Study Guide

Descriptions

The Bachelor of Engineering educations in new energy and water and environmental engineering (more on the areas of specialization later) produce experts who are capable of getting more out of less. The bases of the educations are renewable energy technologies, energy efficiency, circular economy as well as environmental technology and being environmentally friendly. In the renewable energy education students learn about centralized energy production in power stations as well as a new form of energy production, distributed generation. Energy storage and smart energy systems are also part of the education. In hydraulic and environmental engineering, the areas concentrated on are water technology, water processes, water protection, waste management and circular economy. A key factor in the educations is sustainable development.

Structure of education
The education consists of two separate areas of specialization: one is renewable energy and the other hydraulic and environmental engineering. The area of specialization is chosen in the second year at the end of the basic studies.
The education and studying consist of core competences and complementary competence. Core competences includes the basic studies and complementary competence include vocational studies (60 credits), free-choice studies (30 credits), practical training (30 credits in total) and the thesis (15 credits). In total the education is 240 credits and the normative time of graduation is four years.
Both areas of specialization share the same basic studies (about 100 credits, the first one and a half years of the education). Basic studies consist of, among other things, mathematics and natural science, engineering studies, environmental studies as well as language and communication studies. Vocational studies consist of vocational modules (at least 60 credits in total) and free-choice studies (30 credits), apprenticeship (30 credits in total) and the thesis (20 credits). For the free-choice studies it is possible to choose studies from one’s own area of specialization or from other studies that support the students learning. After the basic studies the areas of specialization offer the students their own vocational modules in an order that best enables learning their field but also makes it possible, for example, to do exchange studies without falling behind the other students in their group. The maximum time of graduation is four years, but it is possible to graduate faster by, for example, studying in the summer as well.

Objective

What the students will learn
The education guarantees the students will be able to deal with the tasks and work methods in the fields of energy and environmental engineering and can learn more necessary skills and attain more necessary knowledge in their field. The education also introduces the students to organizations in their field and helps them create connections to them as well as give the students an understanding of the significance of productivity, profitability and entrepreneurship. The education is done following the principles of innovation pedagogy, giving the students generic skills needed in working life such as interaction, teamwork and networking skills.
The education emphasizes knowledge and skills that help in getting a comprehensive understanding of the challenges and opportunities connected to energy and the environment.
A student graduating from the energy and hydraulic and environmental engineering areas of specialization will become an engineer. The students will have the readiness to solve matters related to, for example:
• Future energy production, both centralized production and distributed generation with renewables
• The sufficiency of materials and water, circular economy
• water purification and water protection, hydraulic engineering
• Responsible utilization of the environment and challenges pertaining to making the state of the environment better
At the start of the studies the emphasis is on mathematics and natural sciences as well as engineering subjects, which give the student the basic knowledge required for engineers and make it possible to specialize in the chosen areas. The specialization begins 1,5 years after starting the studies. The student builds a suitable whole of the possible studies, which enables the student to get the knowledge and skills for the career of their choice. The specialization studies are mostly engineering sciences and applied studies. Throughout the studies, sustainable development as well as the interaction between protecting the environment, peoples’ behavior and society will be kept in mind. In addition, the student will have skills in communication, marketing, management and entrepreneurship.
The basic principle is to offer each student an education that guarantees employment after graduation and gives the best possible basis for lifelong learning. The students get:
• Good and tailor-made vocational skills and knowledge
• Innovation competences that help create new things and solutions
• Social skills and networks needed in working life
• The vocational identity of an engineer
• The attitude of an entrepreneur

Career possibilities
The diverse basic studies and the areas of specialization allow a wide variety of career choices in business and society. After gaining experience in the field the career possibilities will include demanding expert and managerial occupations. Renewable energy and hydraulic and environmental engineers have skills that enable them to work for industries and businesses in operational duties, design, research and product development. They are also able to work as independent entrepreneurs and officials in their own fields.
The job title for an engineer working in the energy or environmental engineering sector might have, for example, a job title like engineer, expert, project manager, consultant, operations manager, maintenance manager, chief executive officer, entrepreneur.

The educations produce people, who understand the challenges and opportunities associated with energy and the environment and who are able to solve problems in a creative way and develop and apply technological solutions in their respective fields. The multidisciplinary studies and diverse teaching methods increase the students’ communication skills, encourage considering different viewpoints and help in discovering new solutions. The students learn to see their field in a global context and to function in an international environment.

Development

Pedagogical methods
The degree programs function according to the principles of TUAS innovation pedagogy and the engineering principles of CDIO. The education is done in close collaboration with research groups and the research and development projects they do. There is also an emphasis on development needs of business, which will be introduced to the students during the studies. The teaching methods are varied and emphasize the significance of interaction. The aim is to create a multidisciplinary, international studying environment that encourages intrapreneurship. In practice, this means, for example, the linking of different studies or the studies being formed from real development needs and commissions. Students from different areas of specializations can take part in them as multidisciplinary groups and solve different design assignments, creating and applying the skills and knowledge that are the aim of the studies.

Further information

Evaluation
The object of evaluation in the degree program are the real knowledge which are the aim of the studies. The details come after the understanding of the big picture. The evaluation is based on knowledge and skills and their development. The methods of evaluation are varied and emphasize the students’ ability to assess themselves as well as their peers. Both self and peer assessments and external assessment are used. The evaluation aims to develop the students’ abilities and support learning.

The courses and the modules they form are evaluated as passed or not passed or on a scale of 0-5. In numerical evaluation a minimum grade of one is required to pass. In addition to traditional written evaluation a teacher can evaluate the students progress orally and, if necessary, by giving feedback to help the student to focus on the important things (so called formative evaluation). The aim of the feedback is to create an environment that supports learning.