Teaching method

. Features favouring interdisciplinarity :
The Master’s degree in civil engineering is intrinsically interdisciplinary, thanks to a comprehensive project (integrated project in civil engineering), common options with the Master’s in architecture (design and architecture), and partly common options with the Master’s in applied physics, chemistry and materials, mechanical, and biomedical (environment) engineering, as well as town planning and territorial development streams. Moreover, a student who so wishes has the possibility to acquire knowledge in non-technical fields via elective courses.

. Variety of teaching situations :
The pedagogy implemented in the engineering Master’s curriculum is aligned with that of the engineering Bachelor’s curriculum: active learning, a balanced mix of group and individual work, and substantial time devoted to the development of non-technical competencies.
Via a pedagogy which emphasizes projects integrating various disciplines, the training will develop students’ critical mind in designing, modelling and experimental laboratory testing.
A salient feature of the curriculum is the immersion of students in the research laboratories of the various instructors (during teaching laboratory sessions, case studies, projects and final thesis), which allows them to become familiar with up-to-date  methods in the related fields, and to learn through the questioning approach which is inherent to research.  
The final project amounts to half the workload of the final year. It offers the opportunity of in-depth analysis of a given topic and, through its sheer size and context, provides a true introduction to the professional life of an engineer or researcher.

. Variety of learning situations :
The student will encounter a variety of pedagogical tools tailored to the various disciplines : formal lectures, individual projects in small groups, tutorials, project-based learning, case studies, experimental laboratory work, computer simulations, teachware, industrial or research training, visits to construction sites and industries, end of studies trip, individual and group work, seminars given by outside scientists, etc. For some topics, e-learning will allow students to acquire knowledge at their own rhythm and carry out virtual experimentation.
This variety of situations will help students to build their knowledge in an iterative and progressive manner, while developing their autonomy, organizational skills, time management, and capacity to use various modes of communication, etc. Students will have access to the most up-to-date computing tools (hardware, network software) in carrying out their assignments.

All learning activities are assessed as prescribed by the University internal regulations (see exam regulations), viz. written and oral exams, laboratory exams, individual or group work, public presentation of projects and final thesis.