M1 International Track in France, Site Orsay

A bachelor's degree corresponding to a 'Licence' in France (L-M-D European system, 180 ECTS, 3-year program) or equivalent academic qualification in Science (with a Biology content) from an internationally-recognized University is required.
English language proficiency equivalent to the COE/ALTE English course B2 level is required (IELTS: ?6.0, TOEFL Paper Based: ?567, TOEFL Internet: ?87, TOEIC: ?785)
M1-International track M0 initial training (highly recommended)

Build strong foundations. Think critically. Explore the fundamentals of modern biology.

1. Develop a solid understanding of key concepts and major challenges in genetics, genomics, epigenetics, cell biology, biochemistry, and cell signaling.
2. Apply the scientific method, understand common experimental approaches in Life Sciences and Health.
3. Strengthen ethical awareness and scientific integrity in research.
4. Identify, evaluate, and use diverse scientific information sources.
5. Communicate scientific ideas clearly, both orally and in writing.
6. Build effective personal and teamwork skills while developing autonomy, adaptability, and problem-solving abilities.

The Core Courses - Genes, Proteins and Cells is an 8-week learning experience designed to give you a strong foundation in key areas of Life Sciences and Health. Through an active-learning approach, you will explore major concepts in genetics, genomics, epigenetics, cell biology, biochemistry and cell signaling.

Classes are organized around interactive sessions, expert talks, debates, tutorials and methodological workshops. Instead of traditional lectures, the course uses research articles published in international journals as starting points. Together with classmates and instructors, you will investigate the questions these papers raise, identify what background knowledge is needed, and build the skills required to understand modern biological research.

You will work both individually and in teams on short projects, reports, and presentations, and you will be encouraged to think independently and ask questions. Assessment includes continuous evaluation throughout the course as well as a final written exam.

Completing this course will give you the conceptual and analytical background needed to enter a wide range of Master 2 programs in the Cellular and Molecular Biology, Microbiology, and Neuroscience tracks.

By the end of the course, you will have strengthened your scientific reasoning, improved your communication skills, and gained confidence in reading, understanding, and discussing contemporary research in the life sciences.

A specific bibliography will be provided during the course.

None

Collaborate, explore, and create new knowledge beyond disciplinary boundaries.

1. Synthesize, update, and transfer scientific knowledge across multiple domains.
2. Deepen understanding through discussion, explanation, and iterative refinement.
3. Give and receive constructive feedback to improve scientific reasoning and communication.
4. Use diverse communication tools to present and disseminate scientific information.
5. Popularize complex concepts for broader audiences.
6. Develop teamwork skills: sharing perspectives, taking responsibility, delegating roles, motivating peers, and supporting one another.

The Transdisciplinary Project invites you to work at the crossroads of multiple biological disciplines to generate original insights and build new ways of understanding complex scientific questions. Rooted in the foundational knowledge acquired in the Core Courses – Genes, Proteins and Cells, this project challenges you to go beyond traditional disciplinary limits and engage in a creative, rigorous, and collaborative process.

The teaching unit integrates perspectives from biochemistry, cell signaling, cellular biology, genetics, genomics, and epigenetics. Through a project-based learning approach, you and your teammates will develop a research question, explore the relevant scientific literature, design a strategy to address it, and produce a synthesis that communicates your findings clearly and effectively.

Throughout the project, you will refine your understanding through discussion, explanation, and peer feedback. You will also experiment with diverse communication formats to mediatize and popularize scientific concepts, helping you develop the essential skills required to share knowledge within and beyond the scientific community.

By the end of this experience, you will have strengthened your ability to collaborate, take initiative, assume responsibilities, and contribute meaningfully to a collective scientific endeavor.

• Niveau B1+ ou B2 du CECRL (Cadre Européen Commun de Référence pour les Langues).
• Etre familiarisé avec l'anglais scientifique

techniques de présentation, grammaire et vocabulaire pour décrire des données, expériences,

compétences en anglais pour l'écriture et présentation scientifique

Etre capable de rédiger un abstract avec concision, décrire des données, des expériences, la démarche scientifique.

