Intended Level of Study
5 years of post-secondary education
ECTS
120 credits
Duration
1 or 2 years
Training Structure
College of Sciences
Language(s) of Instruction
French
Overview
The Master's in Environmental Management program is described at: www.ingénieurs-ecologues.fr
Accredited by the university and the National Evaluation Committee, the Department of Biology and Ecology and the Faculty of Sciences at Montpellier are launching a Master’s program in Environmental Management for the 2021–2025 period. This multidisciplinary, career-oriented Master’s program offers career opportunities in numerous sectors related to the environment and biodiversity. As part of this initiative, the new “Environmental Management” track comprises six specializations:
-AquaDura: Sustainable Production and Use of Aquatic Bioresources (formerly BAEMT)
-GIEBioTE: Integrated Management of the Environment, Biodiversity, and Territories
-IEGB: Engineering, Ecology, and Biodiversity Management
-Dual Competence in Environmental Engineering (DC)
-RAINET: Applied Research to Preserve Biodiversity
-ComBiodiv: Communication and Education on Biodiversity
All tracks are open to students in the M1 and M2 continuing education programs. All tracks except GIEBioTE are open to apprenticeship students in the M1 and M2 programs.
The Environmental Management program is a five-year post-baccalaureate program that trains professionals in the fields of naturalist expertise, ecological engineering, environmental management, land-use planning, communication, and research in conservation biology (the latter leading to a Ph.D.).
It develops and tailors several areas of expertise specifically to each of its specialization tracks:
-sustainable development, societal and environmental challenges in the face of global changes and how to adapt to them,
- understanding, managing, and conserving biodiversity,
- the sustainable use and production of bioresources,
- management of aquatic environments and flood prevention,
- integrated management of territories and their resources, focusing on regional coordination and interactions with stakeholders and institutions,
- communication, outreach, and training on biodiversity.
In line with the Sustainable Development Goals, this master’s program and the curriculum for each of its tracks 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 Sciences
Please refer to the course descriptions for more detailed information.
The Benefits of the Training Program
Objectives
The Environmental Management track aims to train future managers, researchers, and engineers in the fields of the environment, ecology, and biodiversity, with specializations ranging from environmentally responsible, integrated, and collaborative land management to naturalist expertise, including research in biodiversity conservation, communication on sustainable development, aquaculture and fisheries, and natural hazard prevention.
The primary career path is for managerial positions requiring a master’s degree in ecological engineering or the implementation of environmental projects, in aquaculture production or aquatic resource management, in communications, in scientific research on biodiversity (including opportunities for doctoral studies), or in regional management (...).
Please refer to the course descriptions for a more detailed overview of the objectives.
Expertise and Skills
The skills acquired by the end of the Master 2 program are specific to each track. Please refer to the track descriptions for more information.
Some of the key skills graduates acquire upon completing their master’s degree include, for example:
- Master the methods and techniques of naturalist surveys and assessments, as well as the survey of vegetation, populations, and rare species
- Design and conduct experimental studies, surveys, identification studies, observations, and hydrometric measurements in diverse environments using various technical approaches; collect data
- Perform statistical analyses of data and analyze the data
- Mastering Specialized Software
- Master the tools, techniques, and methods for enhancing, preserving, protecting, or restoring biodiversity
- Integrate conservation, biodiversity, environmental management, and protection into regional development projects, taking into account social and economic factors
- Design, develop, manage, and implement communication, awareness-raising, education, and training initiatives
- Conduct environmental studies and develop management plans
- Take a stand and develop an action plan to bring about change
- Conduct impact studies and design hydraulic structures
- Provide advice and technical assistance in aquaculture
- Develop innovative programs and action plans for the sustainable production and use of aquatic bioresources
- Design research programs and protocols
- Manage projects.
- Scientific and Technical Communication
- Organizing and Leading Teams and Meetings
- Conduct scientific and technological monitoring
- Contribute to the dissemination and promotion of research findings and studies
- Understanding the dynamics of living resources and aquatic ecosystems and their interactions,
- Be able to analyze how operating systems function, from upstream to downstream in the supply chain,
- Develop a critical understanding of the development and principles of aquaculture,
- To produce fish in various aquaculture systems in a sustainable manner, while complying with epidemiological, environmental, and animal welfare regulations,
- Assess and manage, in an integrated manner, the human impact on exploited aquatic ecosystems
- Assess, utilize, and sustainably manage aquatic bioresources,
- Contribute to cutting-edge research on the development of practices and the utilization of aquatic bioresources
International Training
Dual degrees, joint degrees, Erasmus MundusInternational Dimension
The Master's in Integrated Management of the Environment, Biodiversity, and Territories (GIEBioTE) is a Franco-Canadian program offered jointly by the University of Montpellier and the University of Sherbrooke (Canada), leading to dual degrees from both institutions. The first year (M1) of this program must be completed in Canada (please contact the program coordinator for more information).
Organization
Knowledge Assessment
See EU fact sheets
Open on an alternating basis
Contract Type | Apprenticeship Contract, Professional Training Contract |
|---|
Work-study programs are available in both the first and second years of the master's program, depending on the track. (See the work-study schedule at the CFA.)
The programs open to work-study options (professional training contracts and apprenticeships) are:
M2 - Dual Specialization in Ecology and Biodiversity Management – a program open to direct admission into the M2.
M2 - Sustainable Production and Use of Aquatic Bioresources (AQUADURA)
M2 - Applied Research for Biodiversity Conservation (RAINET’)
M2 - Ecological Engineering and Biodiversity Management (IEGB)
M2 - Communication and Education on Biodiversity (ComBiodiv)
M1 - Environmental and Biodiversity Management
The academic calendar is set for the duration of the program (1 to 2 years, depending on the track) and is available from the CFA (see contacts)
Internships, supervised projects
Internship | Required |
|---|---|
Duration of the internship | 3 months; 4.5 months; 6 months (depending on the program) |
Internship Abroad | Possible |
Duration of the internship abroad | same internship duration in France |
All students in this master’s program must complete two long-term internships during their studies: 4.5 months during the first year (3 months in GIEBioTE) and 5 to 6 months during the second year, with specific variations depending on the track. Students are required to be supervised by a company mentor and supported by their academic team at every stage of their internships, particularly the M2 internship or final-year internship, which is of paramount importance for their transition into the workforce.
Please refer to the program descriptions for a more detailed overview of the courses.
Many academic units offer courses in the form of team-based projects. Some of these projects cut across the program’s specialization. All of them allow students to apply their learning outcomes to real-world scenarios. Among the largest supervised projects are:
- The Ecology and Biodiversity Fair for Master’s 2 students, in which all M2 students participate to varying degrees based on specific job descriptions. This fair serves as a forum for careers and educational programs, a scientific and technical conference, and a venue for professional networking (…) https://www.salon-ecologie.com/
- Festi’Versité in the Master 2 program, a biodiversity festival designed to raise awareness and educate the general public about environmental issues
- The Master's 1 biodiversity research project, in which students learn sampling methods and field monitoring techniques
- The Cogithon in the Master’s 2 program, which pits teams of students against one another in their responses to a call for proposals developed by the students themselves in partnership with local stakeholders and based on current challenges.
- Corporate projects are short-term assignments carried out in groups of 3 or 4, with students working on-site at a company or nonprofit organization.
- ...
Program
In the M2 program, the tracks are:
- Integrated Management of the Environment, Biodiversity, and Territories (joint degree program with the University of Sherbrooke) – for both undergraduate and continuing education.
- Dual degree in Ecology and Biodiversity Management—available only through an apprenticeship or a professional training contract; this program is open to direct admission into the M2 program.
- Sustainable Production and Management of Aquatic Bioresources—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.
- Communication and Education on Biodiversity—Initial Training, Continuing Education, and Learning.
The various tracks are offered at the M2 level (except for the Franco-Canadian GIEBioTE track, which begins in the M1; see https://ingenieurs-ecologues.com/presentation-parcours-giebiote/). The master’s programs involved in this new major have extensive experience providing individualized support to students to help them develop their academic plans and shape their career paths. Thus, students entering the program in the first year of the Master’s degree (M1)—even though they will take core courses together—will receive personalized support starting in the M1 based on the tracks (M2) they have identified as necessary for achieving their career goals. Enrollment for the M1 cohort will also be determined by our capacity to accommodate students in the various M2 tracks.
The first year of the specialization includes:
- The Integrated Management of the Environment, Biodiversity, and Territories program (a dual-degree program with the University of Sherbrooke)—offering both initial and continuing education, and required to be completed in Canada (University of Sherbrooke);
- Environmental and Biodiversity Management (core curriculum)—initial and continuing education;
- Environmental and Biodiversity Management through Apprenticeship (this program differs from the previous one in that it is tailored to a work-study program).
Students will be admitted by track based on their career goals (as outlined by the M2 tracks—except for GIEBioTE; see above). The faculty team manages student admissions at the degree program level to ensure the best possible alignment between applicants’ prior academic background, educational goals, and career plans. Students in the Dual Competence (M2) program are admitted directly (career changers, engineering graduates, etc.).
For all M1 and M2 tracks in this program, except for the GIEBIOTE Master 1, classes are held in France, in Montpellier, at the Faculty of Sciences (except for scheduled field trips, company visits, and internships). Classes may be adapted to be conducted via videoconference if the public health situation requires it. The GIEBIOTE Master 1 program takes place in Canada (please contact the program coordinator for more information).
Select a program
Environmental and Biodiversity Management
Environmental and Biodiversity Management - Learning
Dual Specialization in Ecology and Biodiversity Management: Biodiv’In - Apprenticeship Program
The Biodiv’In master’s program, “Dual Expertise in Ecology and Biodiversity Management,” is described on the website for the GEB master’s track, “Environmental and Biodiversity Management”: www.ingénieurs-ecologues.fr
This is a general scientific and technical program in ecology at the master’s level (bac+5) in the following fields of study:
Environmental and Ecological Engineering.
Biodiversity management and conservation.
It consists of a single year of M2-level study; the program does not include an M1 year.
This program prepares graduates with a master’s degree (bac+5) for careers as “technical engineers” and does not prepare students for careers as senior technicians (such as naturalist technicians, since these require specialized and lengthy training that is not provided in this program) or for careers as researchers or faculty members. Given these two limitations, this program opens the door to a very wide range of careers at the master’s level that are more or less related to scientific ecology and contribute directly and/or indirectly to biodiversity conservation.
The program is open to both initial and continuing education, whether or not it is a work-study program, and whether or not it is under an apprenticeship or professional training contract.
Sustainable Production and Management of Aquatic Bioresources
Aquaculture has surpassed fishing as the primary source of seafood for human consumption worldwide. The controlled production of aquatic organisms plays a crucial role in meeting the growing demand for sustainably produced seafood.
This program aims to train future scientists with broad expertise across the entire fisheries and aquaculture sector, with a view to ensuring responsible aquaculture production, responsible fishing, and ecosystem-based management of aquatic resources and environments.
The AQUADURA program is a career-oriented programthat prepares students to enter the workforce immediately after graduation. Very few students go on to pursue a Ph.D., and those who do tend to focus on R&D or integrated management topics. The program is available as an apprenticeship in both the first and second years of the master’s program.
Applied Research for Biodiversity Conservation (RAINET)
As human societies continue to develop, the challenges of biodiversity conservation are growing. An increasing number of urgent scientific questions are arising, particularly—though not exclusively—in the field of ecology. Answering these questions requires applied research, the results of which have a real impact on biodiversity conservation practices and policies at various levels.
The RAINET’ Master’s program (Applied Research for Biodiversity Conservation) is designed for students who wish to pursue this career path and complete a doctoral dissertation after earning their master’s degree. These students can then work as researchers at public or private research institutions or as scientific project managers at biodiversity conservation organizations in France and abroad.
For more information:https://ingenieurs-ecologues.com/parcours-ge/parcours-rainet/
Ecological Engineering and Biodiversity Management (IEGB)
The IEGB master's program is described on the website for the Master's in Environmental and Biodiversity Management: www.ingénieurs-ecologues.fr
Students in the IEGB master’s program are trained in environmental and ecological engineering, as well as in the management of biodiversity and aquatic ecosystems. They integrate ecological, sociological, and environmental perspectives into programs for the management and preservation of natural resources and environments, the holistic management of natural or protected areas, and the protection and conservation of species, as well as in programs aimed at reducing the vulnerability of regions to climate and global changes and increasing their resilience; protecting populations from environmental risks, including floods; and implementing land-use planning, adaptation, and sustainable development initiatives.
This program is career-oriented and trains generalist environmental engineers and managers in the fields of environmental engineering, ecology, biodiversity, and hydraulic engineering. Aligned with the Sustainable Development Goals, this master’s degree and its curriculum are recognized and supported by the UNESCO Center for Water and the Environment in Montpellier (IciReward).
Courses are delivered in a variety of complementary formats designed to foster learning, creativity, and student engagement in their education: ranging from online lectures to real-world case studies conducted alongside professionals, as well as fundamental scientific disciplines, field techniques, numerical modeling, and operational group projects. The numerous opportunities for interaction among students, and between students and professionals, help future graduates build the professional network essential for successful integration into the workforce, while also fostering an interdisciplinary approach—which is indispensable for the environmental, ecological, and societal management of territories, ecosystems, and species.
The IEGB program is available as part of initial and continuing education, as well as through professional training contracts and apprenticeship contracts. The IEGB program has been available as an apprenticeship since 2010.
Fields of study: Main: environmental sciences, agronomy, plant biology, ecology, environment, evolution, biodiversity, science and technology, water sciences.
Communication and Biodiversity Education
Sustainable Production and Management of Aquatic Bioresources - Apprenticeship
Aquaculture has surpassed fishing as the primary source of seafood for human consumption worldwide. The controlled production of aquatic organisms plays a crucial role in meeting the growing demand for sustainably produced seafood.
This program aims to train future scientists with broad expertise across the entire fisheries and aquaculture sector, with a view to ensuring responsible aquaculture production, responsible fishing, and ecosystem-based management of aquatic resources and environments.
The AQUADURA program is a career-oriented programthat prepares students to enter the workforce immediately after graduation. Very few students go on to pursue a Ph.D., and those who do tend to focus on R&D or integrated management topics. The program is available as an apprenticeship in both the first and second years of the master’s program.
Applied Research for Biodiversity Conservation (RAINET) - Learning
As human societies continue to develop, the challenges of biodiversity conservation are growing. An increasing number of urgent scientific questions are arising, particularly—though not exclusively—in the field of ecology. Answering these questions requires applied research, the results of which have a real impact on biodiversity conservation practices and policies at various levels.
The RAINET’ Master’s program (Applied Research for Biodiversity Conservation) is designed for students who wish to pursue this career path and complete a doctoral dissertation after earning their master’s degree. These students can then work as researchers at public or private research institutions or as scientific project managers at biodiversity conservation organizations in France and abroad.
For more information:https://ingenieurs-ecologues.com/parcours-ge/parcours-rainet/
Ecological Engineering and Biodiversity Management (IEGB) - Apprenticeship
The IEGB master's program is described on the website for the Master's in Environmental and Biodiversity Management: www.ingénieurs-ecologues.fr
Students in the IEGB master’s program are trained in environmental and ecological engineering, as well as in the management of biodiversity and aquatic ecosystems. They integrate ecological, sociological, and environmental perspectives into programs for the management and preservation of natural resources and environments, the holistic management of natural or protected areas, and the protection and conservation of species, as well as in programs aimed at reducing the vulnerability of regions to climate and global changes and increasing their resilience; protecting populations from environmental risks, including floods; and implementing land-use planning, adaptation, and sustainable development initiatives.
This program is career-oriented and trains generalist environmental engineers and managers in the fields of environmental engineering, ecology, biodiversity, and hydraulic engineering. Aligned with the Sustainable Development Goals, this master’s degree and its curriculum are recognized and supported by the UNESCO Center for Water and the Environment in Montpellier (IciReward).
Courses are delivered in a variety of complementary formats designed to foster learning, creativity, and student engagement in their education: ranging from online lectures to real-world case studies conducted alongside professionals, as well as fundamental scientific disciplines, field techniques, numerical modeling, and operational group projects. The numerous opportunities for interaction among students, and between students and professionals, help future graduates build the professional network essential for successful integration into the workforce, while also fostering an interdisciplinary approach—which is indispensable for the environmental, ecological, and societal management of territories, ecosystems, and species.
The IEGB program is available as part of initial and continuing education, as well as through professional training contracts and apprenticeship contracts. The IEGB program has been available as an apprenticeship since 2010.
Fields of study: Main: environmental sciences, agronomy, plant biology, ecology, environment, evolution, biodiversity, science and technology, water sciences.
Communication and Biodiversity Education - Learning
Dual Expertise in Ecology and Biodiversity Management: Biodiv’In
The Biodiv’In master’s program, “Dual Expertise in Ecology and Biodiversity Management,” is described on the website for the GEB master’s track, “Environmental and Biodiversity Management”: www.ingénieurs-ecologues.fr
This is a general scientific and technical program in ecology at the master’s level (bac+5) in the following fields of study:
Environmental and Ecological Engineering.
Biodiversity management and conservation.
It consists of a single year of M2-level study; the program does not include an M1 year.
This program prepares graduates with a master’s degree (bac+5) for careers as “technical engineers” and does not prepare students for careers as senior technicians (such as naturalist technicians, since these require specialized and lengthy training that is not provided in this program) or for careers as researchers or faculty members. Given these two limitations, this program opens the door to a very wide range of careers at the master’s level that are more or less related to scientific ecology and contribute directly and/or indirectly to biodiversity conservation.
The program is open to both initial and continuing education, whether or not it is a work-study program, and whether or not it is under an apprenticeship or professional training contract.
