 1 GIEBIOTE, teaching takes place in Montpellier, France, within the Faculty of Science (except for planned field trips, company work and internships). Teaching can be adapted to videoconferencing if the health situation so requires. The Master 1 GIEBIOTE program takes place in Canada (please contact the course coordinator).
Select a program
Integrated Management of the Environment, Biodiversity and Territories
If the question of spatial coexistence of all human activities has always been a major issue in human societies, it is even more so nowadays, imposing often delicate trade-offs between agriculture, livestock farming, extraction activities, transport, industry, commerce, towns and leisure activities.... The complexity of these trade-offs is compounded by the significant contemporary degradation of the physical environment (climate change, various forms of pollution, etc.) and the biotic environment (disappearance of natural areas, erosion of biodiversity), whose impact on the health and well-being of human populations is undeniable.
So, with the harsh reality of global change, social pressure and a restrictive legislative framework, but with limited budgets, governments, local authorities, businesses and associations.... are being forced in the short term to integrate environmental, ecological and societal concerns into their activities. Environmental management and land-use planning have become interdependent and their synergy essential.
Environmental and biodiversity management
Environmental and biodiversity management - Apprenticeship
Dual skills in ecology and biodiversity management Biodiv'In - Apprenticeship
The Biodiv'In master's degree course, "Double skills in ecology and biodiversity management", is presented on the GEB "Gestion de l'Environnement et de la Biodiversité" master's degree website: www.ingénieurs-ecologues.fr
This is a scientific and technical training program in ecology at a generalist level in the fields of :
Environmental and ecological engineering.
Biodiversity management and conservation.
It is based on a single year of training at M2 level, with no M1.
This course prepares graduates with a bac+5 degree of the "technical engineer" type, and does not prepare them for jobs as senior technicians (e.g. naturalist technician, as these require specific and lengthy apprenticeships which will not be provided in this course) or for jobs as researchers or teacher-researchers. With these two restrictions in mind, this course opens up a very wide range of occupations at bac+5 level, more or less related to scientific ecology and contributing directly and/or indirectly to biodiversity conservation.
The course is open to both initial and continuing training, with or without an apprenticeship or professionalization contract.
Sustainable Production and Exploitation of Aquatic Bioresources
Aquaculture has supplanted fishing in the supply of seafood for human consumption worldwide. The controlled production of aquatic organisms plays a crucial role in alleviating the growing need for sustainably produced aquatic foods.
The aim of this course is to train future scientists with a broad range of skills across the entire fisheries and aquaculture sector, with a view to ensuring responsible aquaculture production and fishing, and ecosystem-based management of aquatic resources and environments.
The AQUADURA program is a professionalization programthat enables students to enter the job market directly after graduation. Continuation into a thesis is very marginal, and is mainly in R&D or integrated management fields. It is open to apprentices in M1 and M2.
Applied research to conserve biodiversity RAINET
As human societies develop, the challenges of biodiversity conservation multiply. More and more urgent scientific questions are arising, particularly in ecology, but not exclusively. Answering these questions requires applied research, the results of which have a real impact on biodiversity conservation practices and policies at different levels.
The RAINET' Master's degree (Applied Research to Conserve Biodiversity) is aimed at students wishing to embark on this path, and to complete a doctoral thesis after the Master's degree. These students can then work as researchers in public or private research organizations, or as scientific project managers in biodiversity conservation organizations in France and abroad.
Further information: https: //ingenieurs-ecologues.com/parcours-ge/parcours-rainet/
Ecological Engineering and Biodiversity Management IEGB
The IEGB Master's program is presented on the Environment and Biodiversity Management Master's program website: www.ingénieurs-ecologues.fr
IEGB Master's students are trained in environmental and ecological engineering, and in the management of biodiversity and aquatic environments. They integrate ecological, sociological and environmental dimensions into programs for the management and preservation of natural resources and environments, the holistic management of natural or protected areas, the protection and conservation of species, as well as programs for reducing the vulnerability of territories to climate and global change, increasing their resilience, protecting populations from environmental risks, including flooding, and programs for sustainable planning, adaptation and development.
This professionally-oriented program trains generalist ecology engineers and managers in environmental engineering, ecology, biodiversity and hydraulics. In line with the Sustainable Development Goals, this master's degree and its teaching program are recognized and supported by the UNESCO center for water and the environment in Montpellier (IciReward).
Teaching takes a variety of complementary forms to encourage learning, creativity and student involvement in their training: from online lectures, through fundamental scientific disciplines, field techniques, digital modeling and operational group projects, to hands-on case studies in contact with professionals. The many opportunities for exchanges between students, and between students and professionals, help to develop the professional network of future graduates, essential for effective integration into the professional world, and enable them to learn interdisciplinarity, essential for the environmental, ecological and societal management of territories, environments or species.
The IEGB pathway is open to initial and continuing training, under professionalization and apprenticeship contracts. The IEGB program has been open to apprentices since 2010.
Training fields: Main: environmental sciences, agronomy, plant biology, ecology, environment, evolution, biodiversity, science and technology, water sciences.
Communication and Biodiversity Education
Production et Exploitation Durables des Bioressources Aquatiques - Apprenticeship
Aquaculture has supplanted fishing in the supply of seafood for human consumption worldwide. The controlled production of aquatic organisms plays a crucial role in alleviating the growing need for sustainably produced aquatic foods.
The aim of this course is to train future scientists with a broad range of skills across the entire fisheries and aquaculture sector, with a view to ensuring responsible aquaculture production and fishing, and ecosystem-based management of aquatic resources and environments.
The AQUADURA program is a professionalization programthat enables students to enter the job market directly after graduation. Continuation into a thesis is very marginal, and is mainly in R&D or integrated management fields. It is open to apprentices in M1 and M2.
Applied research to conserve biodiversity RAINET - Apprenticeship
As human societies develop, the challenges of biodiversity conservation multiply. More and more urgent scientific questions are arising, particularly in ecology, but not exclusively. Answering these questions requires applied research, the results of which have a real impact on biodiversity conservation practices and policies at different levels.
The RAINET' Master's degree (Applied Research to Conserve Biodiversity) is aimed at students wishing to embark on this path, and to complete a doctoral thesis after the Master's degree. These students can then work as researchers in public or private research organizations, or as scientific project managers in biodiversity conservation organizations in France and abroad.
Further information: https: //ingenieurs-ecologues.com/parcours-ge/parcours-rainet/
Ecological Engineering and Biodiversity Management IEGB - Apprenticeship
The IEGB Master's program is presented on the Environment and Biodiversity Management Master's program website: www.ingénieurs-ecologues.fr
IEGB Master's students are trained in environmental and ecological engineering, and in the management of biodiversity and aquatic environments. They integrate ecological, sociological and environmental dimensions into programs for the management and preservation of natural resources and environments, the holistic management of natural or protected areas, the protection and conservation of species, as well as programs for reducing the vulnerability of territories to climate and global change, increasing their resilience, protecting populations from environmental risks, including flooding, and programs for sustainable planning, adaptation and development.
