Communication and Education on Biodiversity

This EU begins during the back-to-school seminar (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 fair (SNB). Since 2008, these events have brought together all the players in the professional ecology sector in France, enabling them to get to know each other and raise awareness of their work.

In conjunction with partner organizations (OFB, F-CEN, UPGE, F-CPIE, UM, CNRS, local authorities, etc.) and the professional organizing body, students assist in the management of both events, occupying various positions according to their motivations, interests, and abilities (experience, skills, training offered) alongside volunteers from other programs (BTS): recruitment and reception of the public and speakers, media events, communication, safety (fire risk, first aid), logistics, fundraising, eco-responsibility, etc. Positions are offered through job descriptions to which students apply during the master's integration seminar.

Supported by an ad hoc structure (currently being set up) and under the direction of a steering committee bringing together their main stakeholders, these two events involve the assistance of students from the Master's program in Environmental Management at the Faculty of Sciences of the University of Montpellier as part of their studies and through their student associations.

- Festi’Versité, the biodiversity festival. It raises awareness and educates the general public about environmental issues through activities, shows, games, conferences, screenings, and photo exhibitions. It takes place over a weekend in late October/early November at Montpellier Zoo.

- The National Biodiversity Fair. Serving as a forum for careers and training, a scientific and technical conference, and a professional networking event, it includes conferences and round tables, scientific and technical presentations, and professional recruitment and exchanges. The fair takes place over two days in January at the Montpellier Exhibition Center.

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During this course, students will put into practice the skills acquired in the "project management" course on a concrete 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, liberal professions, associations, public institutions (universities and research organizations in particular), local authorities, etc.).

The project runs over a period of four months, during which students work on it part-time, at a rate of half a day per week (Friday mornings).

The project should enable students to showcase their knowledge and skills outside the university setting by responding to the specific needs of a professional organization. This project prepares students to respond to a specific need and act as engineering and design service providers in anticipation of their upcoming professional commitments, i.e., their end-of-study internship and first job. The experience is enriching, valuable on a 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 calls for tenders or calls for projects, diagnosis and recommendations, drafting of advisory or training documents, design and production of educational and/or instructional activities, design of communication documents, assistance with event organization, etc.

How it works: EU managers and each course manager research and propose topics that will be open to all students across all courses (mixed groups are possible if the topic and profiles are suitable). Students apply, and the EU manager selects the applications and proposes a group structure, which is quickly approved by the EU manager. Program managers propose one or more academic tutors for each proposed project.

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Project management is an essential skill for professionals with a master's degree. This course unit aims to enable you to design and manage a project. We will look at the different phases of a project, its financing (diversification of sources and budget), work, time and resource planning, teamwork (meetings, conflicts, reporting) and risk management. The course will be taught via a six-week MOOC on "project management" (core curriculum, or traditional program—20 hours of training: core curriculum (four weeks) + at least two specialization modules) between late September and early November, supplemented by various tutorials.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, 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 EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

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1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide 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 reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider 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 for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

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Aquatic Environment Management and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real-life case study in the field, falling within the remit of GEMAPI. Stakeholders and managers will be met in the field to assess the challenges and complexity of the territory. Groups of students will work on a concrete project to bring together aquatic environment management and flood prevention in a way that respects ecology, the environment, and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land use planning, etc.).

The study is conducted on the same specific case, from the field phase to the presentation of the impacts of the developments, including modeling, analysis, and collaborative management. The work is done in groups.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, 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 EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

See the full page

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1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide 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 reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider 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 for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

See the full page

Aquatic Environment Management and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real-life case study in the field, falling within the remit of GEMAPI. Stakeholders and managers will be met in the field to assess the challenges and complexity of the territory. Groups of students will work on a concrete project to bring together aquatic environment management and flood prevention in a way that respects ecology, the environment, and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land use planning, etc.).

The study is conducted on the same specific case, from the field phase to the presentation of the impacts of the developments, including modeling, analysis, and collaborative management. The work is done in groups.

