Building on a solid foundation of basic sciences (physics, chemistry, mechanics, mathematics) acquired during the undergraduate programme, the Master’s in Chemistry and Materials Science offers students the opportunity to develop both polytechnic and specialised skills related to materials, nanotechnology, and chemical and environmental processes. These skills will enable them to take leading roles in the design and production of advanced materials and systems, as well as in the development and control of high-tech processes.
The master’s programme is strongly oriented towards global challenges faced by engineers, with the entire curriculum delivered in English (courses with the MAPR2xxx code), and support provided for French-speaking students.
The programme combines coherence and flexibility thanks to a modular structure: a specialised focus and a core curriculum followed by all students, complemented by major and elective courses, that allow students to tailor their education to their specific interests. Depending on their choice, students could become:
- A systems engineer who designs new products or devices with targeted properties and functions
- A process engineer who develops new manufacturing processes and optimises or manages production units
- A combination of both.
Through these activities, civil engineers in chemistry and materials science typically takes into account legal, ethical, and economic constraints, values, and regulations.
The future graduates should be autonomous, capable of managing industrial projects and comfortable working as part of a team. They communicate efficiently in a foreign language, namely in English.
On successful completion of this programme, each student is able to :
1.demonstrate mastery of a solid body of knowledge and skills in engineering sciences allowing one to solve problems related to materials and procedures (axis 1).
1.1 Identify and use concepts, laws and reasoning to solve a realistic problem.
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. organise and carry out an engineering procedure for the development of a specific material, a complex material system, a high purity product and/or complex compound or a process meeting a need or solving a particular problem (axis 2).
2.1 Analyse a problem or functional requirement of realistic complexity and formulate a corresponding specifications note. An industrial specification for a material or a process contains many elements ranging from technical demands, to economic and logistic constraints as well as legal and safety aspects.
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, interaction/integration with other processes/components, and environmental and social sustainability..
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 solution under study.
3. organise and carry out a research project to understand a physical or chemical phenomenon or a new problem in materials engineering and science or chemical engineering (axis 3).
3.1 Document and summarize the existing body of knowledge in the area under consideration.
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
3.4. Think disruptively and creatively, open to plurality
4. contribute as part of a team to the planning and completion of a project while taking into account its objectives, allocated resources, and constraints (axis 4).
4.1 Frame and explain the project’s objectives (in terms of performance indicators) while taking into account its issues and constraints (resources, budget, deadlines, standards, environmental regulations, ...).
4.2 Collaborate on a work schedule, deadlines and roles.
4.3 Work in a multi/inter/transdisciplinary environment with peers holding different points of view; manage any resulting disagreement or conflicts, identify the contributions and limits of each discipline, dialogue on the same project.
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. communicate effectively (orally or in writing) with the goal of carrying out assigned projects in the workplace. Ideally, the student should be able to communicate in one or more foreign languages in addition to his/her mother tongue (axis 5).
5.1 Clearly identify the needs of all parties: question, listen and understand all aspects of their request and not just the technical aspects.
5.2 Present arguments and advice adapting to the language of the interlocutors: technicians, colleagues, clients, superiors, specialists from other disciplines or general public.
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. Rigorously mobilize their scientific and technical skills and their critical sense to analyze complex situations by adopting a systemic and transdisciplinary approach, and to adapt their technical responses to the current and future challenges of the socio-economic-ecological transition, thus actively contributing to the transformation of society.
6.1 Acquire a knowledge base on the socio-ecological issues and use multi-criteria tools to evaluate the sustainability of a technology, in quantitative and/or qualitative terms.
6.2 Define, specify and analyze a problem in all its complexity, taking into account its various dimensions (social, ethical, environmental, etc.), scales (time, place) and uncertainty.
6.3 Identify, propose and activate engineering levers that can contribute to sustainable development and transition (eco-design, robustness, circularity, energy efficiency, etc.).
6.4. Demonstrate critical awareness of a technical solution in order to verify its robustness and minimize the risks that may occur during implementation, be aware of its limitations, and take a personal stand on ethical, environmental and societal issues. (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.)
6.5. Evaluate oneself and independently develop necessary skills for “lifelong learning” in the field (this skill is most notably developed through projects requiring bibliographic research).