Présentiel en parallèle de l'UE Biomex, une demi-journée (3h) par semaine

None

None

None

None

- General awareness of the challenges of transition (through the Bachelor's degree course, for example)

- Understand the main challenges and objectives of sustainable development (carbon neutrality by 2050, 1.5 °C, protecting 30% of ecosystems, etc.).

A series of lectures and workshops/DDs for students on the theme of sustainable development, closely linked to the disciplines of the two GS LSH and Heads (e.g., carbon assessment of drug development, precision medicine, experimental design and/or research institutes; epidemic management; biological system design to close carbon and nitrogen cycles; ecotoxicology; genetic pollution; design of "greener" experimental schemes; management; etc.).

Learning objectives cover:
1- knowledge, through the development of an integrated vision of sustainable development in specific GS subject areas (levers to be activated to limit ecological impact; problem management; design of new solutions to support the transition),
2- know-how (drawing up a carbon balance sheet, designing a project),
3- interpersonal skills (teamwork, adaptability, creativity).

- Offer an integrated vision of the challenges of sustainable development and ecological transition in the healthcare and pharmaceutical sectors

- Refine critical thinking on transition solutions in these sectors

- Be able to develop a project or eval

Conferences, Lectures, Workshops/Tutoring sessions, project

Recognising major human genetic diseases. Analysing human genealogies. Haplotyping of indivivuals. Using forensic data to analyse situations.

Students are expected to have a strong background in molecular biology and physiology, including animal reproduction, cell and organ functions, molecular signaling, RNA, DNA and protein structure and functions… notions of microbiology, vegetal biology and organic chemistry will be required too.

Several first semester optional modules are highly recommended:
Systems Biology I
Systems Biology II

In recent years the dynamics of biological systems has been increasingly described using concepts and terminology borrowed from economics: cells face trade-offs between different strategies for survival; metabolism can be viewed as a resource allocation problem; biomolecules can be associated with a 'value' within the free energy 'market' of the cell, etc. These concepts indicate the emergence of a new way of thinking about problems in biology. 
In this course, we will explore biological questions that can be addressed using concepts of resource allocation, efficiency and optimality on (1) genome-scale cellular metabolism, (2) gene expression and protein synthesis, (3) cellular fitness and (4) game theory in cellular and multicellular biology. 
At the end of the course, students will be able to: 
Explain the principles of cellular economics and resource allocation in living systems 
Analyse simple growth strategies of living systems in a competitive environment 
Describe simple models and identify their advantages and limitations.

Integrative approaches are key steps in the thorough exploitation of omics data and their 
translation into knowledge. In this module, students will have courses on the architecture 
and the machinery of the cell, and on the genome and epigenome organization. They 
will learn how to combine predictive and experimental approaches to decode the genomic 
information through the structural and functional annotation of genomes. The 
integration and the querying of heterogeneous data imply to perfectly know their origin in order to take into consideration their quality, relevance and confidence levels. The understanding of this approach is the basis of holistic analyses for systems biology. Students will see different methods to produce transcriptome, ORFeome, proteome and interactome resources and how to integrate them in modeling approaches to have new insights on cellular processes. 
On completion of the course students should be able to : 
have a good understanding of the challenges posed by integration of omics data 
understand and summarize a scientific paper in the field

none

Discover, experiment, connect! Learn modern biology techniques, explore new research fields, and engage with real labs and scientists to launch your research journey.

Learning objectives:

1. Gain hands-on experience with modern experimental techniques

2. Explore biological questions across scales, from molecules and cells to whole organisms.

3. Discover new research areas, get familiar with real lab environments, and start building your scientific network

4. Analyse experimental data, interpret results, and draw scientific conclusions.

HELIX, Hands-on Experimental Laboratory In Biology, is an intensive workshop designed for students who want to gain practical experience with modern experimental approaches in biology. Hosted within a state-of-the-art research laboratory on campus, HELIX will give you the chance to explore biological questions across multiple levels of organization, from molecules and cells to whole organisms, in both normal and pathological contexts.

Through short, hands-on modules, you may be introduced to high-resolution and 3D imaging, confocal and time-lapse microscopy, multi-omics analyses, behavioural or physiological studies, and genetic or molecular tools to allow precise control of gene expression. You will discover new fields of investigation, engage with research environments, and interact with laboratories and research organizations; the first steps in building your scientific network.