Eco Fair-1
2 credits1hOption 1
4 creditsChoose one of the following two options:
Management and Use of Living Resources
4 creditsConservation Ecology
4 credits
EU OPTION 2
10 creditsChoose 1 of 3
EU Choice 4
EU OPTION 3
10 creditsChoose 1 out of 22
Urban Ecology
2 creditsSustainable Management of Animal Resources and Wildlife
2 creditsEcology of Marine and Coastal Ecosystems
2 credits8hAgroecology
2 creditsConservation Biology
2 creditsRiver Modeling
2 creditsEcological Engineering and Restoration (ERC Track)
2 creditsBehavioral Ecology
2 credits6hGEMAPI (Aquatic Environment Management and Flood Prevention)
2 creditsMediation and Territorial Governance
2 creditsEco Fair-2
2 credits1hAnthropo Society for Ecology and the Environment (Pyrenees Seminar)
2 creditsMethods and Tools for the Dynamic Study of Marine Ecosystems
2 credits3hManaging a Citizen Science Project
2 creditsImpacts of Climate Change on Organisms,
2 creditsAdvanced GIS
2 creditsIndividual Project in GE 1
2 creditsGIS
2 creditsGlobal Changes: Characterization, Impacts, and Adaptations
2 creditsOrganizational Communication
2 credits15hNew Technologies for Studying Biodiversity
2 creditsPollution and Bioremediation
2 credits
EU CHOICE 4
10 creditsPollution and Bioremediation of Ecosystems
EU CHOICE 7
6 creditsChoose 1 out of 22
Urban Ecology
2 creditsSustainable Management of Animal Resources and Wildlife
2 creditsEcology of Marine and Coastal Ecosystems
2 credits8hAgroecology
2 creditsConservation Biology
2 creditsRiver Modeling
2 creditsEcological Engineering and Restoration (ERC Track)
2 creditsBehavioral Ecology
2 credits6hGEMAPI (Aquatic Environment Management and Flood Prevention)
2 creditsMediation and Territorial Governance
2 creditsEco Fair-2
2 credits1hAnthropo Society for Ecology and the Environment (Pyrenees Seminar)
2 creditsMethods and Tools for the Dynamic Study of Marine Ecosystems
2 credits3hManaging a Citizen Science Project
2 creditsImpacts of Climate Change on Organisms,
2 creditsAdvanced GIS
2 creditsIndividual Project in GE 1
2 creditsGIS
2 creditsGlobal Changes: Characterization, Impacts, and Adaptations
2 creditsOrganizational Communication
2 credits15hNew Technologies for Studying Biodiversity
2 creditsPollution and Bioremediation
2 credits
Aquatic and Terrestrial Ecosystems
4 creditsEcology Keys
2 creditsM2-GE Learning Project
6 creditsTools for Regional Consultation
2 credits
Biodiv'In M2 GE End-of-Program Internship
22 creditsCOGITHON
4 creditsM2 GE Professional Development
4 credits
Study of Variability
ECTS
4 credits
Training Structure
College of Sciences
"General linear models with one or more explanatory random variables: translating the figure that answers the biological question into a statistical model—that is, taking into account numerous effects and knowing how to interpret them"
general properties examined through regression and one-way ANOVA (R², F, ddl, least squares, likelihood, diagnostics, validation, goodness of fit, interpretation of effect sizes); ANOVA with nested and crossed factors, multiple regression (concepts of parameters, effects, and interactions)
"accounting for the dependence of explanatory random variables, confounding effects (quantitative for multiple regression, and unbalanced designs for ANOVA)"
Biodiversity PROJECT / Sampling Plan
ECTS
6 credits
Training Structure
College of Sciences
CHOICE 2
ECTS
4 credits
Training Structure
College of Sciences
Conservation Ecology
ECTS
4 credits
Training Structure
College of Sciences
Sustainable Management of Aquatic Resources
ECTS
4 credits
Training Structure
College of Sciences
Aquatic and Terrestrial Ecosystems
ECTS
4 credits
Training Structure
College of Sciences
Ecology Keys
ECTS
2 credits
Training Structure
College of Sciences
This learning unit is conducted entirely in English. It has two objectives:
1. To help students improve their speaking and listening skills in English
2. To enable students to expand their vocabulary in the field of ecology that interests them most (e.g., marine ecology, terrestrial ecology).
Practical sessions: oral presentations by students, watching videos in English with English subtitles, quizzes, and games.
Professional Module
ECTS
4 credits
Training Structure
College of Sciences
CHOICE 1
ECTS
2 credits
Training Structure
College of Sciences
Advanced Data Processing
ECTS
2 credits
Training Structure
College of Sciences
Generalized Linear Mixed Models + Methodology and Experimental Protocols to Account for Biological Reality: Non-Normal Distributions and Pseudo-Replication
Protocol Optimization, Power, and Uncontrolled Type I 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, and overdispersion
Graphical representation of the predictions.
Description and Inference
ECTS
2 credits
Training Structure
College of Sciences
The objective of this course unit is to provide the necessary foundation in statistics to follow the more advanced modules in the curriculum; it is therefore a general refresher course. Descriptive statistics are reviewed (quantiles, cumulative frequency polygons, sample-based estimators); simple tests are introduced; essential graphs for univariate and multivariate data are presented; and the general principles of statistical testing, hypothesis testing, the concept of the p-value, and Type I and Type II errors are covered. In lab sessions, students also receive training in the R environment.
Management and Use of Living Resources
ECTS
4 credits
Training Structure
College of Sciences
Master's 1 Internship
ECTS
15 credits
Training Structure
College of Sciences
The M1 internship lasts a minimum of 4.5 months and a maximum of 6 months on a full-time basis (from mid-March to the end of August at the latest).
Students are responsible for proactively seeking out their own internship opportunities.
The internship is approved by the academic advisor based on its alignment with the student’s career goals.
Each student is supervised during the internship by an academic advisor.
It may take place in France or abroad.
The internship takes place within a professional organization and, in principle, is governed by an internship agreement issued by the UM.
The Basics of Communication
ECTS
2 credits
Training Structure
College of Sciences
By the end of this course, students will have acquired the essential basic knowledge needed to properly prepare and carry out a science communication initiative tailored to a specific target audience, both orally and in writing.
Communication Tools 2 (C)
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This course is entirely based on hands-on projects focused on the creation and management of web pages, as well as the understanding, use, and management of social media for science communication.
Ecology and Society
ECTS
4 credits
Training Structure
College of Sciences
A course designed to link theoretical ecology, its practical application, and regional challenges as perceived by stakeholders in society. Built around a format that combines theoretical lectures covering the fundamentals necessary for understanding on-the-ground issues (ecosystem dynamics, anthropogenic impacts, socio-ecosystem resilience, in situ conservation, etc.), this course unit includes several field components (each consisting of a preparatory tutorial and an “active” field trip). Visits to these areas will provide opportunities to meet stakeholders (managers, elected officials, nonprofit organizations, shepherds, etc.) whose perspectives help students understand how ecological issues shape their actions and, in turn, how those actions impact biodiversity, its dynamics, and its distribution.
Population Dynamics (R)
ECTS
4 credits
Training Structure
College of Sciences
Integrated Coastal Zone Management (A)
ECTS
4 credits
Training Structure
College of Sciences
-Defining the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.
-Description of the partners (government agencies, professional fishing organizations, etc.) and how they operate
-Introduction to and use of project management and planning tools
-Practical application using a real-world case.
Socioeconomics and Environmental Law
ECTS
5 credits
Training Structure
College of Sciences
CHOICE 6
ECTS
4 credits
Training Structure
College of Sciences
Ecological Restoration
ECTS
4 credits
Training Structure
College of Sciences
The EU’s general introduction lays out the conceptual foundations for ecological rehabilitation and restoration, as well as 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 challenges, formulate hypotheses about how systems function, and assess impacts.
The course’s practical exercises are preferably directly linked to fieldwork.
The main tools and techniques for species reintroduction are presented and accompanied by illustrative practical exercises:
- Animal model practical exercise: reintroduction of a vulture population
- Plant model practical exercise: transplantation.
- Riparian forest practical exercise: and the concept of the “turquoise grid”
The main impacts of soil sealing and interventions on aquatic environments (maintenance and development) and methods for assessing these impacts, accompanied by illustrative practical exercises:
- Practical exercise on the Water Act: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical exercise: analysis of historical and current hydraulic connectivity.
Finally, the course offers students the opportunity to integrate ecological and hydrological connectivity and to explore options for optimized restoration.
EXDIM: Multidimensional Data Exploration
ECTS
4 credits
Training Structure
College of Sciences
"This module introduces array management and the relationship between multivariate and univariate analysis: matrix manipulation and common operations; the concepts of projection and distance; interpretation of descriptive and univariate statistics, using multiple regression, PCA, and AFD as examples; (dis)similarity indices, distance; and correlation."
Communication Tools 1 (C)
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This course is entirely based on hands-on projects in the fields of computer graphics (designing and creating diagrams using vector graphics software) and layout design (designing and creating a poster, an article, or a booklet using desktop publishing software).
