Objectives of Programme's Learning Outcomes

• Imagine, implement and operate systems/solutions/software to address a complex problem in the field of electrical engineering as a source of information by integrating needs, contexts and issues (technical, economic, societal, ethical and environmental).
• Identify complex problems to be solved and formulate the specifications by integrating client needs, contexts and issues (technical, economic, societal, ethical and environmental).
• Based on modelling and experimentation, design one or more systems/solutions/software addressing the problem raised; evaluate them in light of various parameters of the specifications.
• Implement a chosen system/solution/software in the form of a drawing, a schema, a flowchart, an algorithm, a plan, a model, a prototype, software and/or digital model.
• Evaluate the approach and results for their adaptation (tests, measurements, optimisation and quality).
• Mobilise a structured set of scientific knowledge and skills and specialised techniques in order to carry out electrical engineering missions, using their expertise and adaptability.
• Master and appropriately mobilise knowledge, models, methods and techniques specific to electrical engineering.
• Analyse and model a problem by critically selecting theories and methodological approaches (modelling, calculations), and taking into account multidisciplinary aspects.
• Identify and discuss possible applications of new and emerging technologies in the field of electrical engineering.
• Assess the validity of models and results in view of the state of science and characteristics of the problem.
• Plan, manage and lead projects in view of their objectives, resources and constraints, ensuring the quality of activities and deliverables.
• Define and align the project in view of its objectives, resources and constraints.
• Exploit project management principles and tools, particularly the work plan, schedule (Gantt chart, PERT chart), and the document monitoring.
• Assess the approach and achievements, regulate them in view of the observations and feedback received.
• Respect deadlines and timescales
• Work effectively in teams, develop leadership, and make decisions in multidisciplinary, multicultural and international contexts.
• Interact effectively with others to carry out common projects in various contexts (multidisciplinary, multicultural, and international).
• Contribute to the management and coordination of a team that may be composed of people of different levels and disciplines.
• Identify skills and resources, and research external expertise if necessary.
• Make decisions, individually or collectively, taking into account the parameters involved (human, technical, economic, societal, ethical and environmental).
• Communicate and exchange information in a structured way - orally, graphically and in writing, in French and in one or more other languages - scientifically, culturally, technically and interpersonally, by adapting to the intended purpose and the relevant public.
• Argue to and persuade collaborators, clients, teachers and boards, both orally and in writing.
• Select and use the written and oral communication methods and materials adapted to the intended purpose and the relevant public.
• Use and produce high-quality scientific and technical papers (reports, plans, specifications, etc.), adapted particularly to the intended purpose and the relevant public.
• Learn to use a laboratory notebook to record the results of experiments and thereby initiate a protective approach to intellectual results.
• Master technical English in the field of electrical engineering.
• Adopt a professional and responsible approach, showing an open and critical mind in an independent professional development process.
• Analyse their personal functioning and adapt their professional attitudes.
• Finalise a realistic career plan in line with the realities in the field and their profile (aspirations, strengths, weaknesses, etc.).
• Show an open and critical mind by bringing to light technical and non-technical issues of analysed problems and proposed solutions.
• Exploit the different means available in order to inform and train independently.
• Contribute by researching the innovative solution of a problem in engineering sciences.
• Construct a framework/reference model, formulate hypotheses and innovative solutions from the analysis of scientific literature, particularly in new and emerging disciplines.
• Design and implement technical analysis, experimental studies and numerical modelling to address a given problem.
• Collect and analyse data rigorously.
• Adequately interpret results taking into account the reference framework within which the research was developed.
• Communicate, in writing and orally, on the approach and its results in highlighting both the scientific criteria of the research conducted and the theoretical and technical innovation potential, as well as possible non-technical issues.

Learning Outcomes of UE

Carry out and justify a state of the art based on a relevant bibliographical summary and distinguishing the original contribution of the research; demonstrate autonomy and initiative in carrying out their research in engineering; apprehend with scientific rigor and critical thinking the validity and applicability of results produced as well as methods used; communicate, in writing and orally, in a scientific context. This research-based training is one of the specificities of the electrical engineer's education.

