Ecological Engineering and Biodiversity Management IEGB

This course starts during the first day of classes (integration).

During this course, students will participate in the design and implementation of two major annual events in the field of ecology: the Biodiversity Festival (Festi'Versité) and the National Biodiversity Exhibition (SNB). Since 2008, these events have been a way to bring together, get to know and promote all the players in the professional field of ecology in France.

In connection with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the organizing professional structure, the students are assistants to the management of the two events.) and the organizing professional structure, the students are assistants to the project management of the two events by occupying various positions according to their motivations, interests and capacities (experience, skills, proposed trainings) in connection with volunteers from other trainings (BTS): recruitment and reception of the public and speakers, media animations, communication, security (fire risk, first aid), logistics, search for financing, eco-responsibility... The positions are proposed through job descriptions on which the students apply during the integration seminar of the master.

Supported by an Adhoc structure (in the process of being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events integrate the assistance of students from the Environmental Management Master's program of the Faculty of Sciences of the University of Montpellier within the framework of their teaching and through their student associations.

- Festi'Versité, the biodiversity festival. It allows to sensitize and educate the general public to the stakes of ecology through animations, shows, games, conferences, projections, photographic exhibitions. It takes place during a weekend at the end of October/beginning of November at the zoo of Montpellier.

- The national biodiversity exhibition. At the same time a forum for jobs and training, a scientific and technical congress, and professional meetings, it includes conferences and round tables, scientific and technical communications, and recruitment and professional exchanges. The exhibition takes place during 2 days in January at the Parc des Expositions of Montpellier.

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River Engineering, River Morphology, Hydraulic Modeling, Flows, Hydraulic Works, Flooding, Impacts and Compensation
Discipline: Free Surface Hydraulics

This course provides students with solid skills in hydraulic modeling. The student learns the equations of free surface hydraulics in steady state and non-stationary. They learn how to go from the study field to the hydraulic model: by making topographic and hydrometric measurements, by observing hydraulic indices (flood marks, hydrogeomorphological formations, hydraulic jumps...) and then by establishing in situ hypotheses of river functioning.
Several scales can be explored depending on the chosen subject: the habitat scale, the developed reach scale, the flooding river scale. For each scale, students can study and implement specific structures (fish ladders, lateral weirs, weirs, dams, etc.) in their modeling. The impacts of the developments, maintenance and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is deployed on the same concrete case, from the field phase to the phase of presentation of the impacts of the developments, through modeling. The work is done in groups.

A field trip allows the students to analyze the terrain and conceptualize it in a topographic and hydraulic model. Hypotheses of in situ functioning are made and they will be confronted with the models and results.

Finally, the course offers students an analysis based on a real case of development or intervention in a watercourse, with an evaluation of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation if necessary.

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Sustainable development, ERC sequence, green, blue, turquoise grid.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans and programs. The sequence Avoid, Reduce, Compensate, its stakes, the actors involved, will be presented, discussed and illustrated. The green and blue frames and their interface with the turquoise frame will be analyzed as tools for improving the preservation of biodiversity in land management and development operations.
The students will have to step back from the methods and know-how used to apply this ERC sequence in different fields, linked to plans, developments, programs and having impacts on the environment.

A field trip is an opportunity to meet the actors, the ERC actions deployed, to draw a diagnosis and perspectives.

The applications will focus on the turquoise frame associating biodiversity law and water law file and on the ERC deployment of the development file.

Finally, the EU offers learners a real critical analysis of know-how and the production of innovative and integrative solutions.

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Training, delivered by the UMR MARBEC on the geographical site of Sète, France. This module develops the current context of fisheries and global climate change on the dynamics of marine ecosystems. In the perspective of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment modes and modeling of marine resources dynamics.

Synthetic content of the EU:

Resource and fishery interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and effort data. Data analysis by GLM, GAM.

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The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be used for conservation, awareness raising, human welfare enhancement and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future professionals in the field of ecology to find a compromise between urban development and respect for nature. Through courses given by various professionals and an outing in Montpellier, the student will discover where (associations, research departments, communities, ...), with whom and how an ecologist can act in urban ecology.

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The EU aims to provide knowledge, without a legal angle, of coastal areas included in the "public maritime domain", and other coastal and offshore maritime areas and to show which legal regimes apply to these areas: ownership of these areas, rules of occupation of these areas, rules of development of these areas. All of this is based on the law of the sea, the law of the coastline and urban planning, and the law of the environment at sea.

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The aim of this course is to provide elements of knowledge in law and governance on land use planning, the consideration of biodiversity in environmental law, the awakening of management on the ontologies of the relationship of societies to living organisms. This course is particularly useful for future environmental managers, both at the national and local levels.

