After spending several years in the Physics Department at UNamur, the physics student has acquired a range of disciplinary knowledge and a multitude of scientific skills.
As they near the end of their academic journey, this course unit invites the student to reflect on their personal, academic, and civic path. They will be prompted to consider the question:
"I have acquired scientific knowledge and skills. How can I use them to benefit society in the future?"
This reflection will lead to the undertaking of a civic project through a service experience for the community.
In this way, the student will also develop transversal relational and communication skills.
Service-Learning is an educational approach that aims to incorporate social engagement into traditional academic teaching. The objective for students is to participate in a project or get involved in an organization whose missions address societal issues (in physics, for example, the contribution of physics to medicine, climate change, the tension between the importance of materials and their natural abundance, the production of (non)renewable energy, etc.).
Service-Learning is based on three pillars: "Serve," "Reflect," and "Learn." It is necessary to learn about reality, to take action on it, and to effect change.
Students contribute to society by engaging with a specific community or by participating in a solidarity project. This engagement experience is carried out in collaboration with a non-profit organization, an NGO, or a local social enterprise.
The content of the workshops will vary depending on the projects chosen by the students.
The evaluation is based on a self-assessment by the student, supported by a grading rubric that outlines all the knowledge and skills targeted by the course unit. The submission of a logbook, to be completed throughout the semester, will be a key component of this evaluation.
Sources will vary depending on the projects chosen by the students.
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Master in Physics, Professional focus | Standard | 0 | 3 | |
| Master in Physics, Professional focus in Physics and Data | Standard | 0 | 3 | |
| Master in Physics | Standard | 0 | 3 | |
| Master in Physics, Teaching focus | Standard | 0 | 3 | |
| Master in Physics, Research focus | Standard | 0 | 3 | |
| Master in Physics, Professional focus in Physics and Data | Standard | 1 | 3 | |
| Master in Physics | Standard | 1 | 3 | |
| Master in Physics, Teaching focus | Standard | 1 | 3 | |
| Master in Physics, Research focus | Standard | 1 | 3 | |
| Master in Physics, Professional focus | Standard | 1 | 3 | |
| Master in Physics, Professional focus | Standard | 2 | 3 | |
| Master in Physics, Professional focus in Physics and Data | Standard | 2 | 3 | |
| Master in Physics, Teaching focus | Standard | 2 | 3 | |
| Master in Physics, Research focus | Standard | 2 | 3 |