Learning Outcomes of the Master of Teaching: Engineering and Technology

1. The Master identifies and analyses an advanced technical problem and its sub-problems, based on a broad up-to-date scientific knowledge and technical expertise of the own discipline.

2. The Master chooses the most appropriate approach to an advanced technical problem based on knowledge and technical expertise, considering efficiency, sustainability, feasibility, and safety.

3. The Master works out a high-tech design systematically and meticulously, considering the preconditions and uncertainties of the project.

4. The Master uses available multidisciplinary knowledge, expertise, and skills to develop a creative and innovative solution to a discipline-specific high-tech problem.

5. The Master collects, processes and synthesizes the relevant data, technical and/or scientific information in a critical and targeted manner.

6. The Master designs a research or development plan creatively, meticulously and self-reliantly according to the scientific systematics and selects the appropriate methodology in a substantiated manner.

7. The Master critically and effectively executes a research or development plan and shows an inquisitive attitude.

8. The Master reports correctly and in a structured manner and justifies choices made and chosen method(s) based on the discipline's own knowledge, expertise, and skills.

9. The Master uses the essential social and communication skills to constructively take on different roles or responsibilities in a team.

10. The Master uses the necessary skills to manage a project systematically and efficiently and to be able to correctly assess the impact of that project.

11. The Master considers the current, societal, international, and global context, with a focus on ecology, economics, ethics, sustainability, climate, and the environment.

12. The Master is familiar with the diverse society, is aware of its own frame of reference and acts respectfully and inclusively.

13. The Master communicates about its own discipline in several languages verbally, in writing and graphically, effectively, and correctly, both with experts and nonexperts.

14. The Master is aware of his own level of competence and proactively focuses on learning opportunities aimed at personal and professional growth.

15. The Master argues clearly and purposefully, takes different perspectives into account, and strives for a supported decision.

16. The Master solves biochemical engineering problems based on advanced practical knowledge of (bio)chemical engineering techniques and a broad scientic background in the domains of environmental biotechnology, industrial biotechnology and food technology, and reflects on this.

17. The Master can apply the standard (industrial) processes, methods and procedures when analyzing, designing and testing (bio)chemical installations and when performing (bio)chemical experiments.

18. The Master designs, controls and improves (bio)chemical products and processes and takes safety, environment and sytematic quality control into account.

19. The Master implements and optimizes the constructional design of an infrastructural or building project based on fundamental knowledge of building materials, execution techniques and from a broad scientific background.

20. The Master independently plans, co-ordinates and checks building projects and has attention for economics, ecology, ethics, sustainability, climate, quality, environment, safety and well-being.

21. The Master calculates, analyzes and optimizes advanced technical problems in relation to stability in an integrated and multidisciplinary manner and reflects on this.

22. The Master can design and optimize sustainable, creative and innovative buildings and infrastructure with an eye for economics, ecology, ethics, sustainability, climate, quality, environment, safety and well-being.

23. The Master solves advanced chemical engineering problems based on fundamental knowledge of chemical engineering techniques and a broad scientific background, and reflects on this.

24. The Master applies the standard (industrial) processes, methods and procedures when analyzing, designing and testing (bio)chemical installations and when performing chemical experiments.

25. The Master designs, controls and improves (bio)chemical products and processes and takes safety, environment and systematic quality control into account.

26. The Master solves electromechanical engineering problems based on a fundamental knowledge of engineering techniques in automation, electrotechnique, energy and mechanics and a broad scientific background, and reflects on this.

27. The Master studies, designs, simulates and validates complex electromechanical systems and processes using discipline-related knowledge, expertise and skills.

28. The Master integrates knowledge from the domains of mechanics, automation, electrotechnique and energy.

29. The Master creates and reflects on an industrial electronic hardware, software and communication system based on state-of-the-art discipline-specific knowledge, expertise, and skills.

30. During the design process, the Master follows the appropriate (industrial) processes, methods, and test procedures to achieve a realization.

31. The Master considers the non-functional requirements inherent to the constraints of the design in the design process.

32. The Master of Teaching masters specialized theoretical and practical knowledge, skills and attitudes that support the basic competences of teachers as formulated in the "Decision of the Flemish Government of 8 June 2018 concerning the basic competences of teachers", pedagogically as well as with regards to the teaching methodology.

33. The Master of Teaching has profound knowledge in the subject matter of the discipline as made explicit in the discipline-specific learning outcomes.

34. The Master of Teaching can independently extend, update, broaden and deepen the educational, didactical and domain-specific knowledge and connect it with current social topics and developments. The Master of Teaching can independently apply and integrate this knowledge and use it to create challenging learning environments for learners. Based on the acquired competences, the Master of Teaching can develop new ideas for the educational practice and check these against reality.

35. The Master of Teaching can map the initial situation and the specific educational needs of a learning group and of individual learners. The Master of Teaching can create a learning environment that connects in all its didactical components (learning objectives, content, learning material, work and grouping methods, evaluation and feedback) with the initial situation and that is inclusive and responsive with regards to the diversity in the learning group.

36. The Master of Teaching has class management skills to create a positive learning and living environment. The Master of Teaching can support the broad personal, intellectual and social development of students through targeted activities and formal and informal interactions.

37. The Master of Teaching can cope with diversity and with the context of a metropolitan environment.

38. The Master of Teaching can make a short or long term plan for the organisation of teaching and learning activities with a view to creating a structured, efficient, safe and stimulating learning environment, based on scientific evidence.

39. The Master of Teaching can communicate with parents or carers with different backgrounds in various language situations with a view to exchanging information, to stimulating the involvement and participation and to developing constructive solutions together to support and stimulate the learning of the learners.

40. The Master of Teaching can collaborate constructively with external partners with a view to enriching the education and training offer and to facilitating the flow between education levels and the job market.

41. The Master of Teaching can independently access available (inter)national scientific research in the domain of the teaching profession in general or in their discipline in particular, approach it in a critical-reflective way and apply the insights in their own class and school context.

42. The Master of Teaching knows the possibilities and the limits of different theoretical paradigms in educational, didactical and discipline-specific research.

43. The Master of Teaching treats information, education practices, methodologies and learning tools critically and reflectively, based on scientific evidence. The Master of Teaching is aware of gaps in the empirical evidence to fill the teaching role appropriately.

44. The Master of Teaching can complete a research cycle on a topic relevant to education whereby they can make a contribution to the developments in education based on theoretical and practice-oriented insights.

45. The Master of Teaching can contribute to school policy and school development based on an active and inquisitive attitude to professional innovation.

46. The Master of Teaching can adjust their functioning as a teacher through inquisitive learning and critical self-evaluation and thus give direction and innovation to their professional practice and development.

47. The Master of Teaching has insight in the organisational principles of schools and of good school policy.

48. The Master of Teaching can collaborate constructively with colleagues in a school team. The Master of Teaching can initiate, participate in and lead disciplinary and interdisciplinary team meetings and activities beyond the classroom.

49. The Master of Teaching can communicate with colleagues and other stakeholders in education about educational topics, the teaching profession and solutions they have developed for the educational practice and can participate as professional in the social debate.