At the Languages, Arts, Cultures, and Societies Department (LACS), we teach languages, interculturality, geopolitics, general culture, economics, sports, etc. Multidimensional skills that bring out knowledge, interpersonal skills, know-how and interpersonal skills.
Our research department
At LACS we teach languages, interculturality, geopolitics, general culture, economics, sport… multi-dimensional skills that bring out knowledge, interpersonal skills, know-how and interpersonal skills.
- If we can say that ‘science’ departments contribute to the development of our students’ brains, at LACS we like to say that we contribute to the development of their hearts!
- Our department is cross-disciplinary. Our teaching methods are built around 3 objectives that are approached progressively and transversally: knowing oneself, knowing others, mastering contexts and helping them to evolve.
- In all our disciplines, thestudent is at the centre of our learning. ISAE-SUPAERO is one of the few engineering schools to offer such a choice, both in quantity and quality, in non-scientific activities.
- LACS raises awareness and encourages students to become open-minded, receptive, international, leaders, entrepreneurs and innovators.
- At LACS, students develop their engineering skills and their own professional project: multicultural teamwork, communication, listening, organisation, leadership, taking a step back, critical thinking, etc.
- At the end of the year, a series of exchanges/meetings/conferences organised by the various members of the department in close collaboration with the students provide an opportunity to share views on inspiring personalities.
At LACS, we don't just train engineers: we support men and women in their development. Through the diversity of our teaching, we give them the keys to understanding the world, engaging with it lucidly, and acting with precision. Engineers may think with their heads, but they act with their hearts - and it's those hearts that we nurture.
Philippe Girard Head of departmentThe Languages, Arts, Cultures and Societies Department (LACS ) comprises :
conscientious teachers - lecturers - temporary workers
Electives in English from a wide selection
international students with whom we develop intercultural workshops
intercultural workshops
languages other than english
lecturers and researchers from multidisciplinary and multicultural backgrounds
committed and dynamic assistants
sports instructors involved
Our activities at LACS
The emphasis is on communication and the development of :
- LINGUISTICS - assessed according to the CEFR - Common European Framework of Reference for Languages,
- COMMUNICATION in a professional environment,
- INTERCULTURAL in a multicultural working environment.
We start with a certain amount of disinhibition and move towards confidence and enjoyment in order to achieve mastery of foreign languages. In our language courses, a great deal of emphasis is placed on so-called active teaching methods: inverted teaching, differentiated teaching, problem-based learning, role-playing, role-playing situations and the use of ICT (Information and Communication Technology). (Information and Communication Technology for Teaching).
Diversity: our strong point!
- Debating : the club meets once a week for verbal jousts on philosophy, politics and societal issues. As always, Supaero has been a member of theFrench Debating Association (FDA) since 2011. Based on the model of parliamentary debates, nearly 20 schools and universities compete in tournaments between January and March. The club organises debates in Toulouse with other schools.
A wide choice of courses in English, with over 50 electives to choose from, including: Populism, protectionism and the environment, Costa Rica: a pioneer country for the environmental cause, If I ruled the world... create your own sim city.
The science and English teachers work in synergy with the students on the Research Initiation Projects, which combine scientific content and communication in English to produce daring communication materials.
In addition to English, 10 languages are offered : Arabic, Chinese, German, Italian, Russian, Japanese, Portuguese, Spanish, Langue des Signes Française (LSF) and Français Langue Étrangère(FLE). Special attention is paid to foreign students, and activities are offered to help them integrate on campus. We have also been awarded the Welcome to France label by Campus France.
The 25-hour Inter Cultural Workshop aims to prepare our students for their professional lives by raising their awareness of intercultural relations/management issues. There are more than 400 students of 31 different nationalities, accompanied by 16 tutors divided into small multicultural teams, whose language of communication is English.
Objectives and expected skills :
- AUTONOMY: Develop the means to act on the environment: by understanding what is at stake in order to act safely for oneself and for others ; the acquisition of reusable motor skills; the acquisition of methods for approaching practice.