By the end of HELIX, you will have gained practical skills, a deeper understanding of contemporary research methods, and the confidence to approach complex biological questions, while connecting with the broader research community.

On week rotation in a Lab

none

Discover, experiment, connect! Learn modern biology techniques, explore new research fields, and engage with real labs and scientists to launch your research journey.

Learning objectives:

1. Gain hands-on experience with modern experimental techniques
2. Explore biological questions across scales, from molecules and cells to whole organisms.
3. Discover new research areas, get familiar with real lab environments, and start building your scientific network
4. Analyse experimental data, interpret results, and draw scientific conclusions.

HELIX, Hands-on Experimental Laboratory In Biology, is an intensive workshop designed for students who want to gain practical experience with modern experimental approaches in biology. Hosted within a state-of-the-art research laboratory on campus, HELIX will give you the chance to explore biological questions across multiple levels of organization, from molecules and cells to whole organisms, in both normal and pathological contexts.

Through short, hands-on modules, you may be introduced to high-resolution and 3D imaging, confocal and time-lapse microscopy, multi-omics analyses, behavioural or physiological studies, and genetic or molecular tools to allow precise control of gene expression. You will discover new fields of investigation, engage with research environments, and interact with laboratories and research organizations; the first steps in building your scientific network.

By the end of HELIX, you will have gained practical skills, a deeper understanding of contemporary research methods, and the confidence to approach complex biological questions, while connecting with the broader research community.

2-weeks rotation in a Paris-Saclay Laboratory

Basic knowledge of cellular neurobiology and behavioral neuroscience is recommended but not required.

The course offers a hands-on introduction to some experimental techniques commonly used in neuroscience research. Through a series of practical sessions, students explore various methods for analyzing the nervous system in both humans and a range of animal models. Activities include behavioral studies in mice (tests of anxiety, spatial learning, and memory), in the nematode C. elegans (olfaction and locomotion), and in Drosophila (locomotion). Students also engage in psychophysiological experiments in humans and learn how to record brain activity using techniques such as visual evoked potentials and calcium imaging (in Drosophila larvae), a method that enables real-time visualization of neuronal activity. This unit aims to provide a concrete and comparative overview of modern neuroscience tools while helping students develop critical thinking, experimental rigor, and the ability to interpret and analyze scientific results.

1. Describe key multiscale methodologies used in neuroscience, ranging from behavioral analyses to cellular and molecular approaches. Be able to explain the experimental techniques commonly used in the field, including behavioral analysis, electrophysiology, and calcium imaging, across different vertebrate and invertebrate models.
2. Design and independently carry out experimental procedures. Be capable of developing experimental protocols that lead to the production of coherent, reproducible scientific results and analyzing them autonomously.
3. Integrate neuroscience knowledge through observation, measurement, and experiments in the context of practical lab work.
4. Apply critical thinking and develop synthesis skills when interpreting experimental results and scientific literature. Strengthen both written and oral scientific communication skills.

The course includes several practical sessions (TP, total: 40h) and tutorials (TD, total: 6h) aimed at reinforcing methodological aspects related to the practical work. During practical sessions, students are split into two groups: one taught in French, the other in English. Students work in small teams to prepare short scientific reports on topics related to the experiments.
Practical sessions cover psychophysiology in humans, behavioral experiments in rodents (anxiety and spatial memory), C. elegans (locomotion and olfaction), and Drosophila (locomotion). Additional sessions include visual evoked potential recordings in humans and calcium imaging in drosophila larvae.

Bases en biologie cellulaire et moléculaire, et en physiologie.

Nous souhaitons donner aux étudiants une formation solide dans le domaine de l'endocrinologie et notamment des compétences dans la signalisation hormones/récepteurs.

Basic Cell Biology – Year 3 Undergraduate, Life Sciences Bachelor’s Degree

I – Introduction to Tissue Engineering
From stem cells to organoids: key concepts and fundamental principles.
II – Applications of Tissue Engineering in Regenerative Medicine
Skin models and tissue regeneration strategies.
III – Applications of Organoids
Modeling neurodegenerative diseases and therapeutic perspectives.

