Teaching method

The overall structure of the programmes for the Bachelor of Science in Engineering (Bioengineering) and the Master in Bioengineering clearly reflect the

concepts of specialization, gradual choice and individualization of the courses.

1st cycle (Bachelor) :

  • programme designed for the BIR students starting from Year 1
  • special programme in second year for all the BIR students
  • distinct programme with 30 credits for option courses in third year : three advanced subsidiary subjects available : chemistry , agronomy , environment.

2nd cycle (Master) :

  • choice of four Masters in Bioengineering with a professional focus, together with a number of options which partly overlap, optional subjects (either free choice or from the lists) and a final individual dissertation.
    This overall structure gives students the opportunity to have a highly individualized programme whilst at the same time retaining both the comprehensive nature of the training and the foundation elements of university education : independence, competence, open-mindedness and interest in research.

The options, which partly overlap at the level of the four Masters in Bioengineering, correspond to fields of activity identified on the basis of a wide-ranging survey of graduates of the Faculty working professionally and of contacts with potential employers. 

The interdisciplinarity and the integrated approach are key dimensions in the training of bioengineers in environmental science and technology. This is reflected by :

  • availability of courses organized by other faculties ;
  • grouping of training activities : combined exercises, joint project, analysis of real situations, simulations ;
  • the perception, analysis, diagnosis and content of the course specifications (e.g. management, remediation and development) combine different kinds of tools (e.g. field observation, laboratory analysis, databases and information systems ) and various scales in space (e.g. from the molecular to  the hydrographic basin or from a region to a sub-continent) and in time ;
  • teaching teams with a wide range of expertise ;
  • learning how best to work in groups of students to develop a real, independent capacity for intellectual work.

Training for research. through research, which is essential for conceptual and innovative awareness and developing intellectual rigour, is reflected by different types of activities :

  • producing a final dissertation and taking part in dissertation seminars ;
  • participation in subject seminars providing direct contact with young researchers working in the field of environment science and land development;
  • presentation of seminars by students from an outside research group or groups and the production of a dissertation. 

The application of skills, knowledge and techniques that students have acquired and how they use them together is taken into account in an integrated project in environmental science and technology. This is an important learning activity supplements the dissertation which, in the view of the Faculty, remains the most important part of training for research. 

Through the close connection between the teaching and research, the development of new tools and new approaches is the subject of advanced training from the beginning of the 2nd cycle and is therefore central to this Master programme. All this enables graduates of this programme to be able to make rapid use of new techniques and approaches in their early professional experience.