- PLEASURE: Allowing the body to really come into play by mobilising resources adapted to an emotionally rich physical experience: learning, sharing, contributing, feeling...
- BALANCE: Offer regular, well-considered exercise to contribute to well-being and health, and to establish a rhythm conducive to professional and personal training.
Our essentials : swimming, rowing, weight training, fitness, golf, archery, boxing, tennis, table tennis, badminton, baseball, futsal, rugby, etc.
To adapt to an uncertain environment: climbing, diving, etc.
For artistic physical performance: hip hop, circus, etc.
For personal development and self-maintenance: self-defence, yoga, etc.
Betting on the sensitivity of each individual
At ISAE-SUPAERO, the human training of future engineers is based on Arts & Cultures.
In addition to the scientific rigour that forms the basis of their technical knowledge, each student is offered, during the first two years of their course, a diversion through the disciplines of meaning that address them as subjects of reflective thought and/or creative practice.
Within this framework, the module's contributors help to build this individual identity by encouraging modes of access to knowledge other than those of technological reason. Students are encouraged to actively re-appropriate the sensations, emotions and meanings inherent in their personal history and their presence in the world.
A wide range of courses (Mais vers 1860, une soudaine lumière, La figure du monstre, Cadavres exquis : beaux meurtres au cinéma, Informer par les techniques d'écritures et de mise en page journalistique) and workshops are offered throughout the year, as well as workshops in the visual arts, music, theatre and writing.
The programme
1ʳᵉ year
INITIATE AND SEDUCE
- Introduction to business (20h)
- Introduction to accounting (20h)
- Ariane business game
ELECTIVES :
- Introduction to law (15h) Employment law (15h)
- Financing methods (15h) Private equity (15h)
- Advisory services (30 hrs) phase 3
- Setting up a business creation project (30 hrs) phase 3
- Industrial property law (15h) Tax law (15h)
- Introduction to marketing (15h) + BtoB marketing (15h)
2ᵉ year
INFLUENCE OR GUIDE YOUR COURSE
- Economics and strategy of the space sector
- Economics and RES
- Introduction to economics
- Analysis of an economic sector
ELECTIVES :
- Consulting professions (30h) sequence 3
- Setting up a business creation project (30h)
3ᵉ year
GAP YEAR - SPECIALISATION, ACQUIRING DUAL SKILLS
- Finance stream,
- DESIA: know-how, knowledge and interpersonal skills,
- Double Diploma course (HEC, Sc. Po, LSE, Imperial College).
The DESIA
The DESIA (Diplôme d'Enseignement Supérieur en Ingénierie des Affaires) is a certificate offered to students at the end of their engineering training and before their end-of-study internship. Its aim is to raise awareness of the fact that business performance is as much a collective issue as an individual one.
The DESIA is then divided into 3 phases:
- Phase 1 selection of students: this is carried out by submitting a video and a covering letter, together with a curriculum vitae.
- Phase 2: Common core : This phase is organised around two axes: the transfer of know-how and interpersonal skills:
The first is based on the teaching of academic fundamentals in the main areas of management (corporate finance, accounting, financial analysis, corporate finance, management control, marketing, strategic management, employment law). These courses are taught by professors from leading business schools and universities.
The second axis, alongside these courses, is based on developing attitudes and behaviours. Support is provided by psychosociologists and business coaching professionals.
This common core phase ends with three highlights:
- Astrategic audit based on a case study proposed and supervised by the Roland Berger consultancy firm.
- A day of case studies on mergers and acquisitions organised by a Deloitte partner.
- A management simulation game
- Phase 3 of business teaching: this is based on project management techniques, lean management, design to cost, consulting methods (operational consulting, strategy consulting), etc. These courses are run by consultants from major consultancy firms, most of whom are alumni.
The grand oral :
The high point of the course, the Grand Oral concludes the DESIA. It consists of the resolution ofa business strategy case study (diagnosis of the situation or decision and recommendations). Each team, formed during the group dynamics seminar, finds an industrial sponsor who will coach them during the preparation of the case.
Head of the LACS department
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