This professionally-oriented program trains generalist ecology engineers and managers in environmental engineering, ecology, biodiversity and hydraulics. In line with the Sustainable Development Goals, this master's degree and its teaching program are recognized and supported by the UNESCO center for water and the environment in Montpellier (IciReward).
Teaching takes a variety of complementary forms to encourage learning, creativity and student involvement in their training: from online lectures, through fundamental scientific disciplines, field techniques, digital modeling and operational group projects, to hands-on case studies in contact with professionals. The many opportunities for exchanges between students, and between students and professionals, help to develop the professional network of future graduates, essential for effective integration into the professional world, and enable them to learn interdisciplinarity, essential for the environmental, ecological and societal management of territories, environments or species.
The IEGB pathway is open to initial and continuing training, under professionalization and apprenticeship contracts. The IEGB program has been open to apprentices since 2010.
Training fields: Main: environmental sciences, agronomy, plant biology, ecology, environment, evolution, biodiversity, science and technology, water sciences.
Communication and Biodiversity Education - Learning
Dual skills in ecology and biodiversity management Biodiv'In
The Biodiv'In master's degree course, "Double skills in ecology and biodiversity management", is presented on the GEB "Gestion de l'Environnement et de la Biodiversité" master's degree website: www.ingénieurs-ecologues.fr
This is a scientific and technical training program in ecology at a generalist level in the fields of :
Environmental and ecological engineering.
Biodiversity management and conservation.
It is based on a single year of training at M2 level, with no M1.
This course prepares graduates with a bac+5 degree of the "technical engineer" type, and does not prepare them for jobs as senior technicians (e.g. naturalist technician, as these require specific and lengthy apprenticeships which will not be provided in this course) or for jobs as researchers or teacher-researchers. With these two restrictions in mind, this course opens up a very wide range of occupations at bac+5 level, more or less related to scientific ecology and contributing directly and/or indirectly to biodiversity conservation.
The course is open to both initial and continuing training, with or without an apprenticeship or professionalization contract.
Salon de l'écologie-1
2 credits1hChoice 1
4 creditsYour choice: 1 of 2
Managing and exploiting living resources
4 creditsConservation ecology
4 credits
UE CHOIX 2
10 creditsChoice: 1 of 3
UE Choice 4
UE CHOIX 3
10 creditsChoice of 1 from 22
Urban ecology
2 creditsSustainable use of animal resources Hunting
2 creditsEcology of marine and coastal ecosystems
2 credits8hAgroecology
2 creditsConservation biology
2 creditsRiver modeling
2 creditsEcological engineering and restoration (ERC sequence)
2 creditsBehavioral ecology
2 credits6hGEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
2 creditsMediation and Territorial Governance
2 creditsSalon de l'écologie-2
2 credits1hSociété Ecologie Environnement Anthropo (Pyrenees seminar)
2 creditsTools and methods for the dynamic study of marine ecosystems
2 credits3hManaging a participatory science project
2 creditsImpacts of climate change on organisms, plants and animals
2 creditsAdvanced GIS
2 creditsGE 1 Individual Project
2 creditsGIS
2 creditsGlobal changes: characterization, impacts & adaptations
2 creditsOrganizational communication
2 credits15hNew technologies for studying biodiversity
2 creditsPollution bioremediation
2 credits
UE CHOIX 4
10 creditsPollution and bioremediation of ecosystems
UE CHOIX 7
6 creditsChoice of 1 from 22
Urban ecology
2 creditsSustainable use of animal resources Hunting
2 creditsEcology of marine and coastal ecosystems
2 credits8hAgroecology
2 creditsConservation biology
2 creditsRiver modeling
2 creditsEcological engineering and restoration (ERC sequence)
2 creditsBehavioral ecology
2 credits6hGEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
2 creditsMediation and Territorial Governance
2 creditsSalon de l'écologie-2
2 credits1hSociété Ecologie Environnement Anthropo (Pyrenees seminar)
2 creditsTools and methods for the dynamic study of marine ecosystems
2 credits3hManaging a participatory science project
2 creditsImpacts of climate change on organisms, plants and animals
2 creditsAdvanced GIS
2 creditsGE 1 Individual Project
2 creditsGIS
2 creditsGlobal changes: characterization, impacts & adaptations
2 creditsOrganizational communication
2 credits15hNew technologies for studying biodiversity
2 creditsPollution bioremediation
2 credits
Aquatic and terrestrial ecosystems
4 creditsEcology Keys
2 creditsM2-GE Apprenticeship Project
6 creditsTerritorial consultation tools
2 credits
Final year internship M2 GE Biodiv'In
22 creditsCOGITHON
4 creditsM2 GE professionalization
4 credits
Elements of environmental management
ECTS
8 credits
Component
Faculty of Science
Ecosystem value and management
ECTS
8 credits
Component
Faculty of Science
Environmental Chemistry
ECTS
6 credits
Component
Faculty of Science
Specialization in integrated environmental management 2
ECTS
6 credits
Component
Faculty of Science
GIEBioTE: Guided work in Ecology and Biodiversity
ECTS
6 credits
Component
Faculty of Science
Specialization in integrated environmental management 1
ECTS
6 credits
Component
Faculty of Science
Env integrator project
ECTS
10 credits
Component
Faculty of Science
M1 GIEBioTE internship (COOP internship - UM version)
ECTS
8 credits
Component
Faculty of Science
Study of variability
ECTS
4 credits
Component
Faculty of Science
"General linear models with 1 or more random explanatory variables: from the translation of the figure that answers the biological question to the statistical model, i.e. taking into account numerous effects and knowing how to interpret them.
general properties seen through regression and 1-factor ANOVA (R2, F, ddl, least squares, likelihood, diagnosis, validation, goodness of fit, interpretation of effect sizes); nested and cross-factor ANOVA, multiple regression (notion of parameter and effects, and interaction)
incorporation of the dependence of explanatory random variables, confounding of effects (quantitative for multiple regression, and unbalanced designs for ANOVAs)".
Biodiversity PROJECT / sampling plan
ECTS
6 credits
Component
Faculty of Science
Sustainable production of aquatic resources
ECTS
4 credits
Component
Faculty of Science
Aquatic and terrestrial ecosystems
ECTS
4 credits
Component
Faculty of Science
Ecology Keys
ECTS
2 credits
Component
Faculty of Science
This course is taught entirely in English. Its aim is twofold:
1. Enable students to improve their oral expression and comprehension in English
2. Enable students to enrich their vocabulary in the field of ecology of particular interest to them (e.g. marine ecology, terrestrial ecology).
Practical exercises: oral presentations by students, videos in English with English subtitles, quizzes, games.
Advanced data processing
ECTS
2 credits
Component
Faculty of Science
Generalized linear mixed models + methodology and experimental protocols to take account of biological reality: non-normal distribution and pseudo-replication
Protocol optimization, power and uncontrolled 1st order risk: variable transformation, polynomial regression, link function, likelihood, model selection
Deviance analysis and goodness of fit
Incorporation of blocks, repeated measurements over time, consideration of spatial and temporal correlation, over-dispersion
Graphical representation of predictions.