Study of Variability
ECTS
4 credits
Training Structure
College of Sciences
"General linear models with one or more explanatory random variables: translating the figure that answers the biological question into a statistical model—that is, taking into account numerous effects and knowing how to interpret them"
general properties examined through regression and one-way ANOVA (R², F, ddl, least squares, likelihood, diagnostics, validation, goodness of fit, interpretation of effect sizes); ANOVA with nested and crossed factors, multiple regression (concepts of parameters, effects, and interactions)
"accounting for the dependence of explanatory random variables, confounding effects (quantitative for multiple regression, and unbalanced designs for ANOVA)"
M1-GE Project—Learning Mission
ECTS
4 credits
Training Structure
College of Sciences
M1-GE Project on Biodiversity Education
ECTS
6 credits
Training Structure
College of Sciences
CHOICE 2
ECTS
4 credits
Training Structure
College of Sciences
Conservation Ecology
ECTS
4 credits
Training Structure
College of Sciences
Sustainable Management of Aquatic Resources
ECTS
4 credits
Training Structure
College of Sciences
Aquatic and Terrestrial Ecosystems
ECTS
4 credits
Training Structure
College of Sciences
Ecology Keys
ECTS
2 credits
Training Structure
College of Sciences
This learning unit is conducted entirely in English. It has two objectives:
1. To help students improve their speaking and listening skills in English
2. To enable students to expand their vocabulary in the field of ecology that interests them most (e.g., marine ecology, terrestrial ecology).
Practical sessions: oral presentations by students, watching videos in English with English subtitles, quizzes, and games.
CHOICE 1
ECTS
2 credits
Training Structure
College of Sciences
Advanced Data Processing
ECTS
2 credits
Training Structure
College of Sciences
Generalized Linear Mixed Models + Methodology and Experimental Protocols to Account for Biological Reality: Non-Normal Distributions and Pseudo-Replication
Protocol Optimization, Power, and Uncontrolled Type I 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, and overdispersion
Graphical representation of the predictions.
Description and Inference
ECTS
2 credits
Training Structure
College of Sciences
The objective of this course unit is to provide the necessary foundation in statistics to follow the more advanced modules in the curriculum; it is therefore a general refresher course. Descriptive statistics are reviewed (quantiles, cumulative frequency polygons, sample-based estimators); simple tests are introduced; essential graphs for univariate and multivariate data are presented; and the general principles of statistical testing, hypothesis testing, the concept of the p-value, and Type I and Type II errors are covered. In lab sessions, students also receive training in the R environment.
Management and Use of Living Resources
ECTS
4 credits
Training Structure
College of Sciences
The Basics of Communication
ECTS
2 credits
Training Structure
College of Sciences
By the end of this course, students will have acquired the essential basic knowledge needed to properly prepare and carry out a science communication initiative tailored to a specific target audience, both orally and in writing.
Communication Tools 2 (C)
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This course is entirely based on hands-on projects focused on the creation and management of web pages, as well as the understanding, use, and management of social media for science communication.
Ecology and Society
ECTS
4 credits
Training Structure
College of Sciences
A course designed to link theoretical ecology, its practical application, and regional challenges as perceived by stakeholders in society. Built around a format that combines theoretical lectures covering the fundamentals necessary for understanding on-the-ground issues (ecosystem dynamics, anthropogenic impacts, socio-ecosystem resilience, in situ conservation, etc.), this course unit includes several field components (each consisting of a preparatory tutorial and an “active” field trip). Visits to these areas will provide opportunities to meet stakeholders (managers, elected officials, nonprofit organizations, shepherds, etc.) whose perspectives help students understand how ecological issues shape their actions and, in turn, how those actions impact biodiversity, its dynamics, and its distribution.
Population Dynamics (R)
ECTS
4 credits
Training Structure
College of Sciences
Integrated Coastal Zone Management (A)
ECTS
4 credits
Training Structure
College of Sciences
-Defining the broad outlines of an integrated coastal zone management project and the methodological approach to be adopted.
-Description of the partners (government agencies, professional fishing organizations, etc.) and how they operate
-Introduction to and use of project management and planning tools
-Practical application using a real-world case.
Socioeconomics and Environmental Law
ECTS
5 credits
Training Structure
College of Sciences
INTERNSHIP through the M1-GE Apprenticeship Program
ECTS
15 credits
Training Structure
College of Sciences
CHOICE 6
ECTS
4 credits
Training Structure
College of Sciences
Ecological Restoration
ECTS
4 credits
Training Structure
College of Sciences
The EU’s general introduction lays out the conceptual foundations for ecological rehabilitation and restoration, as well as 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 challenges, formulate hypotheses about how systems function, and assess impacts.
The course’s practical exercises are preferably directly linked to fieldwork.
The main tools and techniques for species reintroduction are presented and accompanied by illustrative practical exercises:
- Animal model practical exercise: reintroduction of a vulture population
- Plant model practical exercise: transplantation.
- Riparian forest practical exercise: and the concept of the “turquoise grid”
The main impacts of soil sealing and interventions on aquatic environments (maintenance and development) and methods for assessing these impacts, accompanied by illustrative practical exercises:
- Practical exercise on the Water Act: assessing the impacts of soil sealing and hydrological compensation.
- Hydrogeomorphological practical exercise: analysis of historical and current hydraulic connectivity.
Finally, the course offers students the opportunity to integrate ecological and hydrological connectivity and to explore options for optimized restoration.
EXDIM: Multidimensional Data Exploration
ECTS
4 credits
Training Structure
College of Sciences
"This module introduces array management and the relationship between multivariate and univariate analysis: matrix manipulation and common operations; the concepts of projection and distance; interpretation of descriptive and univariate statistics, using multiple regression, PCA, and AFD as examples; (dis)similarity indices, distance; and correlation."
Communication Tools 1 (C)
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This course is entirely based on hands-on projects in the fields of computer graphics (designing and creating diagrams using vector graphics software) and layout design (designing and creating a poster, an article, or a booklet using desktop publishing software).
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
Option 1
ECTS
4 credits
Training Structure
College of Sciences
Management and Use of Living Resources
ECTS
4 credits
Training Structure
College of Sciences
Conservation Ecology
ECTS
4 credits
Training Structure
College of Sciences
EU OPTION 2
ECTS
10 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU OPTION 3
ECTS
10 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Pollution and Bioremediation
ECTS
2 credits
Training Structure
College of Sciences
EU CHOICE 4
ECTS
10 credits
Training Structure
College of Sciences
EU CHOICE 7
ECTS
6 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Pollution and Bioremediation
ECTS
2 credits
Training Structure
College of Sciences
Aquatic and Terrestrial Ecosystems
ECTS
4 credits
Training Structure
College of Sciences
Ecology Keys
ECTS
2 credits
Training Structure
College of Sciences
This learning unit is conducted entirely in English. It has two objectives:
1. To help students improve their speaking and listening skills in English
2. To enable students to expand their vocabulary in the field of ecology that interests them most (e.g., marine ecology, terrestrial ecology).
Practical sessions: oral presentations by students, watching videos in English with English subtitles, quizzes, and games.
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
M2 GE Dual-Track Master's Degree End-of-Program Internship through the Apprenticeship Program
ECTS
26 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
Aquarium Science
ECTS
2 credits
Training Structure
College of Sciences
This course covers the various steps involved in setting up and maintaining an aquarium. From sizing and construction to species selection and the associated design. It also covers the laws governing the production and trade of live aquatic organisms, as well as the investment and communication strategies that an institution such as an aquarium must implement to stay relevant and maintain a substantial number of visitors.
Host-Pathogen Interactions in Aquatic Animals
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
M2 FI Project
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
2h
During this course unit, students will apply the skills they acquired in the “Project Management” course unit to a real-world case study—a project to be carried out in groups of 3 to 5 students on behalf of a professional organization (private or public companies, cooperatives, independent professionals, associations, public institutions—including universities and research organizations— local governments, etc.).
The project runs for a period of 4 months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).
The project is designed to enable students to apply their knowledge and skills outside the academic setting by addressing specific needs identified by a professional organization. This project prepares students to address a specific need and act as providers of engineering and design services in anticipation of their upcoming professional opportunities—namely, their end-of-study internship and their first job. The experience is enriching, adds value to a student’s resume, and sometimes leads to an internship or even a job.
The proposed projects are diverse and varied: scientific and regulatory monitoring, state-of-the-art reviews, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support during the preparation phase for responding to a request for proposals or call for projects, assessments and recommendations, drafting of advisory or training documents, design and implementation of educational and/or instructional activities, design of communication materials, assistance with event organization…
How it works: The EU coordinators and each track coordinator identify and propose topics that will be open to all students across all tracks (mixed-track groups are possible if the topic and student profiles are suitable). Students apply, and the course coordinator reviews the applications and proposes group compositions, which are then quickly approved by the program director. Program directors propose one or more academic advisors for each proposed project.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Aquaculture
ECTS
6 credits
Training Structure
College of Sciences
The proposed module will include an overview of the main fish farming systems used in Mediterranean and tropical regions, covering their key biotechnical and socioeconomic characteristics as well as the corresponding supply chains, and will also feature visits to production sites. It will focus on presenting the biological foundations of aquaculture as they apply to Mediterranean and tropical species and environments.
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Genetic Improvement and Diversity Management in Aquaculture
ECTS
2 credits
Training Structure
College of Sciences
EU OPTION 1
ECTS
2 credits
Training Structure
College of Sciences
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
Quality Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Introduction to Quality Management: Challenges and Principles, Process Approach, Stakeholders, Measurement and Improvement Systems. The Regulatory Context and the ISO 9001 Standard: Certification, Accreditation, and Labeling. Quality and Continuous Improvement Tools and Methods: Activity Description, Problem Solving, Performance Analysis and Improvement. Risk management: concepts and terminology; tools and methods for identifying and controlling risks.
