The ‘Master of Science in Environmental Sanitation’ (IMENVI) aims to train environmental experts who have a good knowledge of all compartments and processes of the environment (soil, water, air), can make use of integrated insights and multidisciplinary approaches in environmental science and technology and combine preventive and remediation instruments to support a sustainable exploitation of the environment.
New graduates are targeted to understand and deal with multi-stakeholder perspectives needed to solve environmental issues on a local and global scale, with a particular set of tools and standards (such as integrated environmental modeling and environmental impact assessment protocols), useful in developing countries.
The study programme is structured around the following topics:
- the study of non-polluted environments;
- sources and causes of environmental pollution;
- the methodologies for the detection and analysis of environmental pollution;
- environmental toxicology and risk assessment, both in the eco-toxicological and human toxicological field;
- the prevention and sanitation of environmental pollution;
- clean technology;
- the treatment and management of waste.
More detailed information about the courses and structure of the programme can be found here.
Discipline-specific learning outcomes
The discipline-specific learning outcomes (DLOs) describe what an IMENVI graduate is expected to know, understand and be able to do and how he/she can demonstrate this. DLOs 1-8 focus on general knowledge, communication and intellectual competencies that are to be expected from a student in an environment-related study programme. DLOs 9-13 rather focus on the profound understanding and thorough knowledge of environmental issues. Learning outcome 14 ensures that graduates are capable of collecting and statistically analyzing data in order to assess them critically and report on them.
An IMENVI graduate:
1. has the competence to recognize a (complex) environmental problem as a man-environment issue, to critically analyze it and to formulate the relevant problem correctly.
2. can situate environmental issues in a dynamic, social (e.g. policy-related, legal, economic, technological) and scientific perspective, from a local to a global context, and inspired by a context of sustainable development.
3. is capable of independently and fully understanding relevant information concerning a well-defined environmental issue and of setting up, conducting and reporting about research on said environmental issue, as well as of making recommendations for intervention and further research.
4. is capable of making an in-depth contribution at academic level, which is relevant for solving and preventing environmental problems, based on acquired substantive and methodical knowledge and skills with regard to the integration of knowledge.
5. is trained to cooperate in a multidisciplinary setting. Possesses the required social and communicative skills (both oral and written) to work as a team.
6. is capable of communicating both in a scientific and a non-scientific context about environmental issues and their approach, and of taking up well-considered scientific positions regarding these issues, as well as of discussing about them.
7. when reflecting upon environmental issues and the topical contribution of environmental scientists thereto, he/she shows an open, creative and critical spirit and attitude.
8. within the limits of one’s personal competences, he/she is trained to assume an autonomous role as environmental professional in a structured manner, for example as researcher, adviser and/or staff member with academic, governmental as well as private (profit and non-profit) organizations.
9. has a thorough knowledge of the processes in natural and disturbed ecosystems, of sources and causes of environmental pollution (air/soil/water), as well as of waste issues and environmental degradation in general, both in a local and global context.
10. has a profound understanding of performing research in soil, air and (ground)water pollution in the chemical, physical, (micro)biological, ecological and ecotoxicological field, as well as of the methodologies for taking samples.
11. has a profound understanding of the prevention of environmental disturbance and of the technology for its remediation.
12. can assess environmental risks and propose/implement measures in order to control them.
13. has knowledge of environmental impact assessment and the relevant instruments used in this framework, bearing in mind the student’s specific local context.
14. is capable of collecting data and analyzing these qualitatively, quantitatively as well as statistically, assessing them critically and reporting on them.
The main target group are students from developing countries who are professionally concerned with the environment, e.g. staff members of governmental institutions, universities and NGOs. People interested in environmental problems in an international context, who have acquired adequate prior education, are welcome as well.
Graduates of the ICP ‘Environmental Sanitation’ assume highly varying professional duties in domains that deal with prevention and sanitation of environmental pollution. This can vary from appointments in governmental institutions and NGOs, teaching assignments and/or scientific research at universities or functions of environmental experts in industries and consultancy services.
The study programme integrates various scientific disciplines such as chemistry, biochemistry, biology, ecology, microbiology, toxicology, technology and applied engineering sciences. As such, CES&T offers one of the world’s most comprehensive study programmes in the field of environmental science and technology.
Keywords: environmental science, environmental technology, multidisciplinarity, sustainability, research-embedded education