Description and inference
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide the statistical foundations needed to follow all the more advanced modules in the curriculum, so it's a general refresher. Descriptive statistics are reviewed (quantile, cumulative frequency polygon, sample estimators), simple tests are introduced, essential graphs for univariate and multivariate data are presented, the general principle of a statistical test, hypothesis design, the notion of p-value, first and second species risk are presented. In practical exercises, students are also brought up to speed in the R environment.
Managing and exploiting living resources
ECTS
4 credits
Component
Faculty of Science
Master 1 internship
ECTS
15 credits
Component
Faculty of Science
The M1 internship lasts a minimum of 4.5 months and a maximum of 6 months full-time (from mid-March to the end of August at the latest).
Students must be proactive in their search for an internship.
The internship is validated by the educational tutor on the basis of its relevance to the student's career plan.
Each student is supervised during the internship by an educational tutor.
Internships can take place in France or abroad.
The internship takes place in a professional organization, and is subject to an internship agreement issued by the UM.
The basics of communication
ECTS
2 credits
Component
Faculty of Science
At the end of this course, students will have acquired the basic knowledge needed to prepare and carry out a scientific communication operation adapted to a target audience, both orally and in writing.
Communication tools 2 (C)
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
This teaching unit is entirely based on practical work focusing on the creation and management of web pages and the knowledge, use and animation of social networks in scientific communication.
Ecology and society
ECTS
4 credits
Component
Faculty of Science
A teaching unit designed to link theoretical ecology, its operational implementation and territorial issues as seen by society's stakeholders. Based on a format combining theoretical lectures with a reminder of the elements needed to understand issues in the field (ecosystem dynamics, anthropization, socio-ecosystem resilience, in situ conservation, etc.), this unit comprises several field blocks (each consisting of a preparatory TD/TP and an "active" field trip). The territories visited will provide an opportunity to meet social players (managers, elected representatives, associations, shepherds, etc.) whose position enables us to understand how ecological issues govern their actions, and how in turn their actions impact biodiversity, its dynamics and its distribution.
Population dynamics (R)
ECTS
4 credits
Component
Faculty of Science
Integrated coastal zone management (A)
ECTS
4 credits
Component
Faculty of Science
-Definition of the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.
-Description of partners (government agencies, professional fisheries bodies, etc.) and how they operate
-Discover and use project management and planning tools
Practical application to a real-life case.
Socio-economics and environmental law
ECTS
5 credits
Component
Faculty of Science
Ecological restoration
ECTS
4 credits
Component
Faculty of Science
The EU's general introduction lays the conceptual foundations for ecological rehabilitation and restoration and the resilience of ecosystems and aquatic environments.
The concepts of ecological and hydrological continuity, river morphology and hydrogeomorphology are explained and illustrated.
A field trip provides an opportunity to analyze the issues at stake, establish operating hypotheses and assess impacts.
Practical exercises are preferably directly linked to the field.
The main tools and know-how for reintroducing species are presented and accompanied by illustrative practical exercises:
- Animal model practical exercise: reintroducing a population of vultures
- Plant model practical exercise: transplanting.
- TP ripisylve: and notion of turquoise screen
The main impacts of soil sealing and interventions on aquatic environments (maintenance and development) and the methods for assessing these impacts, accompanied by illustrative TP:
- TP loi sur l'eau: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical work: analysis of historical and current hydraulic continuity.
Last but not least, this course enables students to compare ecological and hydrological continuity, and to discuss ways of optimizing restoration.
EXDIM: Multidimensional data mining
ECTS
4 credits
Component
Faculty of Science
"This module introduces table management and the link between multivariate and univariate: matrix manipulation and common operations; notion of projection and distance; translation of descriptive and univariate statistics with multiple regression/ACP/AFD as an example; indices of (dis)similarity, distance; correlation".
Communication tools 1 (C)
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
This teaching unit is entirely based on practical work in the fields of computer graphics (designing and producing diagrams using vector graphics software) and page layout (designing and producing a poster, article or booklet using desktop publishing software).
Study of variability
ECTS
4 credits
Component
Faculty of Science
"General linear models with 1 or more random explanatory variables: from the translation of the figure that answers the biological question to the statistical model, i.e. taking into account numerous effects and knowing how to interpret them.
general properties seen through regression and 1-factor ANOVA (R2, F, ddl, least squares, likelihood, diagnosis, validation, goodness of fit, interpretation of effect sizes); nested and cross-factor ANOVA, multiple regression (notion of parameter and effects, and interaction)
incorporation of the dependence of explanatory random variables, confounding of effects (quantitative for multiple regression, and unbalanced designs for ANOVAs)".
M1-GE Learning Project on BIODIVERSITY
ECTS
6 credits
Component
Faculty of Science
Sustainable production of aquatic resources
ECTS
4 credits
Component
Faculty of Science
Aquatic and terrestrial ecosystems
ECTS
4 credits
Component
Faculty of Science
Ecology Keys
ECTS
2 credits
Component
Faculty of Science
This course is taught entirely in English. Its aim is twofold:
1. Enable students to improve their oral expression and comprehension in English
2. Enable students to enrich their vocabulary in the field of ecology of particular interest to them (e.g. marine ecology, terrestrial ecology).
Practical exercises: oral presentations by students, videos in English with English subtitles, quizzes, games.
Advanced data processing
ECTS
2 credits
Component
Faculty of Science
Generalized linear mixed models + methodology and experimental protocols to take account of biological reality: non-normal distribution and pseudo-replication
Protocol optimization, power and uncontrolled 1st order risk: variable transformation, polynomial regression, link function, likelihood, model selection
Deviance analysis and goodness of fit
Incorporation of blocks, repeated measurements over time, consideration of spatial and temporal correlation, over-dispersion
Graphical representation of predictions.
Description and inference
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide the statistical foundations needed to follow all the more advanced modules in the curriculum, so it's a general refresher. Descriptive statistics are reviewed (quantile, cumulative frequency polygon, sample estimators), simple tests are introduced, essential graphs for univariate and multivariate data are presented, the general principle of a statistical test, hypothesis design, the notion of p-value, first and second species risk are presented. In practical exercises, students are also brought up to speed in the R environment.
Managing and exploiting living resources
ECTS
4 credits
Component
Faculty of Science
The basics of communication
ECTS
2 credits
Component
Faculty of Science
At the end of this course, students will have acquired the basic knowledge needed to prepare and carry out a scientific communication operation adapted to a target audience, both orally and in writing.
Communication tools 2 (C)
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
This teaching unit is entirely based on practical work focusing on the creation and management of web pages and the knowledge, use and animation of social networks in scientific communication.