M2 GE AQUA End-of-Program Internship
ECTS
20 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
M2 GE Professional Development
ECTS
4 credits
Training Structure
College of Sciences
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
M2 FI Project
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
2h
During this course unit, students will apply the skills they acquired in the “Project Management” course unit to a real-world case study—a project to be carried out in groups of 3 to 5 students on behalf of a professional organization (private or public companies, cooperatives, independent professionals, associations, public institutions—including universities and research organizations— local governments, etc.).
The project runs for a period of 4 months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).
The project is designed to enable students to apply their knowledge and skills outside the academic setting by addressing specific needs identified by a professional organization. This project prepares students to address a specific need and act as providers of engineering and design services in anticipation of their upcoming professional opportunities—namely, their end-of-study internship and their first job. The experience is enriching, adds value to a student’s resume, and sometimes leads to an internship or even a job.
The proposed projects are diverse and varied: scientific and regulatory monitoring, state-of-the-art reviews, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support during the preparation phase for responding to a request for proposals or call for projects, assessments and recommendations, drafting of advisory or training documents, design and implementation of educational and/or instructional activities, design of communication materials, assistance with event organization…
How it works: The EU coordinators and each track coordinator identify and propose topics that will be open to all students across all tracks (mixed-track groups are possible if the topic and student profiles are suitable). Students apply, and the course coordinator reviews the applications and proposes group compositions, which are then quickly approved by the program director. Program directors propose one or more academic advisors for each proposed project.
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
EU OPTION 1
ECTS
12 credits
Training Structure
College of Sciences
EU OPTION 2
ECTS
12 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
CHOICE 3
ECTS
12 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU CHOICE
ECTS
4 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
EU OPTION 3
ECTS
12 credits
Training Structure
College of Sciences
EU CHOICE 5
ECTS
8 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU CHOICE
ECTS
12 credits
Training Structure
College of Sciences
EU CHOICE
ECTS
8 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Science and Communication
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This entire course unit is taught in English. The goal is to enable students to practice oral and written scientific communication at two levels:
1. Communicate about research activities (e.g., when a project begins or an article is published) in writing (e.g., creating an infographic for Twitter) and orally (e.g., during an interview for a Ph.D. application).
2. Communicate scientific findings in writing (by authoring review articles and research articles) and orally (through conference presentations)
Each student works on these various aspects of communication in direct connection with their M1 and M2 internships and their thesis project. The media used are varied (e.g., Twitter, websites, videos, etc.).
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
GE RAINET Master's (M2) Graduation Internship
ECTS
20 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
EU OPTION 1
ECTS
2 credits
Training Structure
College of Sciences
Scientific Museum Design
ECTS
2 credits
Training Structure
College of Sciences
This course unit includes 4 hours of tutorials during which students explore the basic concepts that define scientific museums (statutes, typology, missions, audience, and the functions of collection, conservation, exhibition, education, and research), as well as the related professions.
These classes are followed by 11 hours of fieldwork, during which students take guided tours of scientific collections and museums (botanical gardens, herbariums, zoos, aquariums, natural history museums, etc.), with a focus on exhibition design, visitor pathways, and educational outreach programs.
Quality Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Introduction to Quality Management: Challenges and Principles, Process Approach, Stakeholders, Measurement and Improvement Systems. The Regulatory Context and the ISO 9001 Standard: Certification, Accreditation, and Labeling. Quality and Continuous Improvement Tools and Methods: Activity Description, Problem Solving, Performance Analysis and Improvement. Risk management: concepts and terminology; tools and methods for identifying and controlling risks.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
EU OPTION 1
ECTS
10 credits
Training Structure
College of Sciences
EU OPTION 3
ECTS
10 credits
Training Structure
College of Sciences
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
EU OPTION 2
ECTS
10 credits
Training Structure
College of Sciences
EU CHOICE 4
ECTS
6 credits
Training Structure
College of Sciences
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
M2 FI Project
ECTS
4 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
M2 GE GG End-of-Program Internship
ECTS
22 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
M2 GE Professional Development
ECTS
4 credits
Training Structure
College of Sciences
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
M2 FI Project
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
2h
During this course unit, students will apply the skills they acquired in the “Project Management” course unit to a real-world case study—a project to be carried out in groups of 3 to 5 students on behalf of a professional organization (private or public companies, cooperatives, independent professionals, associations, public institutions—including universities and research organizations— local governments, etc.).
The project runs for a period of 4 months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).
The project is designed to enable students to apply their knowledge and skills outside the academic setting by addressing specific needs identified by a professional organization. This project prepares students to address a specific need and act as providers of engineering and design services in anticipation of their upcoming professional opportunities—namely, their end-of-study internship and their first job. The experience is enriching, adds value to a student’s resume, and sometimes leads to an internship or even a job.
The proposed projects are diverse and varied: scientific and regulatory monitoring, state-of-the-art reviews, validation of methods and protocols, data collection and analysis, feasibility studies for creation and innovation, support during the preparation phase for responding to a request for proposals or call for projects, assessments and recommendations, drafting of advisory or training documents, design and implementation of educational and/or instructional activities, design of communication materials, assistance with event organization…
How it works: The EU coordinators and each track coordinator identify and propose topics that will be open to all students across all tracks (mixed-track groups are possible if the topic and student profiles are suitable). Students apply, and the course coordinator reviews the applications and proposes group compositions, which are then quickly approved by the program director. Program directors propose one or more academic advisors for each proposed project.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
EU OPTION 1
ECTS
6 credits
Training Structure
College of Sciences
EU Choice 2
ECTS
6 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
EU OPTION 3
ECTS
6 credits
Training Structure
College of Sciences
EU Choice 5
ECTS
2 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
Communication and Education on Biodiversity
ECTS
6 credits
Training Structure
College of Sciences
The objective of this course is to teach students how to design tools and initiatives for communication, outreach, and education on the topic of biodiversity. It will provide the knowledge necessary to clearly define communication objectives, identify target audiences, define key messages, select a communication method, and implement and evaluate these initiatives. It will also help students gain a thorough understanding of the issues related to biodiversity and its conservation, as well as familiarity with the literature and information sources in this field.
The course will consist of lectures and lab sessions, as well as a group project.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
Scientific Museum Design
ECTS
2 credits
Training Structure
College of Sciences
This course unit includes 4 hours of tutorials during which students explore the basic concepts that define scientific museums (statutes, typology, missions, audience, and the functions of collection, conservation, exhibition, education, and research), as well as the related professions.
These classes are followed by 11 hours of fieldwork, during which students take guided tours of scientific collections and museums (botanical gardens, herbariums, zoos, aquariums, natural history museums, etc.), with a focus on exhibition design, visitor pathways, and educational outreach programs.
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
M2 GE Professional Development
ECTS
4 credits
Training Structure
College of Sciences
M2 GE Communication Graduation Internship
ECTS
20 credits
Training Structure
College of Sciences
The M2 internship lasts 5.5 to 6 months on a full-time basis (from mid-March to the end of August at the latest).
Students take a proactive approach to finding an internship.
The internship is approved by the academic advisor based on its alignment with the student’s career goals and the educational objectives of the ComBiodiv program.
Each student is supervised during the internship by an academic advisor from the university and an internship supervisor from the professional organization who is part of the student’s immediate supervisory team.
A scientific and technical report is written as part of the course unit.
The internship may take place in France or abroad. It is conducted within a professional organization and, in principle, is governed by an internship agreement issued by the UM.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
Aquarium Science
ECTS
2 credits
Training Structure
College of Sciences
This course covers the various steps involved in setting up and maintaining an aquarium. From sizing and construction to species selection and the associated design. It also covers the laws governing the production and trade of live aquatic organisms, as well as the investment and communication strategies that an institution such as an aquarium must implement to stay relevant and maintain a substantial number of visitors.
Host-Pathogen Interactions in Aquatic Animals
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Aquaculture
ECTS
6 credits
Training Structure
College of Sciences
The proposed module will include an overview of the main fish farming systems used in Mediterranean and tropical regions, covering their key biotechnical and socioeconomic characteristics as well as the corresponding supply chains, and will also feature visits to production sites. It will focus on presenting the biological foundations of aquaculture as they apply to Mediterranean and tropical species and environments.
Genetic Improvement and Diversity Management in Aquaculture
ECTS
2 credits
Training Structure
College of Sciences
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
EU OPTION 1
ECTS
2 credits
Training Structure
College of Sciences
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Quality Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Introduction to Quality Management: Challenges and Principles, Process Approach, Stakeholders, Measurement and Improvement Systems. The Regulatory Context and the ISO 9001 Standard: Certification, Accreditation, and Labeling. Quality and Continuous Improvement Tools and Methods: Activity Description, Problem Solving, Performance Analysis and Improvement. Risk management: concepts and terminology; tools and methods for identifying and controlling risks.
M2 GE AQUA Apprenticeship Graduation Internship
ECTS
24 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Science and Communication
ECTS
4 credits
Training Structure
College of Sciences
Number of hours
30h
This entire course unit is taught in English. The goal is to enable students to practice oral and written scientific communication at two levels:
1. Communicate about research activities (e.g., when a project begins or an article is published) in writing (e.g., creating an infographic for Twitter) and orally (e.g., during an interview for a Ph.D. application).