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This UE is based on the same pedagogical project as the UE "Salon de l'écologie-1": the organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see sheet "Salon de l'écologie-1").

The specificity of the "Salon de l'écologie-2" course lies in the roles and implications of the students in their mission of assistance to the project managers of the two events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communication manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the different teams and the work of the students and volunteers involved in the implementation through the EU "Ecology Fair 1".

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The goals of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to synthesize the different scientific and societal questions and issues raised by CC.

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The objective of this course is to introduce students to:
1. the functioning of communication services of different types of organizations involved in the field of research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for developing a communication strategy and plan as well as a press kit.
The teaching will be based on the interventions of communication services managers of different organizations and on tutorials leading the students to analyze and design communication strategies and plans and to write press kits from real projects submitted by the communication services managers.

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Training, delivered by the UMR MARBEC on the geographical site of Sète, France. This module develops the current context of fisheries and global climate change on the dynamics of marine ecosystems. In the perspective of better understanding and predicting the effects of fisheries and climate on marine ecosystems, the teaching module is structured around the identification of uses, assessment modes and modeling of marine resources dynamics.

Synthetic content of the EU:

Resource and fishery interactions. Analysis of marine trophic interactions. Temporal dynamics of exploited fish populations (species alternation, recruitment). Modeling of predator-prey systems. Bioenergetic modeling (DEB model). Analysis and processing of catch and effort data. Data analysis by GLM, GAM.

See full page

The expansion of the urban environment is causing fragmentation/destruction of natural habitats, conservation problems and a change in the relationship between man and nature. However, urban areas can also harbor significant biodiversity in close proximity to humans, which can then be used for conservation, awareness raising, human welfare enhancement and even therapeutic purposes. It is a challenge to work in ecology while denying the existence and consequences of the urban environment and its particularities. The aim of this course is to help future professionals in the field of ecology to find a compromise between urban development and respect for nature. Through courses given by various professionals and an outing in Montpellier, the student will discover where (associations, research departments, communities, ...), with whom and how an ecologist can act in urban ecology.

See full page

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The EU aims to provide knowledge, without a legal angle, of coastal areas included in the "public maritime domain", and other coastal and offshore maritime areas and to show which legal regimes apply to these areas: ownership of these areas, rules of occupation of these areas, rules of development of these areas. All of this is based on the law of the sea, the law of the coastline and urban planning, and the law of the environment at sea.

See full page

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The aim of this course is to provide elements of knowledge in law and governance on land use planning, the consideration of biodiversity in environmental law, the awakening of management on the ontologies of the relationship of societies to living organisms. This course is particularly useful for future environmental managers, both at the national and local levels.

See full page

This UE is based on the same pedagogical project as the UE "Salon de l'écologie-1": the organization and participation in the two events "Festi'Versité" and "Salon National de l'Ecologie" (see sheet "Salon de l'écologie-1").

The specificity of the "Salon de l'écologie-2" course lies in the roles and implications of the students in their mission of assistance to the project managers of the two events. In this UE, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communication manager, logistics manager, eco-responsibility manager, festivities manager, congress manager, forum manager. They will coordinate the highlights of the events, the actions of the different teams and the work of the students and volunteers involved in the implementation through the EU "Ecology Fair 1".

See full page

The goals of this course are to deepen the key concepts related to climate change, to illustrate important concepts in ecology and evolution in the light of climate change, in many different ecosystems, and to synthesize the different scientific and societal questions and issues raised by CC.

See full page

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The objective of this course is to introduce students to:
1. the functioning of communication services of different types of organizations involved in the field of research and scientific culture or its application (research institutes, local authorities, associations, NGOs, companies, etc.)
2. the methodology for developing a communication strategy and plan as well as a press kit.
The teaching will be based on the interventions of communication services managers of different organizations and on tutorials leading the students to analyze and design communication strategies and plans and to write press kits from real projects submitted by the communication services managers.

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This course aims at better understanding the main types of pollutants (organic vs. inorganic), their source(s), their fate in the environment and the way they interact with living organisms (bioaccumulation, biotransformation, effects). The methods used in depollution and bioremediation will be discussed. A particular focus will be made on the contribution of terrestrial and aquatic plants in phytoremediation as well as on the role of microorganisms (bacteria, fungi) in the mechanisms of biodegradation, biotransformation or biosequestration. This course will be illustrated through different case studies through which examples of chronic and acute/accidental pollution of water, air and soil will be discussed. In particular, the treatment of pollution related to mining, petroleum, plastics and phyto-pharmaceutical industries as well as the treatment of liquid effluents (wastewater, industrial effluents) will be discussed. A field trip to Saint-Laurent-Le-Minier will illustrate a current project of phytoremediation of a former mining site.

