Bachelor of Science in Bioscience Engineering (Land, Water and Climate)
Bioengineers are engineers of living matter: in a unique way, they bring together knowledge of the biological world and of engineering science. The different science disciplines are thoroughly studied and interrelated. The programme offers a synthesis of chemistry and biology, while mathematics and physics are the stepping stone towards technology.
About the programme
Programme summary
Find out more
Off to a good start
Postgraduate studies
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Jan Baetens
|
6
|
|
|
1
|
sem 1
|
nl
|
Dirk Poelman
|
5
|
|
|
1
|
sem 1
|
nl
|
Rik Van Deun
|
5
|
|
|
1
|
sem 1
|
nl
|
Godelieve Gheysen
|
4
|
|
|
1
|
sem 1
|
nl
|
Pieter De Frenne
|
5
|
|
|
1
|
year
|
nl
|
Jan Verwaeren
|
5
|
|
|
1
|
sem 2
|
nl
|
Willem Waegeman
|
5
|
|
|
1
|
sem 2
|
nl
|
Frederik Ronsse
|
5
|
|
|
1
|
sem 2
|
nl
|
Rik Van Deun
|
6
|
|
|
1
|
sem 2
|
nl
|
Luc Tirry
|
5
|
|
|
1
|
sem 2
|
nl
|
Marc Van Meirvenne
|
5
|
|
|
1
|
sem 2
|
nl
|
Kathy Steppe
|
4
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
2
|
sem 1
|
nl
|
Elena Torfs
|
5
|
|
|
2
|
sem 1
|
nl
|
Toon Verstraelen
|
5
|
|
|
2
|
sem 1
|
nl
|
Luc Tirry
|
4
|
|
|
2
|
sem 1
|
nl
|
Dirk Reheul
|
5
|
|
|
2
|
sem 1
|
nl
|
Matthias D'hooghe
|
3
|
|
|
2
|
sem 1
|
nl
|
Els Van Damme
|
4
|
|
|
2
|
sem 2
|
nl
|
Frank Nevens
|
5
|
|
|
2
|
sem 2
|
nl
|
Bernard De Baets
|
5
|
|
|
2
|
sem 2
|
nl
|
Wim Soetaert
|
5
|
|
|
2
|
sem 2
|
nl
|
Matthias D'hooghe
|
7
|
|
|
2
|
sem 2
|
nl
|
Niko Verhoest
|
3
|
|
|
2
|
sem 1
|
nl
|
Marc Van Meirvenne
|
4
|
|
|
2
|
sem 2
|
nl
|
Jan Verwaeren
|
5
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Stijn Luca
|
4
|
|
|
3
|
sem 2
|
nl
|
Jo Dewulf
|
4
|
|
|
3
|
sem 1
|
nl
|
Jan Pieters
|
4
|
|
|
3
|
sem 2
|
nl
|
Kristof Demeestere
|
4
|
|
|
3
|
sem 2
|
nl
|
David Fernandes del Pozo
|
4
|
|
|
3
|
sem 1
|
nl
|
Wim Verbeke
|
4
|
|
|
3
|
year
|
nl
|
Niko Verhoest
|
6
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Stefaan De Neve
|
5
|
|
|
3
|
sem 1
|
nl
|
Niko Verhoest
|
3
|
|
|
3
|
sem 1
|
nl
|
Frieke Vancoillie
|
5
|
|
|
3
|
sem 1
|
en
|
Diego Miralles
|
4
|
|
|
3
|
sem 2
|
nl
|
Frieke Vancoillie
|
3
|
|
|
3
|
sem 2
|
nl
|
Steven Sleutel
|
5
|
|
|
3
|
sem 2
|
en
|
Ellen Van De Vijver
|
5
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
1
|
sem 1
|
nl
|
Jan Baetens
|
6
|
|
|
1
|
sem 1
|
nl
|
Dirk Poelman
|
5
|
|
|
1
|
sem 1
|
nl
|
Rik Van Deun
|
5
|
|
|
1
|
sem 1
|
nl
|
Godelieve Gheysen
|
4
|
|
|
1
|
sem 1
|
nl
|
Pieter De Frenne
|
5
|
|
|
1
|
year
|
nl
|
Jan Verwaeren
|
5
|
|
|
1
|
sem 2
|
nl
|
Willem Waegeman
|
5
|
|
|
1
|
sem 2
|
nl
|
Frederik Ronsse
|
5
|
|
|
1
|
sem 2
|
nl
|
Rik Van Deun
|
6
|
|
|
1
|
sem 2
|
nl
|
Luc Tirry
|
5
|
|
|
1
|
sem 2
|
nl
|
Marc Van Meirvenne
|
5
|
|
|
1
|
sem 2
|
nl
|
Kathy Steppe
|
4
|
|
|
2
|
sem 1
|
nl
|
Elena Torfs
|
5
|
|
|
2
|
sem 1
|
nl
|
Toon Verstraelen
|
5
|
|
|
2
|
sem 1
|
nl
|
Luc Tirry
|
4
|
|
|
2
|
sem 1
|
nl
|
Dirk Reheul
|
5
|
|
|
2
|
sem 1
|
nl
|
Matthias D'hooghe
|
3
|
|
|
2
|
sem 1
|
nl
|
Els Van Damme
|
4
|
|
|
2
|
sem 2
|
nl
|
Frank Nevens
|
5
|
|
|
2
|
sem 2
|
nl
|
Bernard De Baets
|
5
|
|
|
2
|
sem 2
|
nl
|
Wim Soetaert
|
5
|
|
|
2
|
sem 2
|
nl
|
Matthias D'hooghe
|
7
|
|
|
2
|
sem 2
|
nl
|
Niko Verhoest
|
3
|
|
|
2
|
sem 1
|
nl
|
Marc Van Meirvenne
|
4
|
|
|
2
|
sem 2
|
nl
|
Jan Verwaeren
|
5
|
|
|
3
|
sem 1
|
nl
|
Stijn Luca
|
4
|
|
|
3
|
sem 2
|
nl
|
Jo Dewulf
|
4
|
|
|
3
|
sem 1
|
nl
|
Jan Pieters
|
4
|
|
|
3
|
sem 2
|
nl
|
Kristof Demeestere
|
4
|
|
|
3
|
sem 2
|
nl
|
David Fernandes del Pozo
|
4
|
|
|
3
|
sem 1
|
nl
|
Wim Verbeke
|
4
|
|
|
3
|
year
|
nl
|
Niko Verhoest
|
6
|
|
Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
---|---|---|---|---|---|---|
|
3
|
sem 1
|
nl
|
Stefaan De Neve
|
5
|
|
|
3
|
sem 1
|
nl
|
Niko Verhoest