At the end of the unit, the student should be able to analyze and apply the principles and challenges of stem cell- and organoid-based biotherapies in the context of regenerative medicine.

In-person: Lectures, Tutorials, and Laboratory Sessions

12h TP

Acquire fundamental knowledge, apply experimental approaches, analyze scientific data, and collaborate in a team.

Upstream of this course, students should have acquired the basic bases of Immunology, in particular by having followed the unit "Physiology of the Immune System" (UEVE) or another unit of fundamental immunology (M1 and/or Licence-Bachelor). In particular, students should be able to identify the main cells and molecules involved in immune responses. They should also be able to describe the main physiological mechanisms of innate and adaptive immunity.

This course provides a thorough knowledge of genome-wide studies from experimental design to integrative data analysis: Explore genomic variations in both health and disease to understand gene function and regulation of expression at epigenetic and transcriptonal levels, decipher pathogenesis mechanisms, identify therapeutic opportunities and treatments in the context of precision medicine.

-Enumerate and differentiate large-scale sequencing technology driven-approaches at different levels, i.e. genomics, transcriptomics, epigenetic landscapes.
-Determine which technology to use among a broad spectrum of functional genomics methods to address specific biological questions
-Precise the main classification methods œfor patient stratification and identification of co-regulated genes
-Interpret results of large-scale experimental datasets in a scientifically stringent manner
-Critically examine research publications dealing with functional genomics
-Understand how to identify altered signaling pathways, biological process and biomarkers from genes list by functional annotation tools,
-Specify the advantages of single-cell approaches regarding the dynamic of transcriptome, tissue complexity or polyclonal sample content.

présentiel, CM, TD

The ability to use Matlab will be an asset but is not a prerequisite

Global analyses (omics) currently generate large datasets that do not capture the complexity 
of living systems. Systems Biology is an approach where omics data are integrated and 
exploited (compared) through mathematical models of biological systems or sub-systems. 
The complexity of biological systems and the diversity of issues to be considered require 
the use of different types of modelling.
In this course, students will explore a number of mathematical approaches to tackle biological issues through the integration of "omics" data. The mathematical approaches include the methods known as constraint-based modeling, i.e. flux balance analysis, resource balance analysis, but also tools specific to the analysis of dynamic systems and Boolean systems.
On completion of the course students will be able to :
understand and explain the challenges of using constraint-based modeling approaches to describe cellular behaviors
summarize and present a scientific paper in the field.

L3 levels in cell biology (cellular and nuclear structure), genetics (mendelian inheritance) and molecular biology (gene regulation) are requested.
In addition, notions of genomics, high-throughput sequencing methods and epigenetic mechanisms developed in the Master 1 core course should be understood and comprehended.

During this course, the following topics will be discussed:
- How epigenetic mechanisms impact gene expression control, how they interplay with and contribute to the three-dimensional compaction of genomes, and how they can be altered in human pathologies, such as cancers.
- How several layers of epigenetic mechanisms are integrated during development, using the example of X-chromosome inactivation.
- How epigenetic memory is established during differentiation and erased during stem cell reprogramming.
- How epigenetic traits can be transmitted based on self-templating structural inheritance, using the example of prions.
- Additional examples of integrated epigenetic mechanisms (at the organism or population levels) will be presented by invited researchers. Examples from past years include (a) caste and sexual polyphenisms in honeybees and aphids, (b) the impact of nutrition on metabolic diseases and cancers, and (c) the hijacking of the host’s epigenetic machinery during bacterial infection.

(1) Name, describe and discuss the different epigenetics layers impacting on gene expression levels
(2) Name, describe and discuss the structural inheritance mechanims
(3) Analyze and interpret epigenetic and epigenomic figures. Same for structural inheritance
(4) Portray and detail few integrated examples of epigenetic inheritances

in-person

Proceedings: Lecture are conducted in English. Tutorials are done in French or in English (2 groups in parallel)
Prerequisites: [a] A L3-level background in nuclear structure, in genetics (mendelian inheritance) and in molecular biology (gene regulation) is requested; [b] students should have a sound understanding of genomics, high-throughput sequencing methods and epigenetic mechanisms as covered in the Master 1 core course curriculum.

- Mastering of the key concepts covered in the course unit
- Analytical skills: ability to describe figures and interpret scientific data (written exam; oral for 2nd session)
- Synthesis skills: clarity and coherence of reasoning (written exam; oral for 2nd session).

Several first semester optional modules are highly recommended:
Systems Biology I
Systems Biology II
Cellular Economics

The aim of this module is to give students perspectives in Synthetic Biology, a field where novel biological and biologically based parts, devices and systems are (re)designed and constructed to perform new functions that do not exist in nature.
Content of the course:
Metabolic engineering
Engineering of regulatory circuits
Genome synthesis and engineering
Engineering of orthogonal systems

At the end of the course, students will be able to:
-> Explain the strategies employed in the field of metabolic engineering for the production of sustainable biobased compounds
-> Analyse simple synthetic regulatory circuits
-> Explain the principles of genome engineering techniques and illustrate the synthetic genomics approaches
-> Describe several orthogonal systems and analyse their advantages and limitations
Thus, students will have a strategic vision on how to progress in the field of synthetic biology: from the extraction of innovative knowledge from the available biological data to the transformation of the data into new rational and useful knowledge.

The course module is organized in 14h of lectures and 9h of tutorials to introduce knowledge and methodological tools.

No pre-requisite

Conferences by researchers and key thematics in evolution, Projectby student based on scientific reviews

Acquisition of a general knowledge in evolutionary field. Comprehension of concepts, basic knowledge in population genetics, current knowledge in evolution, analysis of scientific reviews

Conferences are in person (no videoconference) + Project presentation by student groups

Compréhension des concepts, Capacité à présenter un article de revue sur une thématique liée à l'évolution

Having acquired the basics of biochemistry and cell biology of membranes: general organization
membranes, notions on the different types of membrane proteins present in membranes and on
their functions. Ability to work in a group.

The objective of this UE is to acquire specific competence in the field of lipid as a central element in the regulation of cell homeostasis. Indeed, apart from its structural role (i.e. formation of membrane), regulation of lipid synthesis, subcellular localization plays a key role in various physiological and pathological processes.
Therefore, this UE allows candidates to apply to different Master 2 Recherche dedicated to Cancer, Endocrinology, Neurosciences.

The course will be delivered in the form of lectures and tutorials. Inverted lecture and tutorials supervised by the teachers will be made by the student. Lectures given by researchers/lecturer-researchers specializing in the field studied will complement the teaching.

Knowledge base in General Microbiology, Genetics, Molecular and Cell Biology, Biochemistry
Open for Paris-Saclay International track

The purpose of this teaching unit is to propose to students to explore a scientific question in Microbiology in an integrated way, both in terms of scale of analysis (from the molecule to the ecosystem) and methodologies or applications.
The students will carry out a personal project framed around a given aspect that they have chosen and that will be part of a general theme common to the whole class. Thus, collectively, the multiple facets of a current issue around an infectious agent will be taken into consideration, from the physiology and pathogenesis of the agent, to the interactions it maintains with the microbial communities and/or the host, to the practical implications of this knowledge in health or biotechnology. For example, Clostridium difficile infection may be a topic that can generate personal projects based on microbial interactions within intestinal microbiota (dysbiosis, bacteriophages), epidemiology (hypervirulent strains, recurrent infections) and therapeutic strategies. In connection with the problem addressed, students will be trained to use metagenomic data to compare the composition of the microbiota under standard conditions or following disturbances induced by antibiotic treatments and pathogen development.

By the end of the course, students will be able to: 
Discuss what a microbiome is and where it is found 
Discuss the ecology and evolution of host-associated microbiomes 
Discuss how the microbiome is related to health and disease 
Apply current research methods of microbiome investigation
More broadly, students will acquire an ability to:
Find and explore and critically review the relevant literature 
Carry out the investigations, including collecting and analysing data 
Draw valid conclusions from the analysis of the data 
Discuss the relevance of the conclusions in the context of previous findings

Conferences on microbiota and applications, Tutorial classes on methodology and bioinformatics analysis of metagenomic data (beginner level), Personal work in groups on selected topic for final oral presentation (eCampus documents provided)

Bases en physiologie et en biologie cellulaire et signalisation.

L'objectif de cet enseignement est de permettre aux étudiants d'établir le lien entre le dysfonctionnement des voies de signalisation et plusieurs pathologies endocriniennes.

Participants are introduced to the emotional brain at both cellular/molecular and cognitive/behavioural levels. Mechanisms through which emotions influence choices and examples of mental disorders associated with alterations in emotional responses will be described. The teaching unit is composed of lectures (19h) and directed studies sessions (8h). During directed studies sessions, students will work in small groups to prepare a short dissertation on a subject related to the course topics. Students will then dispense their dissertation as a short course to the entire audience and receive a score for this exercise that will contribute to their final grade.

O1. Describe the neural bases of emotions. 
-Memorise the neuroanatomy and neuromodulators involved in the transition between emotional states. 
-Describe the control of emotions in normal and pathological conditions.

O2. Illustrate the neural bases of decision making. 
-Memorise the concepts underlying decision making and apply them to currently used experimental models.
- Memorise the neuroanatomy and neuromodulators involved in motivation and decision making.

O3. Describe the mechanisms of antidepressants in human and animal models.

O4. Construct and deliver a short course on a theme related to lectures.

The course unit is based on lectures (15 hours) and tutorials in the form of oral presentations (8 hours). At the end of the course, we organize a round table with two scientists who are experts on emotions in the corporate world and in the military.

- Basic knowledge of cellular neurobiology (3rd year undergraduate level)
- Introductive level of functional neuroanatomy (3rd year undergraduate level)

This teaching unit offers a dynamic and multidisciplinary journey into integrated neuroscience, we will explore how the brain processes, adapts, and responds to sensory stimuli. Through cutting-edge approaches, including imaging, electrophysiology, behavioural studies, and genetics, students investigate key functions such as perception, decision-making, memory, and sensorimotor integration. Model organisms like Drosophila and rodents are used to uncover both universal neural mechanisms and species-specific strategies. The course also investigates neurodegenerative diseases, neuronal plasticity, and the impact of motivation and reward circuits on behaviour. The course connects molecular and cellular mechanisms to complex behaviours and cognitive functions, offering students a comprehensive understanding of how the brain interprets and interacts with the world.

O1. Describe and formalise the fundamentals of sensory perception. Mobilise and resituate knowledge of how the nervous system translates, integrates and codes diverse sensory stimuli. Examples from vertebrate and non-vertebrate models will illustrate the following senses: audition, touch, olfaction and vision.

O2. Elaborate on the role of different neural networks underlying complex behaviours. Analyse and interpret experimental results to illustrate the role of certain brain structures in locomotion, motor learning and emotional cognition, with emphasis on the cerebellum.

O3. Resituate acquired knowledge of the fundamental cellular and molecular mechanisms in neurobiology and neurochemistry involved in memory and decision-making in normal and pathological conditions.

O4. Evaluate scientific publications pertaining to recent advances in themes addressed in the course. Mobilising knowledge acquired from lectures and assigned readings, students will analyse, interpret and argument selected scientific articles. Students will be capable to lead a discussion pertaining to the article(s), balancing constructive criticism and valorisation of experimental results their interpretation.

The teaching unit is composed of lectures (36h) and directed studies sessions (10h) designed to complement the themes illustrated in the lectures. Directed studies sessions are devoted to the analysis of scientific articles, and can take different forms ranging from a small-group presentation to a collective analysis and round-table discussion. A major goal of directed studies sessions is to adopt and practice a critical thinking approach to scientific reading. The oral component of these sessions will contribute to the development and fine-tuning of scientific communication skills through collective and participative discussions.

Principles of Neuroscience by Kandel, Schwartz, Jessell, Siegelbaum and Hudspeth. McGraw-Hill Education - Europe 

-Neuroscience: Exploring the Brain by Bear, Paradiso, Conners. Lippincott Williams & Wilki.