2. Communicate scientific findings in writing (by authoring review articles and research articles) and orally (through conference presentations)
Each student works on these various aspects of communication in direct connection with their M1 and M2 internships and their thesis project. The media used are varied (e.g., Twitter, websites, videos, etc.).
EU OPTION 1
ECTS
12 credits
Training Structure
College of Sciences
EU OPTION 2
ECTS
12 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
EU CHOICE 4
ECTS
12 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU CHOICE 5
ECTS
8 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
EU OPTION 2
ECTS
12 credits
Training Structure
College of Sciences
EU CHOICE 5
ECTS
8 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
EU CHOICE 5
ECTS
12 credits
Training Structure
College of Sciences
EU CHOICE
ECTS
4 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
A Bayesian Approach to Variability
ECTS
2 credits
Training Structure
College of Sciences
1. Bayesian inference: Motivation and a simple example.
2. The likelihood.
3. A detour to explore priors.
4. Markov chain Monte Carlo (MCMC) methods
5. Bayesian analyses in R using the Jags software.
6. Compare scientific hypotheses using model selection (WAIC).
7. Heterogeneity and multilevel models (also known as mixed models).
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Roles of Microorganisms in Ecosystems (with BEE)
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
M2 GE RAINET Apprenticeship Internship
ECTS
24 credits
Training Structure
College of Sciences
EU OPTION 1
ECTS
2 credits
Training Structure
College of Sciences
Scientific Museum Design
ECTS
2 credits
Training Structure
College of Sciences
This course unit includes 4 hours of tutorials during which students explore the basic concepts that define scientific museums (statutes, typology, missions, audience, and the functions of collection, conservation, exhibition, education, and research), as well as the related professions.
These classes are followed by 11 hours of fieldwork, during which students take guided tours of scientific collections and museums (botanical gardens, herbariums, zoos, aquariums, natural history museums, etc.), with a focus on exhibition design, visitor pathways, and educational outreach programs.
Quality Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Introduction to Quality Management: Challenges and Principles, Process Approach, Stakeholders, Measurement and Improvement Systems. The Regulatory Context and the ISO 9001 Standard: Certification, Accreditation, and Labeling. Quality and Continuous Improvement Tools and Methods: Activity Description, Problem Solving, Performance Analysis and Improvement. Risk management: concepts and terminology; tools and methods for identifying and controlling risks.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
EU OPTION 1
ECTS
10 credits
Training Structure
College of Sciences
EU OPTION 3
ECTS
10 credits
Training Structure
College of Sciences
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
EU OPTION 2
ECTS
10 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU CHOICE 4
ECTS
6 credits
Training Structure
College of Sciences
Use and Assessment of Marine Resources
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Training course offered by UMR MARBEC at its Sète, France, location. This module explores the current context of fisheries and global climate change as they affect the dynamics of marine ecosystems. With the aim of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the course is structured around identifying uses, assessment methods, and modeling of marine resource dynamics.
Summary of the learning unit:
Interactions between resources and fisheries. Analysis of marine trophic interactions. Temporal dynamics of fished fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and fishing effort data. Data analysis using GLM and GAM.
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Law of the Maritime Public Domain and the Sea
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The EU aims to provide an understanding—without a legal perspective—of the coastal areas included in the “public maritime domain,” as well as other coastal and offshore maritime zones, and to illustrate which legal regimes apply to these areas: ownership of these areas, rules governing their use, and rules for their development. This encompasses the fields of the law of the sea, coastal law, urban planning, and maritime environmental law.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
End-of-Study Internship through the M2 GE GG Apprenticeship Program
ECTS
26 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
EU CHOICE 4
ECTS
6 credits
Training Structure
College of Sciences
EU Choice 6
ECTS
6 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
EU CHOICE 5
ECTS
6 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
EU Choice 7
ECTS
2 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
TOIC/TOEFL Preparation
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Project Management
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
Project management is an essential skill for professionals at the master’s level. This course unit is designed to equip you with the ability to design and manage a project. We will cover the various phases of a project, its financing (diversification of funding sources and budgeting), work, time, and resource planning, teamwork (meetings, conflicts, reporting), and risk management. The course will be delivered through a 6-week “Project Management” MOOC (Core Curriculum or standard track—20 hours of instruction: Core Curriculum (4 weeks) + at least 2 specialization modules) between late September and early November and will be supplemented by various tutorials.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Ethnoecology and Sustainable Development
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
1. “The way the modern West conceives of nature is the least widely shared view in the world” (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of “Nature,” as a reality separate from the human world, is a European invention that is merely one of the possibilities available to societies for accounting for the living and non-living beings that surround them.
While Philippe Descola helps to revitalize the discussion of the relationship between society and the environment, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous studies have already explored the various forms of knowledge and social organization that arise from this relationship: ethnoscience, the anthropology of technology, economic anthropology, ethnoecology, the sociology of science and technology, and so on.
This issue is by no means confined to the academic sphere. It also attracts the interest of stakeholders in conservation (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called “indigenous” peoples, who are advocating—both locally and internationally—for access to resources and the preservation of their intangible cultural heritage.
2. Situated at the intersection of the social sciences and the life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, as well as 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 changes), and transmit knowledge about their relationships with nature.
For a long time, these disciplines focused more specifically on the interrelationships between so-called “traditional” societies and their immediate environment. Subsequently, beginning in the 1970s, researchers reevaluated the distinction between so-called “traditional” and “modern” societies in order to better address new contemporary environmental and social transformations.
Indeed, on the one hand, local communities—even the most isolated ones—are affected by events that are decided and unfold at various levels (international agreements, economic crises). Their immediate environment is also affected by global phenomena (climate change, loss of biodiversity, etc.). Conversely, their actions can also have international ecological, social, and economic repercussions, for example, when these communities organize to voice their demands in international forums.
Furthermore, the relationship that modern societies have with their environment is being reshaped in light of the reality of an increasingly “artificialized” planet threatened by serious disruptions and crises. The role of flora and fauna is being reevaluated, and their rights are the subject of controversy. Furthermore, the onset of a new geological era—the Anthropocene—is cited to challenge both the natural sciences and the humanities and social sciences to reconsider how we view the shared history of the environment and societies.
3. The very work of scientists and engineers is being viewed in a new light. In this regard, a new research project in the humanities and social sciences aims to reexamine the role of “non-humans” and calls for the development of analytical categories other than those of Nature and Culture. New scales and methods of investigation are also being considered to analyze global processes.
These recent shifts in scale prompt researchers in the humanities and social sciences to (re)examine their methodology through a reflective approach: they are no longer mere observers, but can also be active participants in these processes—even when they are not directly involved in a social movement.
4. The objective of this module is to introduce these various scientific and operational fields. It aims to provide students with points of reference and food for thought so that they can formulate scientific questions about the relationship between society and the environment, with a view to reflecting on how to address current environmental and social challenges. The instructors’ diverse geographical and disciplinary backgrounds will help illustrate this approach through a wide range of ecosystem types, sociocultural contexts, and themes. Given the time constraints, we do not intend to provide an exhaustive coverage of all topics, approaches, and methods. Any student wishing to delve deeper into this field should pursue more in-depth training.
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
Communication and Education on Biodiversity
ECTS
6 credits
Training Structure
College of Sciences
The objective of this course is to teach students how to design tools and initiatives for communication, outreach, and education on the topic of biodiversity. It will provide the knowledge necessary to clearly define communication objectives, identify target audiences, define key messages, select a communication method, and implement and evaluate these initiatives. It will also help students gain a thorough understanding of the issues related to biodiversity and its conservation, as well as familiarity with the literature and information sources in this field.
The course will consist of lectures and lab sessions, as well as a group project.
Methods and Analysis of Surveys in the Social Sciences and Humanities
ECTS
2 credits
Training Structure
College of Sciences
Time of year
Fall
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
Scientific Museum Design
ECTS
2 credits
Training Structure
College of Sciences
This course unit includes 4 hours of tutorials during which students explore the basic concepts that define scientific museums (statutes, typology, missions, audience, and the functions of collection, conservation, exhibition, education, and research), as well as the related professions.
These classes are followed by 11 hours of fieldwork, during which students take guided tours of scientific collections and museums (botanical gardens, herbariums, zoos, aquariums, natural history museums, etc.), with a focus on exhibition design, visitor pathways, and educational outreach programs.
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
End-of-Study Internship through the M2 GE Communication Apprenticeship Program
ECTS
24 credits
Training Structure
College of Sciences
Eco Fair-1
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit begins during the orientation seminar.
During this course unit, students will participate in the planning and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi’Versité) and the National Biodiversity Fair (SNB). Since 2008, these events have served to bring together, connect with, and raise awareness of all stakeholders in the professional ecology sector in France.
Working in collaboration with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local governments, etc.) and the professional organizing body, students serve as project management assistants for the two events, filling various roles based on their motivations, interests, and abilities (experience, skills, and available training programs) alongside volunteers from other programs (BTS): recruiting and welcoming attendees and speakers, media relations, communications, safety (fire safety, first aid), logistics, fundraising, environmental sustainability… Positions are advertised through job descriptions, and students apply for them during the master’s program orientation seminar.
