Environmental

Engineering Portfolio
ENVM 4000 – Master Thesis Preparation and Portfolio
Environmental Engineering

16/01/2025

Student: Valeria Chi Valdespino

Student number: 5951682

1. Introduction
I decided to study a B.S. in Environmental Engineering, mainly because of my concern about
all the negative impact that human activities have caused, and as it is one of the best ways to
fully understand and learn from processes related to the different environmental systems, this
to later create innovative solutions and better utilize technologies that contribute in a positive
way to all the damage that we have made to Earth. Throughout those years and thanks to the
different sustainability related projects in which I have worked on, I was able to realize that I
feel very passionate and want to continue proposing and creating different solutions that
remediate the impact that human activities have on our planet, while extending material’s life
cycle to avoid misuse and exploitation of resources, emissions’ generation, and at the same
time, benefiting the society.

This aspiration made me reinforce my will to study the MSc in Environmental Engineering at
TU Delft and to choose the Resource and Waste Engineering Track as it is very related to the
horizon where I am interested on pursuing a career. My career will be focused on two different
paths: firstly, I would like to go back to the industrial sector and adjust how big-scale processes
normally operate; I would do this with the objective of routing them to become Net Zero
Carbon and propose projects in which a circular economy is included. Secondly, I would like
to create my own business, which helps to close the production loop by reusing components
and avoiding the use of new resources and waste generation while reducing costs. That is
why for my thesis project I would like to focus on exploring more about recycling alternatives
and sustainable efficient techniques and technologies.

In order to do this, I first considered some personal learning objectives to provide a route for
my study plan and to focus on the different courses I decided to take. This in order to gain
skills and knowledge for my future as an environmental engineer. These learning objectives
are described later in this document.
2. Self-Reflection per ILO

2.1. ILO1: Identify relevant environmental problems and translate

these problems into a scientific research scope.

Through this first ILO, I was able to get a different perspective on real environmental
challenges. Since the first quarter of the programme, in the Stepping Stone module, we were
already thinking about valuable solutions to a problem identified on the TU Delft campus.
Although this project was carried out in large groups of students, each of us had to contribute
to it. Because of the different ways I and my colleagues were used to working in our previous
academic experiences, it was not so easy to decide on the scope of the project, the objective
and how to deliver a good product. However, this project gave us a clear idea of what was
expected of us and somehow showed us the way in which our thoughts should be directed in
order to achieve good results in the courses and as future engineers.

The way I learned to approach the topics of interest became better as the quarters progressed.
It was very interesting to see that each time it was easier to understand the 'problem' to be
solved and to think in a scientific or technical way in which it was possible to give a solution. I
could also see a development in the thinking of my colleagues, as it was now easier to work
with them and we also had very similar lines of thought and ways of approaching the given
situations, without straying from the scope of the research.

In addition, when considering this first Intended learning objective and what was expected
from myself through it (deepen knowledge about environmental challenges and processes in
the different courses and other activities), I developed the following personal learning
objective:

• PLO1- Identify from each course in the MSC Programme the topics that align with my
motivations and future role as environmental engineer.

Also, by considering both objectives, I was able to identify which topics from the courses I
studied were the most relevant and useful for my future development and career. For example,
in the Environmental Engineering Stepping Stone I confirmed my interest in learning more
about the 'soil matrix' and so, after deciding to study the Resource and Waste Engineering
track, I corroborated that I really enjoy learning and working on these types of topics and
branches of Environmental Engineering. I am very interested in both: waste management and
its processing for future recovery and recycling; and soil remediation. However, for my future
professional development, I consider it more important to focus on the waste processing
technologies pathway.

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Through the courses in this track, I was able to gain a lot of knowledge about waste itself and
the already existing techniques for waste processing, which will be very useful for my thesis.
In addition, during the course I was able to meet people who could also be a good support in
this branch of EE, as they are experts.

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 2.2. ILO2: Consider relevant ethical issues related to the research
topic and/or methodology.

ILO2 reminded me that ethics has to be involved in this kind of situation. In the first year of the
programme we had an ethics module where we were asked to reflect on ethical insights that
might be common in real life practice as environmental engineers. For example, how an ethical
stance might lead to the closure of an illegal or highly polluting mine site. I think this
perspective is very useful for our professional and personal development. This is because
every real-life situation has two sides, but by having a clear attitude and awareness of what is
'less bad', I can propose meaningful solutions. Also, because sometimes we think that our
profession is more related to the technical and technological aspects, but this is not true.
Having a clear idea of what my goals are, but without losing sight of an ethical point of view,
has given me a different perspective on what and where I want to work as a future TU Delft
alumna.

Moreover, by considering this second intended learning objective and what was expected of
me through it (developing a more specific notion of ethical issues in environmental
engineering, my personal engagement with ethics, and my choices about which activities to
(not) engage in related to the thesis project), I developed the following personal learning
objective:

• PLO2- Understand/ identify the main issue I want to address and give technical-ethical
solutions to solve it.