Ecology and society
ECTS
4 credits
Component
Faculty of Science
A teaching unit designed to link theoretical ecology, its operational implementation and territorial issues as seen by society's stakeholders. Based on a format combining theoretical lectures with a reminder of the elements needed to understand issues in the field (ecosystem dynamics, anthropization, socio-ecosystem resilience, in situ conservation, etc.), this unit comprises several field blocks (each consisting of a preparatory TD/TP and an "active" field trip). The territories visited will provide an opportunity to meet social players (managers, elected representatives, associations, shepherds, etc.) whose position enables us to understand how ecological issues govern their actions, and how in turn their actions impact biodiversity, its dynamics and its distribution.
Population dynamics (R)
ECTS
4 credits
Component
Faculty of Science
Integrated coastal zone management (A)
ECTS
4 credits
Component
Faculty of Science
-Definition of the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.
-Description of partners (government agencies, professional fisheries bodies, etc.) and how they operate
-Discover and use project management and planning tools
Practical application to a real-life case.
Socio-economics and environmental law
ECTS
5 credits
Component
Faculty of Science
Ecological restoration
ECTS
4 credits
Component
Faculty of Science
The EU's general introduction lays the conceptual foundations for ecological rehabilitation and restoration and the resilience of ecosystems and aquatic environments.
The concepts of ecological and hydrological continuity, river morphology and hydrogeomorphology are explained and illustrated.
A field trip provides an opportunity to analyze the issues at stake, establish operating hypotheses and assess impacts.
Practical exercises are preferably directly linked to the field.
The main tools and know-how for reintroducing species are presented and accompanied by illustrative practical exercises:
- Animal model practical exercise: reintroducing a population of vultures
- Plant model practical exercise: transplanting.
- TP ripisylve: and notion of turquoise screen
The main impacts of soil sealing and interventions on aquatic environments (maintenance and development) and the methods for assessing these impacts, accompanied by illustrative TP:
- TP loi sur l'eau: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical work: analysis of historical and current hydraulic continuity.
Last but not least, this course enables students to compare ecological and hydrological continuity, and to discuss ways of optimizing restoration.
EXDIM: Multidimensional data mining
ECTS
4 credits
Component
Faculty of Science
"This module introduces table management and the link between multivariate and univariate: matrix manipulation and common operations; notion of projection and distance; translation of descriptive and univariate statistics with multiple regression/ACP/AFD as an example; indices of (dis)similarity, distance; correlation".
Communication tools 1 (C)
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
This teaching unit is entirely based on practical work in the fields of computer graphics (designing and producing diagrams using vector graphics software) and page layout (designing and producing a poster, article or booklet using desktop publishing software).
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Managing and exploiting living resources
ECTS
4 credits
Component
Faculty of Science
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Pollution bioremediation
ECTS
2 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Pollution bioremediation
ECTS
2 credits
Component
Faculty of Science
Aquatic and terrestrial ecosystems
ECTS
4 credits
Component
Faculty of Science
Ecology Keys
ECTS
2 credits
Component
Faculty of Science
This course is taught entirely in English. Its aim is twofold:
1. Enable students to improve their oral expression and comprehension in English
2. Enable students to enrich their vocabulary in the field of ecology of particular interest to them (e.g. marine ecology, terrestrial ecology).
Practical exercises: oral presentations by students, videos in English with English subtitles, quizzes, games.
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Final year internship M2 GE Double Compétence by APPRENTISS
ECTS
26 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Aquariology
ECTS
2 credits
Component
Faculty of Science
This course introduces the various stages involved in creating and developing an aquarium. From dimensioning, to realization, to choice of species and associated scenography. It also looks at the legislation governing the production and trade of living aquatic organisms, and the investment and communication strategies that an establishment such as an aquarium needs to put in place to renew itself and maintain a consistent number of admissions.
Host/pathogen interactions in aquatic animals
ECTS
2 credits
Component
Faculty of Science
M2 FI project
ECTS
4 credits
Component
Faculty of Science
Hourly volume
2h
During this course, students will apply the skills acquired during the "Project Management" course to a concrete case, a project to be carried out in groups of 3 to 5 students on behalf of a professional structure (private or public companies, cooperatives, liberal professions, associations, public establishments (universities and research organizations in particular), local authorities, etc.).
The project takes place over a 4-month period, during which the students work part-time, on a rhythm of ½ day a week (Friday mornings).
The project is designed to enable students to put their knowledge and skills to good use outside the university environment, by responding to the specific needs of a professional organization. The project prepares the student to respond to a specific need, acting as an engineering and design service provider in anticipation of their next professional appointment, i.e. their end-of-study internship or first job. It's an enriching experience that can be added to a student's CV, sometimes leading to an internship or even a job.
The projects on offer are diverse and varied: scientific and regulatory watch, state of the art, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support in the preparation phase of responses to calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and implementation of educational and/or teaching activities, design of communication documents, assistance with the organization of events, etc.
How it works: The UE coordinators and each pathway coordinator look for and propose topics that will be open to all students from all pathways (mixed groups are possible if the topic lends itself to it, as do the profiles). Students apply, and the UE coordinator selects the applications and proposes a group structure, which is then rapidly validated by the UE coordinator. The course leaders propose one or more tutors for each proposed project.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Aquaculture
ECTS
6 credits
Component
Faculty of Science
The proposed module will include a presentation of the main fish farming production systems used in Mediterranean and tropical environments, with their main biotechnical and socio-economic characteristics, as well as the corresponding sectors, and visits to production sites. It will focus on a presentation of the biological bases of aquaculture applied to Mediterranean and tropical species and environments.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Genetic improvement and diversity management in aqua environments
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Quality management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Introduction to quality management: issues and principles, process approach, interested parties, measurement and improvement systems. The normative context and the ISO9001 standard: certification, accreditation, labeling. Quality and continuous improvement tools and methods: activity description, problem solving, performance analysis and improvement. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.
Final year internship M2 GE AQUA
ECTS
20 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
M2 GE professionalization
ECTS
4 credits
Component
Faculty of Science
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
M2 FI project
ECTS
4 credits
Component
Faculty of Science
Hourly volume
2h
During this course, students will apply the skills acquired during the "Project Management" course to a concrete case, a project to be carried out in groups of 3 to 5 students on behalf of a professional structure (private or public companies, cooperatives, liberal professions, associations, public establishments (universities and research organizations in particular), local authorities, etc.).
The project takes place over a 4-month period, during which the students work part-time, on a rhythm of ½ day a week (Friday mornings).
The project is designed to enable students to put their knowledge and skills to good use outside the university environment, by responding to the specific needs of a professional organization. The project prepares the student to respond to a specific need, acting as an engineering and design service provider in anticipation of their next professional appointment, i.e. their end-of-study internship or first job. It's an enriching experience that can be added to a student's CV, sometimes leading to an internship or even a job.
The projects on offer are diverse and varied: scientific and regulatory watch, state of the art, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support in the preparation phase of responses to calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and implementation of educational and/or teaching activities, design of communication documents, assistance with the organization of events, etc.
How it works: The UE coordinators and each pathway coordinator look for and propose topics that will be open to all students from all pathways (mixed groups are possible if the topic lends itself to it, as do the profiles). Students apply, and the UE coordinator selects the applications and proposes a group structure, which is then rapidly validated by the UE coordinator. The course leaders propose one or more tutors for each proposed project.