Organized by an ad hoc structure (currently being established) and under the direction of a steering committee comprising their key stakeholders, these two events involve the participation of students in the Environmental Management master’s program at the Faculty of Sciences of the University of Montpellier as part of their coursework and through their student organizations.
- Festi’Versité, the biodiversity festival. It aims to raise awareness and educate the general public about environmental issues through activities, performances, games, lectures, film screenings, and photography exhibitions. It takes place over a weekend in late October or early November at the Montpellier Zoo.
- The National Biodiversity Fair. Serving as a career and training forum, a scientific and technical conference, and a professional networking event, it features lectures and roundtable discussions, scientific and technical presentations, as well as recruitment opportunities and professional exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.
Option 1
ECTS
4 credits
Training Structure
College of Sciences
Management and Use of Living Resources
ECTS
4 credits
Training Structure
College of Sciences
Conservation Ecology
ECTS
4 credits
Training Structure
College of Sciences
EU OPTION 2
ECTS
10 credits
Training Structure
College of Sciences
Individual Project in GE 2
ECTS
4 credits
Training Structure
College of Sciences
Pollution and Bioremediation of Ecosystems
Training Structure
College of Sciences
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). Methods used in decontamination and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, as well as on the role of microorganisms (bacteria, fungi) in the mechanisms of biodegradation, biotransformation, and biosequestration. This course unit will be illustrated through various case studies that address examples of chronic and acute/accidental pollution of water, air, and soil. In particular, the course will cover the treatment of pollution associated with the mining, oil, plastics, and agrochemical industries, as well as the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will provide an opportunity to observe a current phytoremediation project at a former mining site.
EU OPTION 3
ECTS
10 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Pollution and Bioremediation
ECTS
2 credits
Training Structure
College of Sciences
EU CHOICE 4
ECTS
10 credits
Training Structure
College of Sciences
Pollution and Bioremediation of Ecosystems
Training Structure
College of Sciences
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). Methods used in decontamination and bioremediation will be discussed. Particular emphasis will be placed on the contribution of terrestrial and aquatic plants to phytoremediation, as well as on the role of microorganisms (bacteria, fungi) in the mechanisms of biodegradation, biotransformation, and biosequestration. This course unit will be illustrated through various case studies that address examples of chronic and acute/accidental pollution of water, air, and soil. In particular, the course will cover the treatment of pollution associated with the mining, oil, plastics, and agrochemical industries, as well as the treatment of liquid effluents (wastewater, industrial effluents). A field trip to Saint-Laurent-Le-Minier will provide an opportunity to observe a current phytoremediation project at a former mining site.
EU CHOICE 7
ECTS
6 credits
Training Structure
College of Sciences
Urban Ecology
ECTS
2 credits
Training Structure
College of Sciences
The expansion of the urban environment leads to the fragmentation and destruction of natural habitats, conservation challenges, and a shift in the relationship between humans and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be utilized for conservation, public awareness, improving human well-being, and even therapeutic purposes. It is a challenge to work in ecology while ignoring the existence and consequences of the urban environment and its unique characteristics. The goal of this course unit is to help future ecology professionals find compromises between urban development and respect for nature. Through lectures delivered by a variety of professionals and a field trip to Montpellier, students will discover where (nonprofits, consulting firms, local governments, etc.), with whom, and how an ecologist can work in the field of urban ecology.
Sustainable Management of Animal Resources and Wildlife
ECTS
2 credits
Training Structure
College of Sciences
Ecology of Marine and Coastal Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
8h
"This course unit consists of three main sections: I—Physical Characterization and Biogeochemical Cycles of Coastal Marine Ecosystems; II—Biodiversity and Functioning of Coastal Marine Ecosystems; III—Coastal and Maritime Law; Uses, Conflicts, and Integrated Management of the Coastal Zone. This course unit 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 particular emphasis on water interactions with the open sea and their watersheds. Their biogeochemistry will be examined, notably to describe carbon and nutrient fluxes through the water and sediment compartments. Various aspects of their biodiversity will be illustrated to highlight the importance of these ecosystems as habitats for dependent species, with particular emphasis on the role of this biodiversity in their functioning. The coastal zone is densely populated by humans (40% of the world’s population). Particular attention will be given to human uses (e.g., aquaculture) and their spatial planning, including the assessment of their ecosystem services in an economic context, management and protection measures (e.g., Marine Protected Areas, Natura 2000), and professionals involved in managing these environments will share concrete experiences. Finally, the implications of the law of the sea for the management of the littoral and coastal zones will be covered."
Agroecology
ECTS
2 credits
Training Structure
College of Sciences
Conservation Biology
ECTS
2 credits
Training Structure
College of Sciences
The courses cover four aspects of conservation biology, drawing on current scientific research in this field:
- Introduction to Biodiversity Conservation(BC): Definition of Conservation Biology. Why conserve biodiversity? Who are the key players in BC, and what is the role of science in BC?
- Species Conservation: Which species are priorities? How can we conserve species? How do we know if a species is “well conserved”?
- Conservation of Areas: Which areas are priorities? How can we conserve these areas?
- Does Conservation Work?The Importance of Social Acceptance and Political Commitment. The Need for Biodiversity Indicators and for Measuring the Impact of Conservation.
Students also work in groups to present a community library project, addressing the following questions: Why, what, where, how, how much does it cost, and how can we tell if it’s effective?
River Modeling
ECTS
2 credits
Training Structure
College of Sciences
River Engineering, River Morphology, Hydraulic Modeling, Flow, Hydraulic Structures and Works, Flooding, Impacts and Compensation
. Discipline: Free-Surface Hydraulics
This course unit is designed to help students acquire solid skills in hydraulic modeling. Students will learn the equations of free-surface hydraulics in both steady-state and transient conditions. They learn to translate field observations into hydraulic models by taking topographic and hydrometric measurements, observing indicators of hydraulic activity (flood marks, hydrogeomorphological features, hydraulic jumps, etc.), and subsequently formulating in situ hypotheses regarding river behavior.
Several scales can be explored in depth depending on the chosen topic: the habitat scale, the developed reach scale, and the flooding watercourse scale. For each scale, students can study and incorporate specific structures into their models (fish passes, side spillways, weirs, levees, dams, etc.). The impacts of development, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is conducted using a single real-world case, from the fieldwork phase through modeling to the presentation of the impacts of the developments. The work is done in groups.
A field trip allows students to analyze a site and represent it in a topographic and hydraulic model. Hypotheses about how the site functions in situ are formulated and then compared with the models and results.
Finally, the EU offers learners an analysis based on a real-world case of a watercourse development or intervention, including an assessment of the initial condition, an analysis of the intervention’s impacts, and proposals for hydraulic compensation measures, if applicable.
Ecological Engineering and Restoration (ERC Track)
ECTS
2 credits
Training Structure
College of Sciences
Sustainable development, ERC unit, green, blue, and turquoise corridors.
The aim is to present the regulatory and technical frameworks for integrating environmental considerations into projects, plans, and programs. The “Avoid, Reduce, Offset” approach—including its challenges and the stakeholders involved—will be presented, discussed, and illustrated. The green and blue infrastructure networks and their interface with the turquoise infrastructure network will be analyzed as tools for improving biodiversity conservation in land management and planning operations.
Learners will be expected to take a step back and critically evaluate the methods and expertise used to apply this ERC sequence in various fields related to plans, developments, and programs that have an impact on the environment.
A field visit provides an opportunity to meet with stakeholders, learn about the ERC initiatives being implemented, and draw conclusions and identify future directions.
The applications will focus on the turquoise framework linking the Biodiversity Act and the Water Act dossier, as well as on the ERC implementation of the land-use planning dossier.
The EU finally offers learners a genuine critical analysis of skills and the development of innovative and inclusive solutions.
Behavioral Ecology
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
6h
Behavioral ecology approaches the study of behavior from an evolutionary perspective to examine its mechanisms, function, and the role behavior plays in evolutionary and ecological processes. Research in behavioral ecology helps us understand other phenomena observed in other disciplines of biology, since all animals—from single-celled organisms to the most complex vertebrates—exhibit behavior.
The module exposes students to various basic concepts, as well as the wide range of tools that may be used (observations and experiments in natural populations or on captive individuals, comparative analyses, the use of modeling tools, ecophysiology, molecular biology, biochemistry, embedded electronics, etc.). Part of the course focuses on specific discussions of potential research approaches, the tools used, and the limitations of the inferences that can be drawn. Students will be expected to participate actively at these various levels, particularly through critical discussions of research articles.
The topics covered range from the exploration of food-foraging strategies, mate selection, habitat choice, and investment in reproduction to the study of animal communication and the reasons for living in groups. The historical dimension of the discipline is addressed in the introduction, but also depending on the instructors’ perspectives and the specific topics covered (the meanings and relationships between “Animal Behavior,” “Ethology,” “Behavioral Ecology,” etc.).