In order to combine both learning goals and to delve deeper into a more specific notion of
ethical issues, I took the course 'Environmental Ethics' in Q4, which was one of my favourites.
In this course I read many different articles and discussed different viewpoints on various
current issues and how what is important for one part of society may not be important for
another. These different analyses and reflections were very useful to really understand what
is important to me and what I support.

For example, I am really concerned about all the existing waste around the world, even more
about the waste that has been shipped to other countries to be 'processed' (landfilled). So,
even though recycling may not be the first option when thinking about achieving a perfect
circular economy, it is a very crucial and important contribution to make a change for the real
scenarios we are currently facing: excessive waste and loss of useful raw materials and the

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threat to the supply of other materials. This is why for my thesis I decided to focus on the
possibility for recycling.

I am also very concerned about how, even when trying to find the 'best' alternative for a
'majority', there is a side effect either as a negative environmental impact or as an effect on a
part of society. So, I am interested in trying to find real sustainable solutions that take these
different perspectives into account.

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 2.3. ILO3: Reflect on one’s personal development (academically
and professionally) as an environmental engineer.

When considering this third Intended learning objective and what was expected from myself
through it, I developed the following personal learning objective:

• PLO3- Acquire different social and studying skills that I do not have yet and improve the
ones I already have so that I can work with people with different backgrounds.

I worked on achieving both learning objectives by identifying which were my most developed
professional and soft skills and which were the ones which I could still have the chance to
improve. For example, when reflecting on my academic skills, identifying my strengths and
non-strengths was obvious when I studied some of the courses. I confirmed where I was not
very good at, for example: coding in MUDE and magnetism physics in the module Waste
processing technologies. Therefore, I had to try to improve these areas of opportunity by
studying more, attending extra sessions, asking questions to the professors and my peers,
reading more, practicing with exercises and if needed, asking for help. However, this also
helped me to identify my most developed soft skills (i.e. resilience and adaptability) to solve
any kind of problem either by negotiating, studying or collaborating with other peers.

I also had the opportunity to work on my personal development when I decided to do an MDP.
This project was challenging in many ways, but it was undoubtedly worth it. I learnt to work in
a team of 6 people with very different personalities and backgrounds and to deliver what the
'client' expected, even without full knowledge and the required scientific equipment.
This experience has a very meaningful impact on my future projects and collaborations, as I
have already experimented part of a ‘chaotic professional’ situation and how to overcome
basic challenges in the academic sphere.

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 2.4. ILO4: Communicate options to further their personal
development in the scope of life‐long learning.

When considering the last Intended learning objective and what was expected from myself
through it, I developed the following personal learning objective:

• PLO4- Continue learning and work hard, but not forgetting to take breaks, have fun and
enjoy. Have a study-work-life balance.

The way I see both learning goals is that there has to be a balance. I really think that in order
to maintain a healthy lifelong learning, it is necessary to enjoy what you are doing. Therefore,
I truly believe that studying and spending time on academic matters is just as important as
taking breaks and focusing on other enjoyable things/activities which are not always related
to TU Delft. This balance shouldn't be ignored when working on my thesis or even when I go
out into the real world and work. 😊

For me, this is a key strategy for learning because there is a point at which my brain becomes
saturated with information and even if I try to continue studying/learning, it is almost impossible
to retain the new information. So, taking small breaks helps me to clear my mind and
reconnect. However, in order to be able to do this, I need to have a clear 'plan' of what I need
to do and 'key dates' in which to achieve my goals. This planning of activities and outcomes
will be very useful when I work on my thesis.

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3. Conclusions
It is very interesting to see that last year I already had a very specific idea of what I was really
interested in, and to compare it now and confirm that even though I did not have very much in
mind the ILOs or PLOs set up, most of my actions were directed towards achieving them.

I am still very keen in focusing my professional career on circular economy, life cycle analysis
and finding solutions to the current environmental problems we face, especially those related
to waste and the possibility of recycling and up-cycling what is already part of the problem to
avoid misuse and exploitation of other resources. I have been academically supporting this
mindset and motivation over the last year, and this has made me reflect on how much I am
interested in being part of the contributors to solving one of the most significant environmental
issues of the present. It has also helped me to be more aware of how ethics should always be
considered, even if the ultimate goal of the project is to be 'beneficial' to 'most' people.

The various courses and activities I have undertaken as part of the MSc have given me some
of this knowledge and tools, but I am aware that learning never ends and it is up to me and
my future personal and academic development to continue to develop and truly become the
environmental engineer I want to be.

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4. Annexes
Feedback from professor in Module B

• Multiple Waste flows: I worked on the gypsum stream

Feedback from professor of the Environmental Ethics course

Feedback from MDP ‘client’ (Limpopo Lipadi Reserve)

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