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Science and communication
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
The entire course is taught in English. The aim is to enable students to practice oral and written scientific communication at two levels:
1. Communicate on research activities (e.g. project start-up, publication of an article) in writing (e.g. creation of an infographic for twitter) and orally (e.g. interview for a thesis application).
2. Communicate scientific results in writing (review articles, research articles) and orally (conference talks).
Each student works on these different aspects of communication directly in connection with his or her M1 and M2 internships, and thesis project. The media used are varied (e.g. twitter, website, video, etc.).
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Final year internship M2 GE RAINET
ECTS
20 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
M2 GE professionalization
ECTS
4 credits
Component
Faculty of Science
Scientific museography
ECTS
2 credits
Component
Faculty of Science
This course comprises 4 hours of lectures, during which students are introduced to the basic concepts that define scientific museum institutions (status, typology, missions, public, collection, conservation, exhibition, education and study functions), as well as the related professions.
These lessons are followed by 11 hours in the field, during which students take guided tours of scientific collections and museums (Jardin des Plantes, Herbarium, Zoological Park, Aquarium, Museum, etc.), focusing on scenography, itineraries and mediation systems.
Quality management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Introduction to quality management: issues and principles, process approach, interested parties, measurement and improvement systems. The normative context and the ISO9001 standard: certification, accreditation, labeling. Quality and continuous improvement tools and methods: activity description, problem solving, performance analysis and improvement. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Final year internship M2 GE GG
ECTS
22 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
M2 GE professionalization
ECTS
4 credits
Component
Faculty of Science
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
M2 FI project
ECTS
4 credits
Component
Faculty of Science
Hourly volume
2h
During this course, students will apply the skills acquired during the "Project Management" course to a concrete case, a project to be carried out in groups of 3 to 5 students on behalf of a professional structure (private or public companies, cooperatives, liberal professions, associations, public establishments (universities and research organizations in particular), local authorities, etc.).
The project takes place over a 4-month period, during which the students work part-time, on a rhythm of ½ day a week (Friday mornings).
The project is designed to enable students to put their knowledge and skills to good use outside the university environment, by responding to the specific needs of a professional organization. The project prepares the student to respond to a specific need, acting as an engineering and design service provider in anticipation of their next professional appointment, i.e. their end-of-study internship or first job. It's an enriching experience that can be added to a student's CV, sometimes leading to an internship or even a job.
The projects on offer are diverse and varied: scientific and regulatory watch, state of the art, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support in the preparation phase of responses to calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and implementation of educational and/or teaching activities, design of communication documents, assistance with the organization of events, etc.
How it works: The UE coordinators and each pathway coordinator look for and propose topics that will be open to all students from all pathways (mixed groups are possible if the topic lends itself to it, as do the profiles). Students apply, and the UE coordinator selects the applications and proposes a group structure, which is then rapidly validated by the UE coordinator. The course leaders propose one or more tutors for each proposed project.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
Biodiversity education and communication
ECTS
6 credits
Component
Faculty of Science
The aim of this course is to teach students how to design communication, mediation and education tools and actions on the theme of biodiversity. It will provide the knowledge needed to define communication objectives, target audiences, define key messages, choose a communication method, and carry out and evaluate these actions. It will also give students a thorough understanding of the issues surrounding biodiversity and its preservation, and a good knowledge of the bibliography and sources of information in this field.
The course will include both practical and practical work, as well as a group project.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Scientific museography
ECTS
2 credits
Component
Faculty of Science
This course comprises 4 hours of lectures, during which students are introduced to the basic concepts that define scientific museum institutions (status, typology, missions, public, collection, conservation, exhibition, education and study functions), as well as the related professions.
These lessons are followed by 11 hours in the field, during which students take guided tours of scientific collections and museums (Jardin des Plantes, Herbarium, Zoological Park, Aquarium, Museum, etc.), focusing on scenography, itineraries and mediation systems.
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
M2 GE professionalization
ECTS
4 credits
Component
Faculty of Science
Final year internship M2 GE Communication
ECTS
20 credits
Component
Faculty of Science
The M2 internship lasts 5.5 to 6 months, full-time (from mid-March to the end of August at the latest).
Students are proactive in their search for an internship.
The internship is validated by the course tutor on the basis of its relevance to the student's career plan and the ComBiodiv course's pedagogical objectives.
During the internship, each student is supervised by a university tutor and an internship supervisor from the professional organization.
A scientific and technical study report is drawn up as part of the course.
It can take place in France or abroad. The internship takes place in a professional organization and is covered by an internship agreement issued by the UM.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Aquariology
ECTS
2 credits
Component
Faculty of Science
This course introduces the various stages involved in creating and developing an aquarium. From dimensioning, to realization, to choice of species and associated scenography. It also looks at the legislation governing the production and trade of living aquatic organisms, and the investment and communication strategies that an establishment such as an aquarium needs to put in place to renew itself and maintain a consistent number of admissions.
Host/pathogen interactions in aquatic animals
ECTS
2 credits
Component
Faculty of Science
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Aquaculture
ECTS
6 credits
Component
Faculty of Science
The proposed module will include a presentation of the main fish farming production systems used in Mediterranean and tropical environments, with their main biotechnical and socio-economic characteristics, as well as the corresponding sectors, and visits to production sites. It will focus on a presentation of the biological bases of aquaculture applied to Mediterranean and tropical species and environments.
Genetic improvement and diversity management in aqua environments
ECTS
2 credits
Component
Faculty of Science
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Quality management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Introduction to quality management: issues and principles, process approach, interested parties, measurement and improvement systems. The normative context and the ISO9001 standard: certification, accreditation, labeling. Quality and continuous improvement tools and methods: activity description, problem solving, performance analysis and improvement. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.
Final year internship by apprenticeship M2 GE AQUA
ECTS
24 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Science and communication
ECTS
4 credits
Component
Faculty of Science
Hourly volume
30h
The entire course is taught in English. The aim is to enable students to practice oral and written scientific communication at two levels:
1. Communicate on research activities (e.g. project start-up, publication of an article) in writing (e.g. creation of an infographic for twitter) and orally (e.g. interview for a thesis application).
2. Communicate scientific results in writing (review articles, research articles) and orally (conference talks).
Each student works on these different aspects of communication directly in connection with his or her M1 and M2 internships, and thesis project. The media used are varied (e.g. twitter, website, video, etc.).
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Bayesian approach to variability
ECTS
2 credits
Component
Faculty of Science
1. Bayesian inference: Motivation and simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chains Monte Carlo methods (MCMC)
5. Bayesian analyses in R with the Jags software.
6. Contrast scientific hypotheses with model selection (WAIC).
7. Heterogeneity and multilevel models (aka mixed models.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Role of micro-organisms in ecosystems (with BEE)
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
Apprenticeship M2 GE RAINET
ECTS
24 credits
Component
Faculty of Science
Scientific museography
ECTS
2 credits
Component
Faculty of Science
This course comprises 4 hours of lectures, during which students are introduced to the basic concepts that define scientific museum institutions (status, typology, missions, public, collection, conservation, exhibition, education and study functions), as well as the related professions.
These lessons are followed by 11 hours in the field, during which students take guided tours of scientific collections and museums (Jardin des Plantes, Herbarium, Zoological Park, Aquarium, Museum, etc.), focusing on scenography, itineraries and mediation systems.
Quality management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Introduction to quality management: issues and principles, process approach, interested parties, measurement and improvement systems. The normative context and the ISO9001 standard: certification, accreditation, labeling. Quality and continuous improvement tools and methods: activity description, problem solving, performance analysis and improvement. Risk management: concepts and vocabulary, tools and methods for identifying and controlling risks.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Use and assessment of marine resources
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Training delivered by UMR MARBEC at its site in Sète, France. This module develops the current context of fisheries and global climate change on marine ecosystem dynamics. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment methods and modeling of marine resource dynamics.
Synthetic content of the EU:
Resource and fishing interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. GLM and GAM data analysis.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Public maritime domain and sea law
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to provide a legal understanding of the coastal areas included in the "maritime public domain", and of other coastal and offshore maritime zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, rules for developing these areas. The book draws on the law of the sea, coastal and urban planning law, and marine environmental law.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
END OF STUDY INTERNSHIP by Apprenticeship M2 GE GG
ECTS
26 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Project management
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
Project management is an essential skill for a Master's-level professional. The aim of this course is to enable you to design and manage a project. We'll look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting) and risk management. The 6-week "project management" MOOC (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 specialization modules minimum) between late September and early November will be supplemented by various TDs.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Ethnoecology and sustainable development
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
1 "The way in which the modern West represents nature is the least shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature", as a reality separate from the human world, was invented by Europeans, and is just one of the ways in which societies can account for the living and non-living beings that surround them.
While Philippe Descola is helping to renew questions concerning the relationship between society and the environment, he is also drawing on a long tradition in the human and social sciences. Numerous works have already explored the various forms of knowledge and social organization to which these relationships give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, and so on.
This issue is far from being confined to the academic sphere. It is also of interest to those involved in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It is also mobilizing so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of an intangible heritage.
2. Situated at the crossroads of social sciences and life sciences, these disciplines analyze how human societies use plants, animals and other environmental components, and how their conceptions and representations of their environment(s) shape these uses. This research also explores how human societies organize themselves, perpetuate themselves, change to adapt to new contexts (globalization, global change) and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelations between so-called "traditional" societies and their immediate environment. Then, from the 1970s onwards, researchers reconsidered the distinction between "traditional" and "modern" societies, to better address the new environmental and social transformations taking place today.
On the one hand, even the most isolated local societies are affected by events that are decided and unfolding on different scales (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In return, their actions can also have international ecological, social and economic repercussions, when, for example, these companies organize to bring their demands to international arenas.
On the other hand, the relationship that modern societies have with their environment is being reconfigured in the face of an increasingly "artificialized" planet threatened by serious disruptions and crises. The place of flora and fauna is being reconsidered, and their rights are the subject of controversy. Moreover, the entry into a new geological era, the Anthropocene, is being used to call on both the natural sciences and the human and social sciences to take a fresh look at the shared history of the environment and society.
3. The very work of scientists and engineers is apprehended in a new light. A new scientific project in the humanities and social sciences aims to reconsider the role of "non-humans", and calls for analytical categories other than Nature and Culture. New scales and methods of investigation are also envisaged to analyze global processes.
These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be genuine actors in processes, when they are not directly involved in a social movement.
4. The aim of this module is to introduce these different scientific and operational fields. The aim is to provide students with benchmarks and food for thought, enabling them to construct scientific questions on the relationship between society and the environment, and to reflect on the ways in which current environmental and social issues can be tackled. The speakers' varied geographical and disciplinary backgrounds will illustrate the approach across a wide range of ecosystem types, socio-cultural contexts and themes. In the time available, we cannot claim to cover all the themes, approaches and methods exhaustively. Any student wishing to delve deeper into this field will need to take a more in-depth training course.
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
Biodiversity education and communication
ECTS
6 credits
Component
Faculty of Science
The aim of this course is to teach students how to design communication, mediation and education tools and actions on the theme of biodiversity. It will provide the knowledge needed to define communication objectives, target audiences, define key messages, choose a communication method, and carry out and evaluate these actions. It will also give students a thorough understanding of the issues surrounding biodiversity and its preservation, and a good knowledge of the bibliography and sources of information in this field.
The course will include both practical and practical work, as well as a group project.
Methods and analysis of SHS surveys
ECTS
2 credits
Component
Faculty of Science
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Scientific museography
ECTS
2 credits
Component
Faculty of Science
This course comprises 4 hours of lectures, during which students are introduced to the basic concepts that define scientific museum institutions (status, typology, missions, public, collection, conservation, exhibition, education and study functions), as well as the related professions.
These lessons are followed by 11 hours in the field, during which students take guided tours of scientific collections and museums (Jardin des Plantes, Herbarium, Zoological Park, Aquarium, Museum, etc.), focusing on scenography, itineraries and mediation systems.
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
Final year internship by apprenticeship M2 GE Communication
ECTS
24 credits
Component
Faculty of Science
Salon de l'écologie-1
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This course starts with the integration seminar.
During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Festival de la biodiversité (Festi'Versité) and the Salon national de la biodiversité (SNB). Since 2008, these events have provided an opportunity to bring together, get to know and promote all the players in the professional ecology sector in France.
Working with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students will assist in the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events, occupying various positions according to their motivations, interests and abilities (experience, skills, proposed training courses) in conjunction with volunteers from other training courses (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fund-raising, eco-responsibility, etc. The positions are offered through job descriptions for which the students apply during the master's integration seminar.
Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these 2 events integrate the assistance of students from the Environmental Management master's courses at the University of Montpellier's Faculty of Science, as part of their teaching and through their student associations.
- Festi'Versité, the biodiversity festival. Festi'Versité raises public awareness of ecological issues through events, shows, games, conferences, screenings and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.
- The national biodiversity show. Combining a forum for careers and training, a scientific and technical congress and professional meetings, it features conferences and round tables, scientific and technical presentations, recruitment and professional exchanges. The show takes place over 2 days in January at the Parc des Expositions in Montpellier.
Managing and exploiting living resources
ECTS
4 credits
Component
Faculty of Science
GE 2 Individual Project
ECTS
4 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Pollution bioremediation
ECTS
2 credits
Component
Faculty of Science
Pollution and bioremediation of ecosystems
Component
Faculty of Science
This course aims to provide a better understanding of the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and how they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, and on the role of micro-organisms (bacteria, fungi) in biodegradation, biotransformation or biosequestration mechanisms. This course will be illustrated by a number of case studies, covering examples of chronic and acute/accidental pollution of water, air and soil. In particular, the treatment of pollution linked to the mining, oil, plastics and phyto-pharmaceutical industries will be covered, as will the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will illustrate a current phytoremediation project on a former mining site.
Urban ecology
ECTS
2 credits
Component
Faculty of Science
The expansion of the urban environment is leading to the fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban spaces can also be home to significant biodiversity in close proximity to man, which can then be used for conservation, awareness-raising, improving human well-being or even therapeutic purposes. It's a tall order to try to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future ecology professionals find a compromise between urban development and respect for nature. Through courses given by a variety of professionals and a field trip to Montpellier, students will discover where (associations, consultancies, local authorities, etc.), with whom and how an ecologist can act in urban ecology.
Sustainable use of animal resources Hunting
ECTS
2 credits
Component
Faculty of Science
Ecology of marine and coastal ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
8h
"I - Physical characterization and biogeochemical cycles of coastal marine ecosystems II - Biodiversity and functioning of coastal marine ecosystems III Coastal and marine law; Uses, conflicts and integrated management of the coastal zone. This course offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on hydric couplings with the open sea and their watersheds. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through the water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as living environments for the species they support, and in particular the role of this biodiversity in their functioning. The coastal zone is densely populated by man (40% of the world's population). Particular attention will be paid to human uses (e.g. aquaculture) and their territorial planning, including the evaluation of their ecosystem services in an economic context, management and protection measures (e.g. Marine Protected Areas, Natura 2000), and professionals involved in the management of these environments will present practical feedback. Finally, the implications of the Law of the Sea for the management of coastal zones will be discussed. "
Conservation biology
ECTS
2 credits
Component
Faculty of Science
The courses present 4 aspects of Conservation Biology, based on current scientific research in this discipline:
- Introduction to Biodiversity Conservation(BC): definition of Conservation Biology. Why conserve biodiversity? Who are the main players in BC and the role of science in BC.
- Species conservation: What are the priority species? How can species be conserved? How do you know if a species is "well conserved"?
- Space conservation: What are the priority spaces? How to conserve spaces?
- Theimportance of social acceptability and political commitment. Need for biodiversity indicators and to measure the impact of conservation.
Students also carry out group work in which they present a BC project, based on the questions: why, what, where, how, how much does it cost and how do we know if it's effective?
River modeling
ECTS
2 credits
Component
Faculty of Science
River engineering, River morphology, Hydraulic modelling, Flows, Hydraulic engineering and structures, Flooding, Impacts and compensation
Discipline: Free surface hydraulics
This course provides students with a solid grounding in hydraulic modeling. Students learn the equations of free-surface hydraulics under steady-state and non-stationary conditions. They learn how to make the transition from field study to hydraulic modeling: by taking topographic and hydrometric measurements, observing hydraulic indicators (high-water marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses for the functioning of watercourses.
Several scales can be explored, depending on the chosen subject: the habitat scale, that of the developed reach, that of the flooding watercourse. For each scale, students can study and implement specific structures in their modeling (fish ladders, lateral weirs, weirs, dykes, dams, etc.). The impact of these structures is simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on a single case study, from the field phase through to the modeling and presentation of the impact of developments. Work is carried out in groups.
A field trip enables learners to analyze the terrain and conceptualize it in a topographical and hydraulic model. In situ operating hypotheses are formulated and compared with models and results.
Finally, the EU offers students an analysis based on a real case of development or intervention in a watercourse, with an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.
Ecological engineering and restoration (ERC sequence)
ECTS
2 credits
Component
Faculty of Science
Sustainable development, ERC sequence, green, blue, turquoise grid.
The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The Avoid, Reduce, Compensate sequence, its challenges and the players involved will be presented, discussed and illustrated. The green and blue webs and their interface with the turquoise web will be analyzed as tools for improving biodiversity preservation in land management and development operations.
Learners will be asked to take a step back from the methods and know-how used to apply the ERC sequence in various fields, linked to plans, developments and programs with an impact on the environment.
A field trip is an opportunity to meet the players and the ERC actions deployed, and to draw up a diagnosis and outlook.
Applications will focus on the "trame turquoise" linking biodiversity law and water law, and on the ERC deployment of the development file.
Last but not least, the EU offers learners a real opportunity to critically analyze their know-how and produce innovative, inclusive solutions.
Behavioral ecology
ECTS
2 credits
Component
Faculty of Science
Hourly volume
6h
Behavioral Ecology takes an evolutionary approach to the study of behavior, investigating its mechanisms, function and contribution to evolutionary and ecological processes. The work carried out in Behavioral Ecology helps us to understand other phenomena observed in other disciplines of life biology, because all animals, from unicellulars to the most complex vertebrae, exhibit behaviors.
The module exposes students to the various basic concepts, as well as to the multitude of tools likely to be used (observations and experiments on natural populations or captive individuals, comparative analyses, use of modeling tools, ecophysiology, molecular biology, biochemistry, on-board electronics, etc.). Part of the training is based on specific discussions of the research approaches likely to be employed, the tools used and the limits of the inferences that can be made. Students will be expected to play an active role at all these levels, in particular through critical discussions of articles.
Topics range from the exploration of strategies for food provisioning, mate choice, habitat selection and investment in reproduction, to the study of animal communication and the reasons for group living. The historical dimension of the discipline is addressed in the introduction, but also according to the sensibilities of the contributors and the themes addressed (meaning and relationships between 'Animal Behaviour', 'Ethology', Behavioral Ecology etc.).
GEMAPI (Gestion Milieux Aquatiques & Prévention Inondations - water management and flood prevention)
ECTS
2 credits
Component
Faculty of Science
Gestion du Milieu Aquatique et Prévention des Inondations
Discipline: Ecology, Hydraulics
This teaching unit enables students to immerse themselves in a real case study, in the field, relating to the GEMAPI competence. Stakeholders and managers will be met on the study site to appreciate the challenges and complexity of the territory. Student groups will work on a concrete project to bring together water management and flood prevention in a way that respects ecology, the environment and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, regional planning, etc.).
The study is deployed on the same concrete case, from the field phase through modeling, analysis and concerted management, to the phase of presenting the impact of developments. Work is carried out in groups.
Mediation and Territorial Governance
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to provide legal and governance knowledge on land-use planning, the consideration of biodiversity in environmental law, and the awakening of management to the ontologies of societies' relationships with living organisms. This course is particularly useful for future environmental managers, at both national and local level.
Salon de l'écologie-2
ECTS
2 credits
Component
Faculty of Science
Hourly volume
1h
This UE is based on the same pedagogical project as the "Salon de l'écologie-1" UE: organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see "Salon de l'écologie-1" sheet).
The specificity of the "Salon de l'écologie-2" UE lies in the roles and involvement of the students in their mission of assisting the project managers of the 2 events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the various teams and the work of the students and volunteers involved in implementation through the "Salon de l'écologie 1" EU.
Société Ecologie Environnement Anthropo (Pyrenees seminar)
ECTS
2 credits
Component
Faculty of Science
Tools and methods for the dynamic study of marine ecosystems
ECTS
2 credits
Component
Faculty of Science
Hourly volume
3h
The module covers the identification, quantification and modeling of interactions between climate, marine species and their exploitation.