-Neuroscience(s) by Purves, Augustine, Fitzpatrick, Hall, Lamantia and White. Editions DeBoeck (French) or Sinauer Associates Inc (English)

Through conferences and work groups, this course dives into the world of stem cell biology and aims to explore how these cells shape both developing embryos and adult organisms. Through examples from different animal model systems, you will discover methodological tools to study their dynamics and functions in vivo and gain insight into key questions such as:
• How embryonic stem cells give rise to the wide variety of specialized cells in the developing organism.
• How adult stem cell populations emerge during development and how they contribute to tissue renewal and repair throughout life.
• How the stem cell niche - the local microenvironment surrounding stem cells - controls their behavior, maintenance, and response to normal and pathological conditions.
By the end, you'll acquire a deep understanding of the key principles driving stem cell dynamics and function, an essential knowledge for anyone interested in developmental biology, regenerative medicine or oncology.

At the end of the course the students should be able to:
• Understand core concepts and formulate key problematics in the field of stem cell biology.
• Identify and justify the appropriate methodologies (genetic tools & technics) for studying stem cell behavior in vivo across various model organisms.
• Interpret, question and critically evaluate scientific data related to stem cell dynamics and functions within their niche.

Cours en anglais, TD au choix soit en français soit en anglais

Through a project-based learning approach, you will explore the captivating world of regeneration — the ability of living organisms to rebuild lost or damaged tissues or even body parts. Why can some animals regrow entire limbs, while others can barely heal a wound? Using examples from a wide range of species, you will uncover the biological diversity underlying regenerative phenomena and discover:
• The striking differences in regenerative capacity across the animal kingdom — from planarians and salamanders to mammals.
• The diversity of cellular and molecular mechanisms that initiate regenerative programs through the recruitment of stem cells or the reprogramming of differentiated tissues.
• The fascinating re-deployment of developmental mechanisms that enables organisms to rebuild missing structures.
By comparing regenerative strategies across species, this course will reveal fundamental principles that govern tissue and organ repair, highlight unresolved questions driving current research in the field, and underscore the importance of such knowledge for improving human healing and regenerative medicine.

At the end of the course the students should be able to:
• Understand core concepts and formulate key problematics in the field of cell reprogramming & regeneration.
• Use scientific databases and specialized IA tools to find and select relevant bibliographic sources.
• Write a state-of-the-art essay on a specific question related to reprogramming & regeneration.
• Extract, present and question data from selected articles in the field.

Cours en anglais, TD au choix en français ou en anglais

Licence de biologie ou équivalent

The course consists of 22 hours of teaching (18 h lectures, 4 h tutorials), combining theoretical foundations with interactive sessions:
Lectures (18 h)
• Introduction to genome stability and instability.
• DNA damage types and sources: endogenous and exogenous.
• DNA damage sensing and signaling pathways.
• DNA repair mechanisms: base excision repair, nucleotide excision repair, mismatch repair.
• DNA double-strand break repair: homologous recombination and non-homologous end joining.
• DNA replication and recombination stress.
• Epigenome and chromatin dynamics in DNA repair.
• Telomere biology and genome stability.
• Cell cycle checkpoints and coordination with DNA repair.
• Cell fate decisions after DNA damage: apoptosis, senescence, survival.
• Deregulation of DNA damage response in cancer and therapeutic implications.
• Targeting genome instability: current and emerging cancer therapies.
Tutorials (4 h)
• Critical analysis of research articles related to DNA damage response.
• Group discussions of experimental data and methodologies used in the field.
• Preparation for the final written exam through exercises and guided data interpretation.

At the end of the course, students should be able to:
•        Describe and explain the molecular mechanisms of DNA damage detection, signaling, and repair.
•        Understand the integration of DNA damage response pathways with cell cycle regulation, replication stress management, and cell fate determination (apoptosis, senescence, survival).
•        Analyze and compare the mechanisms of genome maintenance in normal cells versus their deregulation in cancer cells.
•        Evaluate how genomic instability, telomere dysfunction, and epigenome alterations contribute to tumor initiation and progression.
•        Discuss current therapeutic strategies targeting genome instability in cancer and their rationale.
•        Develop critical thinking through discussion of primary literature and exposure to ongoing research methodologies.