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The expansion of the urban environment is causing the fragmentation/destruction of natural habitats, conservation problems, and a change in the relationship between humans and nature. However, urban areas can also be home to significant biodiversity in close proximity to humans, which can then be used for conservation, awareness-raising, improving human well-being, 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 EU is to help future ecology professionals find compromises between urban development and respect for nature. Through courses taught by various professionals and a field trip to Montpellier, students will discover where (associations, consulting firms, local authorities, etc.), with whom, and how an ecologist can work in urban ecology.

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

The unique feature of the "Salon de l'écologie-2" EU lies in the roles and involvement of students in their mission to assist with the project management and organization of the two events. In this EU, they are involved in positions of responsibility as administrators of one of the partner student associations: president, treasurer, communications manager, logistics manager, eco-responsibility manager, festivities manager, conference manager, and forum manager. They will coordinate the highlights of the events, the actions of the various teams, and the work of the students and volunteers involved in the implementation through the "Ecology Fair 1" course unit.

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"The content of this course unit consists of three main parts: 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 offers students a systemic approach to the study of coastal marine ecosystems from a highly multidisciplinary perspective. The physical structure of these ecosystems will be addressed through courses on their geomorphology and hydrology, with a particular focus on water connections with the open sea and their catchment areas. Their biogeochemistry will be addressed, in particular to describe carbon and nutrient flows through water and sediment compartments. Several aspects of their biodiversity will be illustrated to describe the importance of these ecosystems as habitats for dependent species, with a particular focus 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 paid to human uses (e.g., aquaculture) and their territorial 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 the management of these environments will present concrete feedback. Finally, the implications of maritime law for the management of coastal areas will be taught. "

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1. "The way in which the modern West represents nature is the least well-shared thing in the world" (Descola, 2005, p. 56). According to anthropologist Philippe Descola, the category of "Nature," as a reality separate from the human world, is an invention of Europeans that is only one of the possibilities available to societies to account for the living and non-living beings that surround them.

While Philippe Descola contributes to renewing questions about society-environment relations, he nevertheless draws on a long tradition in the humanities and social sciences. Numerous works already explore the various forms of knowledge and social organization to which these relations give rise: ethnoscience, anthropology of technology, economic anthropology, ethnoecology, sociology of science and technology, etc.

This issue is far from being confined to the academic sphere. It also attracts the interest of conservationists (biodiversity, natural resources, etc.) and industry (pharmacology). It also mobilizes so-called "indigenous" populations who are demanding, both locally and internationally, access to resources and the preservation of intangible heritage.

2. Located at the intersection of social sciences and life sciences, these disciplines analyze how human societies use plants, animals, and other components of the environment, but also how their conceptions and representations of their environment(s) guide 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 reconsidered the distinction between so-called "traditional" and "modern" societies in order to better address new contemporary environmental and social transformations.

On the one hand, even the most isolated local communities are affected by events that are decided and take place at different levels (international conventions, economic crises). Their immediate environment is also affected by global phenomena (climate change, erosion of biodiversity, etc.). In turn, their actions can also have international ecological, social, and economic repercussions, for example when these societies organize to bring their demands to international arenas.

On the other hand, modern societies' relationship with their environment is being reconfigured in light of the fact that our planet is becoming increasingly "artificialized" and threatened by serious disruptions and crises. The place of fauna and flora is being reconsidered and is the subject of controversy regarding their rights. Furthermore, the dawn of a new geological era, the Anthropocene, is being invoked to challenge both the natural sciences and the humanities and social sciences on the need to take a different approach to the shared history of the environment and societies.

3. The work of scientists and engineers is being viewed in a new light. In this regard, a new scientific project in the humanities and social sciences aims to reconsider 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 for analyzing global processes.

These recent changes in scale invite researchers in the humanities and social sciences to (re)consider their approach through a reflexive lens: they are no longer mere observers, but can also be active participants in processes, even when they are not directly involved in a social movement.