Managing a participatory science project
ECTS
2 credits
Component
Faculty of Science
Impacts of climate change on organisms, plants and animals
ECTS
2 credits
Component
Faculty of Science
The aim of this course is to deepen understanding of key concepts relating to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to produce a synthesis of the various scientific and societal questions and issues raised by CC.
GE 1 Individual Project
ECTS
2 credits
Component
Faculty of Science
Global changes: characterization, impacts & adaptations
ECTS
2 credits
Component
Faculty of Science
Climate change, global change, outlook, adaptation, resilience, hydrology modelling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues
This course provides students with an insight into the climatic, environmental and anthropogenic changes impacting our hydro-eco-socio-systems today and in the future.
The activities focus on a number of non-exhaustive aspects of this vast and constantly evolving field.
In addition to presenting issues, figures and concepts, students learn about hydrological modeling tools that can be used to develop future scenarios for resource development. They analyze a specific subject by combining different disciplines and approaches. They discuss possible adaptations to cope with the impact of change.
The activities consist of 3 parts: The course activity, the modeling activity and the bibliography activity.
- The courses explain the principles of climate modeling, the construction of climate change scenarios and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change and global change. A special focus is placed on French Mediterranean watersheds (climate change hot spots, declining availability of water resources, agricultural practices and adaptations, irrigation, tourism, etc.).
- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught, and an introduction to hydrological modeling is given with an application case. Students work with general hydrological models (such as GR, HEC-HMS or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and critique the resulting scenarios. The modeling work carried out in small groups is the subject of an oral presentation.
- Finally, the bibliography compiled in class and completed independently should enable students to specialize around a concrete case study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (chosen by the students). They carry out a bibliographical analysis to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of impact reduction or adaptation measures. They must identify how their case study is similar to others, but also how it differs from them. Finally, they open their analysis with a more general methodology, applicable to other case studies, for characterizing these changes, their impacts and adaptation measures. Learners write
an operational summary (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their findings to the class.
Organizational communication
ECTS
2 credits
Component
Faculty of Science
Hourly volume
15h
The aim of this course is to introduce students to:
1. the workings of the communications departments of different types of organization involved in research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for drawing up a communications strategy and plan, as well as a press kit.
Teaching will be based on presentations by communication department managers from various organizations, and on practical sessions enabling students to analyze and design communication strategies and plans, and to write press kits based on real projects submitted by communication department managers.
New technologies for studying biodiversity
ECTS
2 credits
Component
Faculty of Science
Pollution bioremediation
ECTS
2 credits
Component
Faculty of Science
Aquatic and terrestrial ecosystems
ECTS
4 credits
Component
Faculty of Science
Ecology Keys
ECTS
2 credits
Component
Faculty of Science
This course is taught entirely in English. Its aim is twofold:
1. Enable students to improve their oral expression and comprehension in English
2. Enable students to enrich their vocabulary in the field of ecology of particular interest to them (e.g. marine ecology, terrestrial ecology).
Practical exercises: oral presentations by students, videos in English with English subtitles, quizzes, games.
M2-GE Apprenticeship Project
ECTS
6 credits
Component
Faculty of Science
Territorial consultation tools
ECTS
2 credits
Component
Faculty of Science
Final year internship M2 GE Biodiv'In
ECTS
22 credits
Component
Faculty of Science
COGITHON
ECTS
4 credits
Component
Faculty of Science
Innovation is the very culmination of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and hence of all human organizations. Innovation is also a very important lever for the economic development of territories, where it is often coupled with the circular economy or the inclusion economy.
Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly in demand among all employees, whatever their status and role in the organization (in short, from blue-collar workers to CEOs, technicians, engineers and even ... researchers!) The aim is as much to inculcate a professional culture of innovation as to teach its basic methodological and technical principles. This educational program is based on a project-based pedagogy, and uses seminar work (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world for better concentration. The pedagogical principle is to bring together several skills (in our case, those of 4 GE Master's courses and 2 Energy Master's courses) in the same time and place to work as a group on a local environmental issue. Conferences, meetings, visits, reflection and work will alternate to enable students to deliver a written response and an oral presentation at the end of the week. The best projects will be presented orally to a panel of professionals and defended by the students themselves.
Open to all GE majors in M2 (except GeIBioTe) in FI and APP, and to the Energy master's program.
With the exception of the Aquadura course, for which this UE takes place over the course of the semester, the Cogithon takes the form of a 6-day seminar. The seminar starts with a theoretical part (the first day) and then proceeds in the form of workshops in which students are organized into project teams. Teams compete to present a project in response to an invitation to tender, which changes every year and is drawn up in partnership with local players. The call for tenders is based on the work of the Aquadura course and their November restitution.
M2 GE professionalization
ECTS
4 credits
Component
Faculty of Science
Admission
Target audience
The Environmental Management Master's program is described at: http: //ingénieurs-ecologues.fr
Prerequisites for M1: Students with 180 ECTS (bachelor's degree or equivalent) in initial training, continuing education, apprenticeship or vocational training.
Prerequisites for admission to M2: Students with at least 240 ECTS (Master 1 or equivalent, or Baccalaureate+5 graduates in retraining).
( see pathway sheets for more information on subject-specific courses)
Capacity
62 in M1
Necessary prerequisites
We would like to draw your attention to the very high attractiveness of certain courses in this Master's program, which necessitates a major selection process.
Students wishing to enter the apprenticeship program must have an apprenticeship contract, which can be obtained at the latest during the first period of training.
(see pathway sheets for more information on prerequisite subjects).
And then
Further studies
The majority of GE courses are designed to enable students to enter the job market at bac+5 level, except for the Rainet' course, which is designed to train doctoral students who are young researchers recruited by public or private research organizations.
Students graduating from the IEGB Master's program have a diploma conferring the grade of Master and have accumulated 300 ECTS during their higher education studies, enabling them to pursue a Doctorate, a University Diploma requiring 300 ECTS (or less), a Master's degree, a Master's 2 in another field of expertise... (see career paths for more information)
Studying abroad
Awarded by the French government, the Master's degree is one of the four higher education degrees recognized at European level, awarding 300 ECTS and enabling students to pursue their studies abroad.
(for more information, please refer to the route descriptions)
Bridges and reorientation
At the end of the Master 1 in Environmental and Biodiversity Management, students who have acquired their 180 ECTS can request to be reoriented towards another Master 2 course in the Environmental Management field than the one they applied for in Master 1 (among Rainet', ComBiodiv, IEGB, AQUADURA). Please note:
- This reorientation will be subject to the student's professional project being in line with the targeted course, the acquisition of the necessary prerequisites and the capacity of the targeted course.
- No reorientation to M2 GIEBioTE (entry only in M1, Sherbrooke curriculum)
Professional integration
The results of the survey conducted by the University of Montpellier for courses prior to the creation of this mention are available at: https://sciences.edu.umontpellier.fr/entreprises-et-insertion/insertion-des-diplomes/les-enquetes-dinsertion/. They concern the 2014-2015 graduating class.
(Cf. the information provided in the "career paths" section for details of graduates' professional integration).