Ecological Engineering and Biodiversity Management IEGB

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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River engineering, River morphology, Hydraulic modeling, Flows, Hydraulic structures and developments, Flooding, Impacts and compensation
Discipline: Open channel hydraulics

This course unit offers students the opportunity to acquire solid skills in hydraulic modeling. Students learn the equations of free surface hydraulics in steady and unsteady states. They learn how to translate field studies into hydraulic models by taking topographic and hydrometric measurements, observing hydraulic indicators (flood marks, hydrogeomorphological formations, hydraulic jumps, etc.) and then establishing in situ hypotheses about how watercourses function.
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 implement specific structures (fish passes, side spillways, weirs, dikes, dams, etc.) in their modeling. The impacts of developments, maintenance, and structures are simulated and analyzed in terms of hydrodynamics and hydraulic continuity.
The study is carried out on the same concrete case, from the field phase to the presentation of the impacts of the developments, including modeling. The work is done in groups.

A field trip allows learners to analyze a site and conceptualize it in a topographical and hydraulic model. Hypotheses about how it works in situ are put forward and will be compared with the models and results.

Finally, the EU offers learners an analysis based on a real-life case study of a watercourse development or intervention, including an assessment of the initial state, an analysis of the impacts of the intervention, and proposals for hydraulic compensation where appropriate.

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Sustainable development, ERC sequence, green, blue, and turquoise infrastructure.

The aim is to present the regulatory and technical frameworks for integrating the environment into projects, plans, and programs. The Avoid, Reduce, Compensate sequence, its challenges, and the actors involved will be presented, discussed, and illustrated. Green and blue infrastructure and their interface with turquoise infrastructure will be analyzed as tools for improving biodiversity conservation in land management and development operations.
Learners will be asked to take a step back and consider the methods and expertise used to apply this ACR sequence in different areas related to plans, developments, and programs that have an impact on the environment.

A field trip is an opportunity to meet the stakeholders, learn about the ERC actions being implemented, and draw conclusions and perspectives.

The applications will focus on the turquoise framework combining the biodiversity law and the water law dossier, and on the ERC deployment of the development dossier.

Finally, the EU offers learners a truly critical analysis of skills and the development of innovative and inclusive solutions.

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Training provided by UMR MARBEC at its site in Sète, France. This module explores the current context of fishing and global climate change on the dynamics of marine ecosystems. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, methods of assessment, and modeling of marine resource dynamics.

EU summary content:

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

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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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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 zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, and rules for developing these areas. The whole subject draws on the fields of maritime law, coastal law, urban planning, and environmental law at sea.

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This course unit aims to provide knowledge of law and governance in relation to land use planning, the consideration of biodiversity in environmental law, and the emergence of management approaches based on ontologies of society's relationship with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and in local authorities.

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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 objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

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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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Training provided by UMR MARBEC at its site in Sète, France. This module explores the current context of fishing and global climate change on the dynamics of marine ecosystems. With a view to better understanding and predicting the effects of fishing and climate on marine ecosystems, the teaching module is structured around the identification of uses, methods of assessment, and modeling of marine resource dynamics.

EU summary content:

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

See the full page

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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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 zones, and to show which legal regimes apply to these areas: ownership of these areas, rules for occupying these areas, and rules for developing these areas. The whole subject draws on the fields of maritime law, coastal law, urban planning, and environmental law at sea.

See the full page

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This course unit aims to provide knowledge of law and governance in relation to land use planning, the consideration of biodiversity in environmental law, and the emergence of management approaches based on ontologies of society's relationship with living organisms. This course unit is particularly useful for future environmental managers, both at the national level and in local authorities.

See the full page

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.

See the full page

The objectives of this EU are to explore key concepts related to climate change, illustrate important notions in ecology and evolution in light of climate change in many different ecosystems, and summarize the various scientific and societal issues and challenges posed by CC.

See the full page

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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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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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Climate change, global changes, forecasts, adaptation, resilience, hydrological modeling, future climate simulation, water resource availability, extreme events, impacts on ecosystems, ecological issues

This course unit offers students an introduction to the climatic, environmental, and anthropogenic changes that are impacting our hydro-eco-socio-systems today and will continue to do so in the future.

The activities focus on certain aspects, which are not exhaustive, of this vast field, where knowledge is constantly evolving.

Beyond presenting issues, figures, and concepts, students learn to use hydrological modeling tools to develop future scenarios for resource evolution. They analyze a specific topic by combining different disciplines and approaches. They discuss possible adaptations to the impacts of change.

The activities consist of three parts: classroom activities, modeling activities, and bibliography activities.

- The courses cover the principles of climate modeling, the construction of climate change scenarios, and their limitations. The orders of magnitude of the main changes are outlined, as well as the major challenges of sustainable development, climate change, and global change. A particular focus is placed on French Mediterranean watersheds (climate change hot spots, declining water availability, agricultural practices and adaptations, irrigation, tourism, etc.).

- The concepts of hydrological modeling and calibration in non-stationary or poorly gauged contexts are taught, and an introduction to hydrological modeling is provided with a practical application. Students work with general hydrological models (such as GR, HEC-HMS, or WEAP) to evaluate flows and balances, feed them with climate model outputs, generate future flow and balance scenarios, and then critique the scenarios thus constructed. The modeling work carried out in small groups is the subject of an oral presentation.

- Finally, the bibliography compiled in class and completed independently should enable students to specialize in a specific case study of a change affecting a compartment of a natural or urbanized hydro-ecosystem (chosen by the students). They carry out a bibliographic analysis to highlight the societal or environmental issues arising from these changes, as well as the scientific questions inherent in the implementation of measures to reduce their impact or adapt to them. They must identify how their case study is similar to other cases, but also how it differs from them. Finally, they broaden their analysis to a more general methodology that can be applied to other case studies characterizing these changes, their impacts, and adaptation measures. Learners write

a summary note for operational purposes (bibliography, similar case studies, controversies, operational tools, protocols, orders of magnitude). They then pitch their results to the class.

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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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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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