4. The objective of this module is to introduce these different scientific and operational fields. It aims to provide students with reference points and food for thought, enabling them to develop scientific questions on the relationship between society and the environment, with a view to reflecting on how to address current environmental and social issues. The varied geographical and disciplinary experiences of the speakers will illustrate the approach through a wide range of ecosystem types, sociocultural contexts, and themes. In the time available, we do not claim to cover all themes, approaches, and methods exhaustively. Any student wishing to study this field in greater depth will need to undertake more in-depth training.

See the full page

Aquatic Environment Management and Flood Prevention
Discipline: Ecology, Hydraulics

This teaching unit allows students to immerse themselves in a real-life case study in the field, falling within the remit of GEMAPI. Stakeholders and managers will be met in the field to assess the challenges and complexity of the territory. Groups of students will work on a concrete project to bring together aquatic environment management and flood prevention in a way that respects ecology, the environment, and people. This teaching unit will be an opportunity to apply the knowledge and skills acquired in previous courses (ecology, hydraulics, legislation, land use planning, etc.).

The study is conducted on the same specific case, from the field phase to the presentation of the impacts of the developments, including modeling, analysis, and collaborative management. The work is done in groups.

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The aim of this course is to introduce students to:
1. the functioning of communication departments in different types of organizations involved in scientific research and 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.
Teaching will be based on presentations by communication department managers from various organizations and on tutorials in which students will analyze and design communication strategies and plans and write press kits based on real projects submitted by communication department representatives.

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The aim of this course is to teach students how to design communication, mediation, and educational tools and initiatives on the theme of biodiversity. It will provide the knowledge necessary to clearly define communication objectives, target audiences, define key messages, choose a mode of communication, and implement and evaluate these actions. It will also enable students to gain a thorough understanding of the issues related to biodiversity and its preservation, and to become familiar with the bibliography and sources of information in this field.
The course will consist of tutorials and practical work, as well as a group project.

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This course includes four hours of tutorials during which students learn about the basic concepts that define scientific museums (status, types, missions, audiences, collection, conservation, exhibition, education, and research functions) as well as the professions associated with them.
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, museums, etc.), with a focus on scenography, visitor routes, and mediation devices.

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Innovation is the culmination of scientific research, but it is also essential for the survival and/or development of most companies and associations, and therefore of all human organizations. Innovation is also a very important driver of economic development in regions, where it is often linked to the circular economy or the social economy. 

Being able to participate in the design and implementation of innovative projects, and finding the financial and partnership resources to do so, are skills that are increasingly sought after in all employees, regardless of their status and role in their organization (in short, from workers to CEOs, 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 teaching is based on project-based learning and uses seminars (7 days a week, 24 hours a day) in a closed environment, cut off from the outside world to allow for better concentration. The pedagogical principle is to bring together several skills (in our case, those from four GE master's degree programs and two Energy master's degree programs) in the same space and time to work in groups on an environmental and local issue. Conferences, meetings, visits, reflection, and work will alternate to allow students to submit a written response and give an oral presentation at the end of the week. The best projects will be presented orally to a jury of professionals and defended by the students. 

Open to all GE majors in M2 (except the GeIBioTe track) in FI and APP and to the Master's in Energy.

With the exception of the Aquadura course, for which this EU takes place over the semester, Cogithon takes the form of a six-day seminar. The seminar begins with a theoretical component (on the first day) and then continues in the form of workshops in which students are organized into project teams. The teams compete to present a project as part of a call for tenders that changes each year and is developed in partnership with local stakeholders. The call for tenders is based on the work of the Aquadura course and their November presentations. 

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The M2 internship lasts 5.5 to 6 months full-time (from mid-March to the end of August at the latest).
Students take a proactive approach to finding an internship.
The internship is validated by the academic tutor based on its suitability for the student's career plans and the educational objectives of the ComBiodiv program.
Each student is supervised during the internship by a university academic tutor and an internship supervisor from the professional organization who is part of the student's immediate management team.
A scientific and technical study report is written as part of the EU.
It can take place in France or abroad. The internship takes place in a professional organization and is covered, in principle, by an internship agreement issued by the UM.

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