GEMAPI (Aquatic Environment Management and Flood Prevention)
ECTS
2 credits
Training Structure
College of Sciences
Aquatic Environment Management and Flood Prevention
Field: Ecology, Hydraulics
This course allows students to immerse themselves in a real-world case study in the field, within the scope of GEMAPI. Students will meet with stakeholders and managers at the study site to gain an understanding of the challenges and complexity of the area. Student groups will work on a concrete project to integrate aquatic environment management with flood prevention in a way that respects ecology, the environment, and people. This course will provide an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land-use planning, etc.).
The study is conducted using a single real-world case, from the fieldwork phase through modeling, analysis, and collaborative management, all the way to the presentation of the impacts of the developments. The work is done in groups.
Mediation and Territorial Governance
ECTS
2 credits
Training Structure
College of Sciences
The purpose of this course unit is to provide knowledge in the areas of law and governance related to land-use planning, the consideration of biodiversity in environmental law, and raising awareness among managers regarding the ontologies of society’s relationships with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and within local governments.
Eco Fair-2
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
1h
This course unit is based on the same educational project as the “Ecology Fair-1” course unit: the organization of and participation in the two events “Festi’Versité” and “National Ecology Fair ” (see the “Ecology Fair-1” course description).
What sets the “Salon de l’écologie-2” course apart is the roles and responsibilities students assume as they assist the project owners and project managers of the two events. In this course unit, they hold leadership positions as officers of one of the partner student associations: president, treasurer, communications manager, logistics manager, sustainability manager, festival manager, conference manager, and forum manager. They will coordinate the highlights of the events, the activities of the various teams, and the work of the students and volunteers involved in the implementation through the course unit “Ecology Fair 1.”
Anthropo Society for Ecology and the Environment (Pyrenees Seminar)
ECTS
2 credits
Training Structure
College of Sciences
Methods and Tools for the Dynamic Study of Marine Ecosystems
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
3h
This module covers topics related to identifying, quantifying, and modeling the interactions between climate, marine species, and their exploitation.
Managing a Citizen Science Project
ECTS
2 credits
Training Structure
College of Sciences
Impacts of Climate Change on Organisms,
ECTS
2 credits
Training Structure
College of Sciences
The objectives of this learning unit are to explore key concepts related to climate change, to illustrate important concepts in ecology and evolution in the context of climate change across a wide range of ecosystems, and to synthesize the various scientific and societal issues and challenges posed by climate change.
Advanced GIS
ECTS
2 credits
Training Structure
College of Sciences
Individual Project in GE 1
ECTS
2 credits
Training Structure
College of Sciences
Global Changes: Characterization, Impacts, and Adaptations
ECTS
2 credits
Training Structure
College of Sciences
Climate Change, Global Changes, Future Projections, Adaptation, Resilience, Hydrological Modeling, Future Climate Simulation, Water Availability, Extreme Events, Impacts on Ecosystems, Ecological Issues
This course introduces students to the climate, environmental, and anthropogenic changes that are affecting—and will continue to affect—our hydro-eco-socio-systems today and in the future.
The activities focus on certain—though not exhaustive—aspects of this vast field, in which knowledge is constantly evolving.
Beyond simply presenting the issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource trends. They analyze a specific topic by integrating various disciplines and approaches. They discuss possible adaptations to address the impacts of change.
The activities consist of three parts: coursework, modeling, and bibliography.
- The course covers the principles of climate modeling, the development of climate change scenarios, and their limitations. The orders of magnitude of the major changes are outlined, along with the key challenges of sustainable development, climate change, and global changes. Special attention is given to France’s Mediterranean watersheds (a climate change hotspot, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).
- The course covers the concepts of hydrological modeling and calibration in non-stationary or sparsely gauged contexts and provides an introduction to hydrological modeling through a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to estimate flows and water balances, input data from climate models, generate future flow and water balance scenarios, and critically evaluate the resulting scenarios. The modeling work, conducted in small groups, is presented orally.
- Finally, the bibliography compiled in class and supplemented independently should enable students to specialize in a specific case study of a change occurring in a compartment of a natural or urbanized hydro-ecosystem (of the students’ choosing). They conduct a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in implementing measures to reduce their impacts or to adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they extend their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. The students write
a concise, practical summary (bibliography, similar case studies, controversies, practical tools, protocols, orders of magnitude). They then present their findings to the class.
Organizational Communication
ECTS
2 credits
Training Structure
College of Sciences
Number of hours
15h
The objective of this course is to introduce students to:
1. how communications departments operate within various types of organizations involved in research, scientific culture, or its applications (research institutes, local governments, associations, NGOs, companies, etc.)
2. the methodology for developing a communications strategy and plan, as well as a press kit.
The course will be based on presentations by heads of communications departments from various organizations and on tutorials that will guide students in analyzing and designing communication strategies and plans, as well as drafting press kits based on real-world projects submitted by the communications department representatives.
New Technologies for Studying Biodiversity
ECTS
2 credits
Training Structure
College of Sciences
Pollution and Bioremediation
ECTS
2 credits
Training Structure
College of Sciences
Aquatic and Terrestrial Ecosystems
ECTS
4 credits
Training Structure
College of Sciences
Ecology Keys
ECTS
2 credits
Training Structure
College of Sciences
This learning unit is conducted entirely in English. It has two objectives:
1. To help students improve their speaking and listening skills in English
2. To enable students to expand their vocabulary in the field of ecology that interests them most (e.g., marine ecology, terrestrial ecology).
Practical sessions: oral presentations by students, watching videos in English with English subtitles, quizzes, and games.
M2-GE Learning Project
ECTS
6 credits
Training Structure
College of Sciences
Tools for Regional Consultation
ECTS
2 credits
Training Structure
College of Sciences
Biodiv'In M2 GE End-of-Program Internship
ECTS
22 credits
Training Structure
College of Sciences
COGITHON
ECTS
4 credits
Training Structure
College of Sciences
The Cogithon is a seminar-style course that brings together students with diverse skill sets for six consecutive days at a single location. They work in competing teams on a local environmental issue, as part of a call for projects developed in collaboration with real-world stakeholders in the region. The program alternates between lectures, meetings, site visits, and workshops, enabling students to present a report and a slideshow at the end of the week.
The best projects are presented orally at the end of the week to a panel of professionals.
M2 GE Professional Development
ECTS
4 credits
Training Structure
College of Sciences
Admission
Admission Requirements
Applications can be submitted through the following platforms:
French and European students:
- For the M1 program, follow the “My Master’s” procedure on the website: https://www.monmaster.gouv.fr/
- For the M2 program, students must submit their application through the e-candidat portal: https://candidature.umontpellier.fr/candidature
International students from outside the EU: Follow the “Études en France” procedure:https://pastel.diplomatie.gouv.fr/etudesenfrance/dyn/public/authentification/login.html
Target Audience
The Master's program in Environmental Management is described at:http://ingénieurs-ecologues.fr
Prerequisites for admission to the M1 program: Students who have earned 180 ECTS credits (bachelor’s degree or equivalent) through undergraduate education, continuing education, apprenticeship programs, or vocational training
Prerequisites for admission to the M2 program: Students who have earned at least 240 ECTS credits (Master’s 1 or equivalent, or graduates with a bac+5 degree seeking a career change)
(See the program descriptions for more information on the courses offered in each discipline.)
Capacity
62 in M1
Mandatory Prerequisites
We would like to point out that certain tracks within this Master’s program are extremely popular, which necessitates a rigorous selection process.
Students who wish to enroll in the apprenticeship track must have an apprenticeship contract, which can be obtained no later than the first term of the program.
(See the program descriptions for more information on prerequisite courses in each discipline.)
And then
Continuing Education
The primary goal of most programs in the General Engineering (GE) track is to prepare students for careers at the bac+5 level, with the exception of the Rainet’ track, which is designed to train doctoral students—young researchers recruited by public or private research organizations.
Graduates of the IEGB Master’s program hold a master’s degree and have earned 300 ECTS credits during their graduate studies, which allow them to pursue a Ph.D., a university degree requiring 300 ECTS credits (or fewer), another master’s degree, or a Master 2 in a different field of study... (see program descriptions for more information)
Continuing Your Education Abroad
Awarded by the government, the master’s degree is one of the four levels of higher education recognized throughout Europe; it grants 300 ECTS credits and allows students to continue their studies abroad.
(See the course descriptions for more information)
Transition Programs and Reorientation
At the end of the first year of the Master’s program in Environmental and Biodiversity Management, students who have earned 180 ECTS credits may request to transfer to a different second-year track within the Environmental Management track than the one for which they originally applied for admission to the first year (choosing from Rainet’, ComBiodiv, IEGB, or AQUADURA). Please note:
- This change of major will depend on whether the student’s career goals align with the intended program, whether the student has met the necessary prerequisites, and whether the intended program has available spots.
- It is not possible to transfer into the M2 GIEBioTE program (admission is only available for the M1 level, and the program is offered in Sherbrooke)
Employment Placement
The results of the survey conducted by the University of Montpellier regarding programs offered prior to the creation of this major are available at:https://sciences.edu.umontpellier.fr/entreprises-et-insertion/insertion-des-diplomes/les-enquetes-dinsertion/. They pertain to the class of 2014–2015.
(See the information provided in the “Career Paths” sections for details on graduates’ entry into the workforce.)