|
3
|
|
|
3
|
sem 1
|
nl
|
Frieke Vancoillie
|
5
|
|
|
3
|
sem 1
|
en
|
Diego Miralles
|
4
|
|
|
3
|
sem 2
|
nl
|
Frieke Vancoillie
|
3
|
|
|
3
|
sem 2
|
nl
|
Steven Sleutel
|
5
|
|
|
3
|
sem 2
|
en
|
Ellen Van De Vijver
|
5
|
|
Competence field 1: General knowledge competency
- Have insight into plants, animals and micro-organisms and their interactions with the abiotic environment
- Have insight into the system Earth and the impact of humans on the environment
- Have insight into the chemical structure and reactivity of inorganic and organic matter
- Be able to provide qualitative and quantitative information about the composition of (living) matter using (bio)chemical analysis techniques
- Understand the biochemical, genetic, molecular and physiological aspects of living matter
- Have insight into the mathematical aspects of bioscience engineering problems
- Have notions of scientific programming, computer algorithms and numerical techniques
- Have a mathematical understanding of the dynamic and stochastic aspects of bioscience engineering processes
- Have insight into data management and processing, statistics and its role in the scientific method
- Use mathematical models and master modeling techniques for systems analysis
- Have insight into physics and its application in bioscience engineering
- Understand economic principles, relationships and laws
- Understand industrial processes relevant to bioscience engineers
- Have insight into the issues of sustainability in production and consumption systems
- Have insight into the genesis, properties and functioning of soils, and be able to solve practical problems for their management taking into account productive and ecological objectives
- Have insight into the different processes of the hydrological cycle, including extreme events
- Have insight into the interaction between land and atmosphere through the exchange of carbon, nitrogen, water and heat
- Have insight into the cycles of the biologically most relevant elements in different compartments of the Earth, and understand how these cycles in soil and surface water are influenced by land use and anthropogenic disturbances
- Be able to acquire spatial and temporal data of the environment (land, water, climate) through targeted sampling, measurement or indirect observations, and be able to manage these data and process them (geo)statistically
- Be familiar with targeted searching, evaluating, processing, and correctly referencing scientific and technical information
- Knowing how to schematize and model phenomena, processes and systems
- Be able to plan abstract and concrete assignments
- Be able to select and apply current models, methods and techniques to assignments and to process the results scientifically and efficiently
- Be able to think analytically and synthesizing and to reason logically to solve problems related to the discipline
- Demonstrate accuracy, perseverance and critical reflection
- Identify direct and indirect consequences of decisions made
- Know how to correctly use scientific and discipline-specific terminology
- Be able to function as a member of a team, also in an interdisciplinary context
- Be able to communicate and present the results of technical and scientific work to the peer group in writing, orally as well as graphically
- Pay attention to the ethical aspects associated with problems related to the discipline
- Be aware of the social and economic role of the bioscience engineer in society
- Be able to apply basic scientific knowledge for a quantitative approach of problems
- Be able to apply broad basic knowledge in an integrated manner, with attention not only to scientific-technological aspects, but also social aspects
- Have insight into various professional situations and fields of activity of bioscience engineers