This course provides students with a detailed understanding of the cellular and molecular mechanisms that ensure the maintenance of genome integrity and explores how their deregulation drives cancer development. It bridges fundamental concepts of genome biology with the physiopathology of cancer and highlights the translational aspects of current research. Through lectures delivered by internationally recognized experts, the course introduces the main pathways of DNA repair, replication, recombination, and cell cycle control, as well as their integration in genome stability and tumorigenesis.

The UE is taught entirely in English and combines lectures (18 h) and tutorials (4 h) in an interactive format. Lectures are delivered by a multidisciplinary team of experts from Université Paris-Saclay, Institut Curie, Institut Gustave Roussy, IRCM, and I2BC, ensuring that students are exposed to state-of-the-art research in DNA damage response and cancer biology.
Students are encouraged to actively participate through questions, discussions, and analysis of selected scientific publications. Tutorials focus on data interpretation and critical thinking, thereby reinforcing the concepts introduced during lectures.
Assessment
• First session (MC2C): 
Multiple Choice Questionnaire :40% of the final grade
Written examination (2h) :60% of the final grade
• Second chance (MC2C): 2-hour written exam or oral examination.

• During this course, leading neuroscientist~s~ experts in the field will deliver seminars presenting their own research on world-wide impact neuropathologies, including neurodegenerative diseases, spinal cord injuries, neurodevelopmental and cognitive disorders, as well as neoplastic conditions of the brain. Building on one of the presented seminars and relating research articles, students will work in small teams to develop a research proposal on the selected topic. Students will be expected to identify a key scientific question or knowledge gap emerging from the seminar content and to design a rigorous, innovative research project aimed at addressing it. The proposal should be grounded in solid scientific principles and driven by the pursuit of advancing knowledge, improving human health, and/or contributing to societal well-being. Both the written proposal and the oral presentation must reflect the student team’s initiative, understanding, and collaborative effort.

• -Learning to identify and apply how researchers structure and present their scientific data in English within the field of neuropathology to communicate and discuss advances specific to their area of research.
• -Developing problem-solving and creative thinking skills to identify knowledge gaps and design a scientifically solid research proposal
• -Strengthening public speaking and discussion skills, active listening, and team working in the context of scientific research.

• This teaching unit combines expert-led research seminars with targeted sessions on “Writing and Presenting for Science”. Directed group sessions are designed to support the systematic development of the research proposal in small groups. Attendance is mandatory for all in-class activities, as group collaboration and active participation are essential components of the course. Active engagement will be recognized and rewarded.

During this course, the following topics will be discussed:
- How epigenetic mechanisms impact gene expression control, how they interplay with and contribute to the three-dimensional compaction of genomes
- How epigenetic memory is established and contribute to stable gene expression programs
- How long non-coding RNAs recruit and guide chromatin-regulatory complexes
- How core epigenetic mechanisms are integrated to define and stabilize cell identity
- How to choose the best suited methodology and how to interpret the resulting output.

(1) Understand the different chromatin-based layers of gene regulation (DNA methylation, histone modifications, chromatin remodelling, regulatory elements, non-coding RNAs) and explain their mechanisms and interactions.
(2) Master the main epigenomic methods: understand their experimental principles, the types of information they yield, their limitations, and how to interpret their results.
(3) Work with pre-aligned genomic datasets: visualize them, create figures, and extract biologically meaningful interpretations.
(4) Describe and dissect one integrated example of chromatin-mediated gene regulation, covering molecular mechanisms, and cellular/physiological consequences.

in person

Proceedings: Lecture are conducted in English. Tutorials are done in French or in English (2 groups in parallel)
Prerequisites: A L3-level background in nuclear structure, in genetics (mendelian inheritance) and in molecular biology (gene regulation) is requested; [b] students should have a sound understanding of gene-regulation concepts covered in the Master 1 core course curriculum.

- Mastering of the key concepts covered in the course unit
- Analytical skills: ability to describe figures and interpret scientific data (written exam; oral for 2nd session)
- Synthesis skills: clarity and coherence of reasoning (written exam; oral for 2nd session).