1. To explore a body of knowledge (knowledge, methods and techniques, models and processes) in natural and human sciences which serves as the foundation from which to operate with expertise in the fields of applied chemistry and bioindustries.
1.1 To build an advanced knowledge base in the field of applied chemistry and bioindustries and more specifically in the following disciplines [1]:
• Analytical chemistry
• Organic analysis
• Biochemical analysis
• Physical chemistry and physico-chemical calculations
• Chemistry of colloids and surfaces
• Reactor design
1.2 To build highly specialised scientific knowledge in one of the following bioengineering specialisations [2]:
• Science, technology and food quality
• Biomolecular and cell engineering
• Nanobiotechnologies, materials and catalysis
• Environmental technologies: water, soil, air
• Information analysis and management in biological engineering
1.3 To master procedural skills in conducting experiments: analytical chemistry techniques, organic and biochemical analysis techniques, technical analysis of complex matrices, chemometrics or biometrics, as well as specific techniques in relation to their choice of specialisation[3].
1.4 To apply their knowledge critically to tackle a complex problem in the field of applied chemistry or bioindustries by incorporating processes at different scales ranging from the atomic scale to the organism and matter scale, and up to the process scale.
1.5 To apply multiple strands of knowledge to resolve a multidisciplinary problem in the field of applied chemistry or bioindustries in order to develop relevant and innovative solutions.
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[1] Refers to the choice of the Master (core subjects and professional focus). The knowledge of some of these disciplines will have been partially acquired in the Bachelor's degree (in the advanced minor).
[2] Refers to the option / module choice in the Master.
[3] Refers to mastering all the laboratory and field techniques used for the characterisation or monitoring of a system.
2. To explore an integrated body of "engineering and management knowledge" which serves as the foundation from which to operate with expertise in the field of environmental sciences.
2.1 To build an advanced knowledge base (e.g.: concepts, laws, technologies) and tools (e.g. modelling, programming) in engineering sciences:
• Chemometrics and Biometrics
• Biochemical and microbial engineering
• Thermodynamics
• Process engineering: unit operations
• Reactor design
2.2 To build and master highly specialised knowledge and tools in one of the following bioengineering specialisations:
• Science, technology and food quality
• Biomolecular and cell engineering
• Nanobiotechnologies, materials and catalysis
• Environmental technologies: water, soil, air
• Information analysis and management in biological engineering
2.3 To master the operational use of specialised tools in engineering sciences (e.g.: systems analysis, statistical analysis, programming, modelling, etc.)[1]]:
• Chemometrics and biometrics
• Thermodynamics
• Specific tools in relation to the choice of specialisation
2.4 To activate and apply their knowledge of engineering with a critical mind and using a quantitative approach to tackle a complex problem in the field of applied chemistry or bioindustries by incorporating processes at different scales ranging from the atomic scale to the organism and matter scale, and up to the process scale.
2.5 To locate and understand how companies and organisations operate, including the role of the different players, their financial and social realities and responsibilities and the challenges and constraints which characterise their environment.
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[1] The tools are explained on the basis of the radioscopy of the programme and courses.
3. To design and execute a research project, implementing an analytical scientific and, if applicable, systematic approach, to further understanding of an original research problem in their field of specialisation, incorporating several disciplines.
This skill set will develop throughout the 5 years. Amongst others it requires the use of a set of skills as described below. These skills correspond in fact to the different stages of the scientific approach.
The majority of these skills are developed in the Bachelor and Master programmes, with differentiation predominately on 3 levels:
- the level of detail and complexity applied to the scientific problem/research studied;
- the degree of innovation shown by the student;
- the degree of autonomy demonstrated by the student throughout the process.
3.1 To summarise the state of knowledge on a complex research problem which relates to their choice of specialisation: to research information, to select and validate its reliability based on the nature of the source of the information and comparing several sources.
3.2 To specify and define the research question.
3.3 To examine the research question using conceptual abstraction and formulate hypotheses.
3.4 To develop and implement a rigorous methodology to answer the research question.
3.5 To master and apply statistical data analysis tools in the context of a complex scientific issue.
3.6 To analyse and interpret the results to produce a substantiated critique on a complex scientific question.
3.7 To demonstrate an ability to summarise and formulate conclusions on a complex scientific question.
3.8 In each of the skills mentioned above, to demonstrate rigour, precision and the critical thinking essential for any scientific method.
3.9 To demonstrate innovation in at least one of the skills mentioned above.
4. To formulate and resolve a complex environmental engineering problem related to new situations presenting a degree of uncertainty. The student will be able to design appropriate, sustainable and innovative solutions through a systematic approach integrating processes from the nanoscale (atoms, chemical mechanisms,....) to the microscopic and macroscopic scales (organisms, reactor,...). This problem may relate to the management and use of resources (soil, water, plant) and ecosystems, to land management, to the impact of human activities on the capacity of the environment to provide goods and services to humanity.
This skill set will develop throughout the 5 years. Amongst others it requires the use of a set of skills as described below. These skills correspond in fact to the different stages of the engineering approach.
The majority of these skills are developed in the Bachelor and Master programmes, with differentiation predominately on 3 levels:
- the complexity and scope of the problem addressed;
- the degree of autonomy demonstrated by the student throughout the process;
- the degree of depth in each skill.
4.1 To strategically differentiate the key elements from the less critical elements relating to a complex chemical engineering or bioindustries problem, in order to define and determine the field of action for this problem.
4.2 To identify the knowledge acquired and that to be acquired to resolve the complex chemical engineering or bioindustries problem.
4.3 To analyse a complex chemical engineering or bioindustries problem using a systematic and multidisciplinary approach in order to carry out diagnostics and formulate the specifications.
4.4 To demonstrate an ability for conceptual abstraction and formalisation in analysing and resolving the complex chemical engineering or bioindustries problem.
4.5 To develop scientifically and technologically relevant and innovative solutions, through a multidisciplinary (integration and articulation of knowledge) and quantitative approach, making it possible to develop products, systems, processes or services in the field of applied chemistry and bioindustries.
4.6 To test solutions and evaluate their impact in relation to an economic, environmental, social and cultural context.
4.7 To formulate concrete and responsible recommendations to encourage sustainable development in relation to the efficient operational and sustainable implementation of the solutions proposed.
5. To design and implement a multidisciplinary project, alone and in a team, with the stakeholders concerned while taking the objectives into account and incorporating the scientific, technical, environmental, economic and human factors.
The graduate must be able to manage a project alone and in a team, not only the scientific and technological dimensions but also the financial and, if applicable social aspects and with a degree of complexity representative of typical professional scenarios.
5.1 To know and understand the principles and factors of group dynamics (including the constructive role of conflict).
5.2 To know and understand the project management process (project cycles): formulation and definition of the project, project management, monitoring and evaluation of the project.
5.3 To situate a multidisciplinary project within its environment and identify the issues, constraints and stakeholders and to clearly define its objectives.
5.4 To plan and develop all the stages of a multidisciplinary project, alone and in a team, and to work together after having allocated the tasks.
5.5 To involve key players at appropriate stages in the process.
5.6 To work within a team and collaborate effectively to achieve common objectives.
5.7 To take and assume the decisions required for the effective project management either alone or in a team in order to achieve the intended objectives.
5.8 To recognise and take into consideration the diversity of opinions and ways of thinking of team members and to manage conflict constructively to work towards a consensual decision.
5.9 To lead a team (demonstrate leadership): to motivate team members, to develop a collaborative climate, to guide them to cooperate in the achievement of a common objective, to manage conflict.
6. To communicate, interact and convince in a professional manner, in French and English at level C1 (Common European Framework of Reference for Languages published by the Council of Europe), both verbally and in writing, adapting to their conversational partners and the context.
6.1 To understand and use scientific articles and advanced technical documents in French and English.
6.2 To communicate information, ideas, solutions and conclusions as well as the knowledge and underlying principles, in a clearly structured, substantiated, concise and comprehensive way (as appropriate) both verbally and in writing according to the standards of communication specific to the context and by adapting their presentation according to the level of expertise of the audience.
6.3 To develop logic diagrams to concisely pose complex global questions.
6.4 To communicate the state of knowledge in a specific field concisely and critically.
6.5 To communicate results and conclusions, and to support a message, in an appropriate manner using scientific tables, graphs and diagrams.
6.6 To communicate effectively and respectfully with various stakeholders, demonstrating listening skills, empathy and assertiveness.
6.7 To argue and convince: to understand the points of view of various stakeholders and present their arguments accordingly.
6.8 To master the IT and technological tools essential for professional communication.
6.9 To learn English to level C1 according to the European Framework.
7. To act critically and responsibly by taking account of sustainable development issues and operating with a humanistic outlook.
The majority of these skills are not developed exclusively through specific activities, but rather as a result of the multiple and diverse situations encountered throughout the course, the educational programmes and the way in which it is run, as well as through the university environment.
7.1 To demonstrate intellectual independence of thought, to examine knowledge and professional practices and trends critically.
7.2 To make decisions and act in society with respect for ethical values and in compliance with laws and conventions.
7.3 To make decisions and act responsibly by factoring in sustainable development values.
7.4 To make decisions and act with respect for humanistic values, cultural openness and solidarity, especially in North–South relations.
7.5 To assume professional responsibilities and act in a managerial capacity vis-à-vis their colleagues.
8. To demonstrate independence and be proactive in acquiring new knowledge and developing new skills in order to adapt to changing or uncertain situations and to grow, to build a professional project within a continuing development approach.
The majority of these skills are not developed exclusively through specific activities, but rather as a result of the multiple and diverse situations encountered throughout the course, the educational programmes and the way in which it is run, as well as through the university environment.
8.1 To manage their work independently: to set priorities, anticipate and plan all the activities in time, including in the face of changing, uncertain or urgent situations.
8.2 To manage stress and frustrations in urgent, changing, inconsistent or uncertain situations.
8.3 To question and know themself: to undergo self-assessment, by analysing their successes and failures, to identify strengths and weaknesses and their personal performance in relation to the context.
8.4 To grow personally and professionally: to build a professional project in line with their own values and aspirations, to manage their motivation and involvement in bringing the project to fruition, to persevere in complex situations.
8.5 To independently identify and absorb new knowledge and skills essential for learning to understand new contexts quickly.
8.6 To commit to the lifelong learning which will allow them to grow socially and professionally.
