Building on fundamental scientific and technical knowledge (physics, chemistry, mechanics, mathematics) acquired during the Bachelor’s program, the master’s program in chemistry and materials science enables the student to develop polytechnic as well as specialized competences relating to materials, nanotechnology, as well as chemical and environmental engineering, which will allow him/her to fill leadership positions in the design and production of advanced materials and systems as well as the development and management of advanced technological processes.
The program takes up the broad challenges confronting today’s engineers, thanks to a curriculum taught entirely in English (courses with MAPR2xxx designation) with assistance provided to French-speaking students.
The program combines coherence and flexibility thanks to a modular structure : a specialized focus and a common core taken by all students, complemented by major and elective courses, which provides students with a specific focus to their training. Depending on the majors chosen, the student may become :
• A systems engineer who designs new products or devices with targeted properties and functions;
• A process or chemical engineer who develops new production processes and optimizes or manages production facilities;
• A combination of both.
Through these activities, the chemical and materials engineer systematically takes into account constraints, values and rules (legal, ethical or economic).
He/she is autonomous, capable of managing industrial projects and comfortable working as part of a team. He/she is able to communicate in a foreign language, English in particular.
On successful completion of this programme, each student is able to :
1.2 Identify, develop and use adequate modelling and calculation tools to solve realistic and complex problems.
1.3 Verify the likelihood and confirm the validity of the results relating to a given problem.
2.2 Model a problem and design one or more original technical solutions corresponding to the specifications note.
2.3 Evaluate and classify solutions with regard to all the criteria in the specifications note: efficiency, feasibility, quality, security and interaction/integration with other processes/components.
2.4 Implement and test a solution in the form of a mock-up, a prototype, a lab or pilot module and/or a numerical model.
2.5 Come up with recommendations to improve the operationalisation of a solution under study.
3.2 Propose a model and/or an experimental device in order to simulate and test hypotheses relating to the phenomenon under study.
3.3 Write a summary report that explains the potential of the theoretical or technical innovations resulting from the research project
4.2 Collaborate on a work schedule, deadlines and roles.
4.3 Work in a multidisciplinary environment with peers holding different points of view; manage any resulting disagreement or conflicts.
4.4 Make individual as well as team decisions when choices have to be made, whether they are about technical solutions or the division of labour to complete a project.
5.2 Present arguments and adapt to the language of the interlocutors: technicians, colleagues, clients, superiors.
5.3 Communicate through graphs and diagrams: interpret a diagram, present project results, structure information.
5.4 Read and use different technical documents (rules, plans, specification notes).
5.5 Draft documents that take into account demands and conventions of the field.
5.6 Make a convincing oral presentation possibly using modern communication techniques.
6.2 Find solutions that go beyond strictly technical issues by considering sustainable development and the ethical aspects of a project (for example, “life cycle analysis” among others).
6.3 Demonstrate critical awareness of a technical solution in order to verify its robustness and minimize the risks that may occur during implementation. (This skill is mainly developed during the graduation project which requires the critical analysis of implemented techniques as well as research for the Master’s thesis.)
6.4 Evaluate oneself and independently develop necessary skills for “lifelong learning” in the field (this skill is most notably developed through projects requiring bibliographic research).