M2 - Communication and Education on Biodiversity

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

View the full page

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.

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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.

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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.”

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"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."

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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.

View the full page

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.

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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.

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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.

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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.

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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.

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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.

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