CHOICE 1

Innovation is the very culmination of scientific research, but it is also essential to the survival and/or growth of most businesses and nonprofit organizations—and, by extension, of all human organizations. Innovation is also a key driver of economic development in regions, where it is often linked to the circular economy or the social economy. 

The ability to contribute to the design and implementation of innovative projects—and to secure the necessary funding and partnerships—is a skill that is increasingly sought after in all employees, regardless of their status or role within the organization (in short, from factory workers to CEOs, including technicians, engineers, and even… researchers!). The goal is as much to instill a professional culture of innovation as it is to teach its basic methodological and technical principles. This educational program is based on project-based learning and utilizes a seminar-style format (24/7) in a secluded location, cut off from the outside world to facilitate greater concentration. The pedagogical principle is to bring together various skill sets (in our case, those from four tracks of the GE master’s program and two tracks of the Energy master’s program) in a single physical and temporal space to work as a group on a local environmental issue. Sessions—including lectures, meetings, site visits, reflection, and group work—will alternate throughout the week, enabling students to submit a written report and deliver an oral presentation by the end of the week. The best projects will be presented orally before a panel of professionals and defended by the students. 

Open to all students in the GE track at the M2 level (except for the GeIBioTe track) in FI and APP, as well as to students in the Energy master's program.

With the exception of the Aquadura track—for which this course unit spans the entire semester—the Cogithon takes the form of a 6-day seminar. The seminar begins with a theoretical component (on the first day) and then continues in the form of workshops in which students are organized into project teams. The teams compete to present a project in response to a call for proposals that changes each year and is developed in partnership with local stakeholders. The call for proposals is based on the work done in the Aquadura track and the presentations given in November. 

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