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Project management is an essential skill for a master's level professional. This course aims at making you capable of designing and managing a project. We will look at the different phases of a project, its financing (diversification of sources and budget), the planning of work, time and resources, teamwork (meetings, conflicts, reporting), risk management. The teaching carried out via a MOOC "project management" of 6 weeks (Common Core, or classic course - 20 hours of training: Common Core (4 weeks) + 2 modules of specialization minimum) between the end of September and the beginning of November will be completed by various TD.

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Climate change, global changes, Prospects, Adaptation, Resilience, Hydrology modeling, Future climate simulation, Water resource availability, Extreme events, Impacts on ecosystems, ecological issues

This course provides students with an introduction to the climatic, environmental and anthropic changes that impact our hydro-eco-socio-systems today and tomorrow.

The activities offer a focus on certain aspects, not exhaustive, of this vast field whose knowledge is constantly evolving.

Beyond the presentation of issues, figures and concepts, students learn about hydrological modeling tools that allow the development of future scenarios of resource evolution. They analyze a concrete subject by crossing disciplines and approaches. They discuss the possibilities of adapting to the impacts of changes.

The activities consist of 3 parts: The course activity, the modeling activity, and the bibliography activity.

- During the course, the principles of climate modeling, the construction of climate change scenarios and their limits are explained. The orders of magnitude of the main changes are stated, as well as the major issues of sustainable development, climate change and global change. A particular focus is proposed around the French Mediterranean watersheds (climate change hot spot, decreasing availability of water resources, agricultural practices and adaptations, irrigation, tourism...).

- The concepts of hydrological modeling and calibration in a non-stationary or poorly gauged context are taught and an introduction to hydrological modeling is carried out with an application case. The students manipulate general hydrological models allowing to evaluate flows and balances (of type GR, HEC-HMS or WEAP), to feed them with outputs of climatic models, to generate future scenarios of flow and balance, then to criticize the scenarios thus built. The modeling work done in small groups is the subject of an oral presentation.

- Finally, the bibliography done in class and completed independently should allow students to specialize around a concrete case of the study of a change occurring in a compartment of a natural or urbanized hydro-eco-system (that the students choose). They carry out a literature review to identify the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impacts or to adapt. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they open their analysis to a more general methodology that can be applied to other case studies to characterize these changes, their impacts and the adaptation measures. The students write

a synthetic note for operational purposes (bibliography, similar studies, controversies, operational tools, protocols, orders of magnitude). Then they make a pitch of their results to the class.

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Management of the Aquatic Environment and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real case study, in the field, related to the GEMAPI competence. Actors and managers will be met on the study site in order to appreciate the stakes and the complexity of the territory. The groups of students will work on a concrete project to bring together the management of the aquatic environment and the prevention of floods respectful of ecology, the environment and man. This teaching unit will be an opportunity to implement the knowledge and skills acquired during the previous teaching (ecology, hydraulics, legislation, land use planning...)

The study is deployed on the same concrete case, from the field phase to the presentation phase of the impacts of the developments, through modeling, analysis or concerted management. The work is done in groups.

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Innovation is the very outcome of scientific research, but it is also the condition for the survival and/or development of most companies and associations, and thus of all human organizations. Innovation is also a very important lever for the economic development of territories where it is often coupled with the circular economy or the economy of integration. 

Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership means to do so, are skills that are increasingly sought after by all employees, regardless of their status and role in their organization (in short, from the worker to the CEO, including technicians, engineers and even researchers!) It is as much about instilling a professional culture of innovation as it is about teaching the basic methodological and technical principles. This educational program is based on a project-based pedagogy and uses as a tool the seminar mode of work (7 days a week and 24 hours a day) in a closed space, cut off from the world to better concentrate. The pedagogical principle is to bring together several competences (in our case those of 4 training courses of the GE master and 2 courses of the Energy master) in the same space of place and time to work in group on an environmental and local problem. Conferences, meetings, visits, reflection and work will alternate to allow students to give a written answer and an oral presentation at the end of the week. The best projects will be presented orally before a jury of professionals and will be defended by the students. 

Open to the entire GE field in M2 (except the GeIBioTe course) in FI and APP and to the Energy master's degree.

With the exception of the Aquadura course for which this UE takes place over the semester, the Cogithon takes place in a 6-day seminar format. The seminar starts with a theoretical part (the first day) and then takes place in the form of workshops in which the students are organized in project teams. The teams compete to present a project within the framework of a call for tenders that changes every year and is developed in partnership with local actors. The call for tenders is based on the work of the Aquadura course and their November restitution. 

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