Profile of a Bachelor of Engineering
A Bachelor of Engineering has (i) a broad education in the basic sciences such as mathematics, physics and chemistry, (ii) a polyvalent technical-scientific education in the basic engineering disciplines, such as informatics, calculus of probability and statistics, analysis of systems and signals, mechanics of materials, transport phenomena and (iii) a profound domain-specific education in the basic disciplines of civil engineering complemented by (iv) a general social and humanitarian education.
Foremost, the diploma Bachelor of Engineering qualifies for further master studies in Belgium and abroad. In addition, its utilitarian aspect enables its owner to apply for jobs in industry.
Content of studies
The education starts with a training in fundamental mathematics, physics and chemistry. The second phase of the educational program further incorporates basic polyvalent topics in general engineering and is followed by a broad technical-scientific education in the field of civil engineering. The course ‘Business Administration’ and the elective course ‘Philosophy and Science ’ provide the social and humanitarian aspects of the education. The cross-course projects contribute to the integration of the acquired knowledge and the development of the students’ technical communication skills.
A. Basis Mathematics Tools
The goal of this course is to review the essential mathematical skills that students have acquired during secondary education, to acquaint the students with the expected academic level in mathematics and to establish a uniform starting level for all students.
B. Mathematics and Basic Sciences
The first element of the education comprises the subjects ‘Mathematics’, ‘Physics’ and ‘Chemistry’ that are programmed in the first three semesters of the education. These courses include both an educational and an utilitarian component and their content is based on the level acquired at the end of the secondary education (six hours mathematics per week). They mainly aim to provide knowledge, insights, skills and attitudes; practical engineering applications are used as illustrative examples but are not the essential priority of these courses.
The education in mathematics includes courses on ‘Discrete Mathematics’, ‘Geometry’, ‘Algebra’ and ‘Mathematical Analysis’. These courses are mainly scheduled in the first year of the educational program. Mathematical analysis and algebra further deepen and broaden the knowledge acquired during secondary education. The course on discrete mathematics aims to improve the level of logical reasoning and meets recent needs such as, for instance, those required for the studies of fundamental informatics. The courses geometry and linear algebra aim to provide insight into the fundamental concepts of linear algebra and are complemented by illustrative examples and applications from geometry. The mathematical and analytical software package Maple is intensively used for exercises and for the illustration of the theory. It largely replaces pencil-and-paper computations. During the second bachelor-year, the knowledge on mathematical analysis is extended and the students are acquainted with the application of fundamental mathematical knowledge and numerical algorithms to engineering problems.
The education in physics comprises two courses and includes the topics: vibrations and waves, thermodynamics, geometrical optics, electricity, magnetism and modern physics. These courses are scheduled in the second and third semester.
The education in chemistry comprises courses in general, physical, organic, analytical and polymer chemistry and molecular structure and is scheduled in the first, second and third year of the educational program.
C. General engineering subjects
The general engineering subjects are: ‘Informatics’, ‘Probability Calculus and Statistics’, ‘Analysis of Systems and Signals’, ‘Mechanics of Materials’, ‘Transport Phenomena’ and one elective course ‘Biosystems’. They have a triple purpose:
D. Domain-specific subjects
The domain-specific education in civil engineering starts with three subjects in the fourth semester and continues during the entire third year.
This bachelor-education, like all bachelor-educations in engineering science, rounds off with a cross-course project. The acquired communicative skills are used for the presentation of the methodology, procedures and results.
E. Project Courses
The project courses teach the future-engineer to bring a modelling- and design-assignment to a favourable conclusion. The work is to be done in teams that work independently, plan their activities and present their results properly. The level of difficulty increases during the progress of the studies. During the project that takes place in the first semester students work together in small groups in order to solve simple engineering-assignments independently.
During the second semester the students work with materials, inter alia during sessions in various labs where they can carry out measurements. During the second semester of the second year, the project course is linked with one or several basic subjects in the field of specialisation. The cross-course project, taking place during the second semester of the third year, encourages the students to work in independent teams in order to apply skills they have acquired in different courses to a new problem. The cross-course project constitutes the logical conclusion of the bachelor education and emphasises the skills, needed to engage in independent learning and in research that will be developed further during the master-study. In addition, it contributes to the development of the students’ ability to creatively apply and combine knowledge to solve engineering problems, to work effectively as an individual and in a team and to critically evaluate engineering practices.
F. Societal and philanthropic subjects
The technical and scientific education is complemented by a general societal and humanitarian education. The course in business administration provides a background in economy, business practices and project management. The elective course Philosophy and Science is intended to create a critical awareness of non-technical implications of scientific and engineering practices.
The additional domain-specific objectives to be achieved are:
The domain-specific education in Computer Science Engineering starts with three subjects in the fourth semester and continues during the entire third year. The four following disciplines put an emphasis on technological aspects:
The additional domain-specific objectives to be achieved are:
The domain-specific education in Electrical Engineering starts in the third semester and continues during the entire third year. The domain-specific goals are:
The domain-specific education in Electromechanical Engineering starts in the third semester. The following domain-specific objectives are aimed at: