Finalist

Engaged University of the Year Award

Université Libre de Bruxelles

Finalist of the Engaged University of the Year Award

Université Libre de Bruxelles, Brussels, Belgium - Belgium

"Engineering a Sustainable Future: Sensitize, Transform, Act Together"


Engage on social media

https://www.linkedin.com/school/ecole-polytechnique-de-bruxelles/
(Linkedin account of École polytechnique de Bruxelles)
https://www.instagram.com/polytechbxl/
(Instagram account of École polytechnique de Bruxelles)
https://www.facebook.com/PolytechULB
(Facebook account of École polytechnique de Bruxelles)
YouTube: https://www.youtube.com/watch?v=4fJnRLSW-zg&list=PLtWiu4yEvwjY2fCl4T4Xt8lKaZNvamZXz
(Youtube playlist for the communication project on Energy Transition by Ecole polytechnique de Bruxelles)

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Summary

École polytechnique de Bruxelles is the School of Engineering of Université libre de Bruxelles. Our School is committed to the following four missions:
- to form engineers capable of assuming a role as active citizens in a multicultural and multilingual world;
- to conduct and promote scientific research of the highest level, both fundamental and applied, aimed at innovating, creating and exploiting knowledge in the fields of engineering;
- to place its teaching and research expertise at the service of society through the promotion of research, expertise missions, continuing education, and development cooperation;
- to work for the emancipation of each of its members, particularly students, in accordance with its status as a free university institution, and to support a participatory model of an engineering school open to students and Alumni.

Recognising the significant challenges our society faces and the role engineers can play in addressing them, the Brussels School of Engineering took a forward-thinking decision to introduce a Vice-Dean for the Energy Transition, Societal Impact and Business Relationship. This unprecedented choice in the Belgian universities was made based on an impulsion from the students. In recognition of that, the Vice Dean's office for energy transition was set to be represented by an academic and a student adjoint, with the mission of introducing energy transition and sustainable development at the root of the engineering program to raise awareness and equip our students with new skills to face the challenges associated with the climate crisis and its impact on our society.

Key People


Alessandro Parente
Vice Dean for Energy Transition, Societal Impact and Industrial Relations
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Jeanne Longlune
Student adjoint to the Vice-Dean for Energy Transition
École polytechnique de Bruxelles, Université libre de Bruxelles



Frédéric Robert
Dean
Bio, Electro And Mechanical Systems: Embedded electronics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Dimitri Gilis
Vice-Dean
Biomodeling, Bioinformatics & Bioprecess – Structural Bioinformatics group,  École polytechnique de Bruxelles, Université libre de Bruxelles



Pierre Lambert
Vice-Dean for International Relations
Transfers, Interfaces and Processes ,  École polytechnique de Bruxelles, Université libre de Bruxelles



Frédéric Debaste
President of the Brussels Bioengineering School
Transfers, Interfaces and Processes ,  École polytechnique de Bruxelles and École de Bioingénerie de Bruxelles, Université libre de Bruxelles



Cédric Boey
Head of the Educational Support Office
BAPP,  École polytechnique de Bruxelles, Université libre de Bruxelles



Axel Coussement
Professor
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Samia Ben Rajeb
Professor
Unité d'enseignement en Construction, Architecture, Urbanisme,  École polytechnique de Bruxelles, Université libre de Bruxelles



Didier Snoeck
Professor
Unité d'enseignement en Construction, Architecture, Urbanisme,  École polytechnique de Bruxelles, Université libre de Bruxelles



Benoit Haut
Professor
Transfers, Interfaces and Processes ,  École polytechnique de Bruxelles, Université libre de Bruxelles



Alexis Prickartz
Advisor
Educational Support Office ,  École polytechnique de Bruxelles, Université libre de Bruxelles



Gilles Decroly
Researcher in biomedical engineering
Bio, Electro And Mechanical Systems,  École polytechnique de Bruxelles, Université libre de Bruxelles



Louis Vande Perre
PhD Researcher in biomedical engineering
Bio, Electro And Mechanical Systems,  École polytechnique de Bruxelles, Université libre de Bruxelles



Jihad Guenaou
PhD Researcher in electrical engineering
Bio, Electro And Mechanical Systems,  École polytechnique de Bruxelles, Université libre de Bruxelles



Alessandro Piscopo
PhD Researcher in sustainable combustion and renewable synthetic fuels
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Sabri El Amrani
Student
École polytechnique de Bruxelles, Université libre de Bruxelles



Dorian De Frenne
Student
École polytechnique de Bruxelles, Université libre de Bruxelles



Jetnis Avdijaj
PhD Researcher in heavy industry decarbonisation
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Joëlle Vincke
PhD Researcher in heat exchangers for aircraft engines
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Jean Servais
PhD Researcher in atomic physics
Unité de recherche en Physique quantique,  École polytechnique de Bruxelles, Université libre de Bruxelles



Lionel Delchambre
Phd Researcher in energy systems
Aero-Thermo-Mechanics,  École polytechnique de Bruxelles, Université libre de Bruxelles



Matthew Langsley
English Teacher
Ecole de Traduction et Interprétation ISTI - Cooremans (TI)


Acknowledgements

• We have closely cooperated with our University Authorities, who supported our initiatives and opened many doors, particularly Charline Urbain - Vice-Rector for Sustainable Development.

• Our dissemination project, "À la salle des Profs" has been possible thanks to the involvement of many colleagues who have shared their knowledge and expertise.

• We coordinated with leading NGOs to contribute to conferences and our educational offer (Oxfam, The Shift Project, Engineers without Borders - EWB). For instance, EWB coordinated the English seminars offered in the content of the first- and second-year English classes.

• We established strong links with leading companies in the energy transition in Belgium, such as ENGIE (Belgian leader in energy sales and services) and Sibelga (energy distribution network).

• We have interacted with the Belgian Federation for Higher Education (ARES) and obtained funding to train 100 climate Fresk facilitators to scale up our pilot experience to the level of the entire University.

Images

Serious game for the Energy Systems course (shorturl.at/dJP09). 300+ BSc polytechnic and bioengineering students working in teams to decarbonise European countries by 2050

"A la Salle des Profs", our podcasts on energy transition and sustainability with colleagues from École polytechnique de Bruxelles and ULB

Opening of the Academic Year 2022-2023. Climate Fresk for 300+ freshmen from École polytechnique de Bruxelles and École de Bioingénierie de Bruxelles. In the foreground the Vice-Dean and Student Adjoint for Energy Transition

Annual conference of the Alumni of École polytechnique de Bruxelles: a discussion with Philippe Bihouix and Vinz Kanté on energy sufficiency and the role of engineers in the energy transition

The Student Adjoint for Energy Transition addresses the freshmen at the 2022-2023 academic year opening

The Vice-Dean for Energy Transition introduces the conference "Engineers in transition" in February 2022.

Adel El Gammal, Romain Weikmans et Jean-Pascal van Ypersele discuss the outcome of the COP27 with ULB students

Freshmen from École polytechnique de Bruxelles and École de Bioingénierie de Bruxelles taking part to the Climate Fresk for the opening of the Academic Year 2022-2023

Workshop on "How to find a green job" for engineering students during the Energy Transition Week

Students participating to the serious game for the Energy Systems course, working in teams to decarbonise European countries by 2050

IMPACT STORY

Impacting lifes

The structural changes brought to our School are centered around three main axes: reform of programs, raising awareness through conferences and seminars, and creating spaces for reflection and sharing through student-driven activities.

The impact was evident in the successful implementation of several initiatives. The school organized three major conferences between 2022 and 2023, which attracted more than 1000 people, including students, alumni, and general public. The last academic year opening featured a Climate Fresk, involving more than 300 students in promoting the development of a systemic vision of climate change. The school also developed a series of podcasts targeting various aspects of the energy transition, reaching over 2000 people.

Seven bachelor courses were restructured to reform the programs, impacting roughly 800 students. Sustainability-related concepts were introduced within the courses, and a guiding thread connecting the different courses was created, including key concepts associated with energy transition and Sustainable Development Goals (SDG) in students' teams and individual projects.

Students played a pivotal role in the transformation of the faculty. Students and researchers introduced a Transition Week, which included conferences, workshops, and roundtables to intensify interactions and exploit synergies among students working broadly on energy transition.

Overall, the successful implementation of these initiatives demonstrates the faculty's commitment to addressing the challenges of climate change, highlighting the importance of interdisciplinary approaches, and creating spaces for reflection and sharing among students. The impact of these changes will undoubtedly continue to shape the school's mission and inspire future generations of engineers to build a sustainable future.

LEARNINGS

Lessons learned

As a team leading the transformation of our School of Engineering towards a climate-conscious engineering curriculum with sustainability and a systemic vision of complex systems at its core, we learned two critical lessons. First, the importance of collaboration in achieving the desired outcome, and second, the need to communicate and involve all relevant stakeholders in the transformation process.

We created a working group with representatives from all relevant bodies - professors, scientific and administrative staff, and students - to define the mission and implement the program reform. This collaborative approach allowed us to identify the most efficient strategy for achieving our goals and, in turn, created a consensus around systemic change. As a team, we recognized the importance of involving all stakeholders in the transformation process. This approach helped us reform a substantial portion of our bachelor courses and introduce a new competence in the study program.

The other key factor is communication. We observed the importance of making all relevant bodies aware and invested in the transformation process. A great impulse in this direction came from the students, who were the most driven, passionate, and active in supporting new learning initiatives. A great example is how the students created a place for energy transition and sustainability in English classes. The seminars for listening practices are now dedicated to the presentation of the 17 UN Sustainable Development Goals (SDG). The students' example has created a positive dynamic that has permeated our school entirely.

FUTURE PLANS

What's coming?

Moving into the future, our first objective is to ensure the sustainability of our efforts, the accomplishment of the program reform, the coherence and sustainability of the various initiatives, and their implementation throughout the curriculum.

The School of Engineering supported our initiatives logistically, financially, and by providing human resources. From the beginning, a full-time equivalent attached to our faculty Educational Support Office has contributed to the practical implementation of the program reform and led the coordination of outreach activities. The faculty maintains this position for the next two years to support teachers in restructuring their courses and developing new teaching methods. Our objective is to provide academic staff with training on sustainability, encourage sharing practices, and create spaces for discussion.

A second objective is scaling up. While the reform started from the BSc, we plan to interact with the different MSc program coordinators to create continuity throughout the full study curriculum and promote interdisciplinary competencies. We also plan to interact with the University authorities to scale our pilot experience to the university level. In this context, we secured funding from the Belgian Federation for Higher Education (ARES) to support the organisation of future activities such as the Climate Fresk for the whole University. This recognises our efforts and reassures us about the sustainability of our initiatives.

Finally, we aim to intensify the exchange with other higher education institutions undergoing similar transformations in Belgium and abroad. We strongly believe in the opportunities offered by mutualising ideas and resources.

KEY STATISTICS

+100000

People reached via social media

+2000

Participants in workshops and conferences

+800

Students impacted by the program reform

+10

Episodes of our mini-series on transition called "A la salle des profs"

Triple E Awards

The Triple E Awards are a global recognition of efforts toward the quest for entrepreneurship and engagement in higher education. It is the first award to focus specifically on different dimensions of the universities' third mission. Implemented regionally, the Triple E Awards aim to foster change in universities and to emphasize their role in their communities and ecosystems.

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