Content of UE

Research; development; state of the art; exploratory study; theoretical and/or experimental study; scientific method; intellectual creation; innovation; modeling and/or implementation; calculation methods; comparison of methods and/or tools; oral and written communication; scientific argumentation; validation; scientific publication.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Presentation and/or works

Q1 UE Assessment Comments

Skills listed under the « Competencies » heading are assessed by the academic supervisor, one (or more) rapporteur appointed by the corresponding Programme Committee and an academic jury. Assessment is based on the 4 following criteria: 1. Quality of the daily work performed 2. Written report (50 pages + annex) 3. Oral exam (20 min plus discussion) in front of the Faculty examination board (private examination) 4. Oral exam (20 min plus discussion) in front of an examination board including professionals and at least one member of the Faculty (public exam) A qualitative evaluation (from A to F) for each criterion is carried out according to the following scale: A - Excellent: outstanding work with very few minor errors. The student exceeded the expectations in most of the tasks. B - Very good: above-average work, despite a limited number of minor errors. The student exceeded the expectations in several tasks. C - Good: globally good work, despite some errors. The student properly met the expectations in most of the tasks. D - Satisfactory: decent work but with significant errors or deficiencies. The student met the expectations in several tasks. E - Sufficient: work meeting the minimum requirements; necessary corrections do not imply a complete review of the work. The student met the minimum expectations but no more. F - Fail: poor work with critical errors or failings requiring significant additional work or review. The student did not meet the minimum expectations in most of the tasks. If a criterion has an F score, the overall score can be F. Deliverables specifications and expectations are described by the corresponding Programme Committee.

Type of Assessment for UE in Q2

• Presentation and/or works

Q2 UE Assessment Comments

Skills listed under the « Competencies » heading are assessed by the academic supervisor, one (or more) rapporteur appointed by the corresponding Programme Committee and an academic jury. Assessment is based on the 4 following criteria: 1. Quality of the daily work performed 2. Written report (50 pages + annex) 3. Oral exam (20 min plus discussion) in front of the Faculty examination board (private examination) 4. Oral exam (20 min plus discussion) in front of an examination board including professionals and at least one member of the Faculty (public exam) A qualitative evaluation (from A to F) for each criterion is carried out according to the following scale: A - Excellent: outstanding work with very few minor errors. The student exceeded the expectations in most of the tasks. B - Very good: above-average work, despite a limited number of minor errors. The student exceeded the expectations in several tasks. C - Good: globally good work, despite some errors. The student properly met the expectations in most of the tasks. D - Satisfactory: decent work but with significant errors or deficiencies. The student met the expectations in several tasks. E - Sufficient: work meeting the minimum requirements; necessary corrections do not imply a complete review of the work. The student met the minimum expectations but no more. F - Fail: poor work with critical errors or failings requiring significant additional work or review. The student did not meet the minimum expectations in most of the tasks. If a criterion has an F score, the overall score can be F. Deliverables specifications and expectations are described by the corresponding Programme Committee.

Type of Assessment for UE in Q3

• Presentation and/or works

Q3 UE Assessment Comments

Skills listed under the « Competencies » heading are assessed by the academic supervisor, one (or more) rapporteur appointed by the corresponding Programme Committee and an academic jury. Assessment is based on the 4 following criteria: 1. Quality of the daily work performed 2. Written report (50 pages + annex) 3. Oral exam (20 min plus discussion) in front of the Faculty examination board (private examination) 4. Oral exam (20 min plus discussion) in front of an examination board including professionals and at least one member of the Faculty (public exam) A qualitative evaluation (from A to F) for each criterion is carried out according to the following scale: A - Excellent: outstanding work with very few minor errors. The student exceeded the expectations in most of the tasks. B - Very good: above-average work, despite a limited number of minor errors. The student exceeded the expectations in several tasks. C - Good: globally good work, despite some errors. The student properly met the expectations in most of the tasks. D - Satisfactory: decent work but with significant errors or deficiencies. The student met the expectations in several tasks. E - Sufficient: work meeting the minimum requirements; necessary corrections do not imply a complete review of the work. The student met the minimum expectations but no more. F - Fail: poor work with critical errors or failings requiring significant additional work or review. The student did not meet the minimum expectations in most of the tasks. If a criterion has an F score, the overall score can be F. Deliverables specifications and expectations are described by the corresponding Programme Committee.

Type of Resit Assessment for UE in Q1 (BAB1)

• N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable