Presentation

Reconceptualizing Engineering Education - The CDIO Approach

admin — Sun, 06 Feb 2022 13:06:42 +0000

Reconceptualizing Engineering Education - The CDIO Approach admin Sun, 02/06/2022 - 13:06

Abstract

To effectively compete in building knowledge-based economies, Arab countries must invest in producing highly qualified and accredited engineers that can actively engage in the nation’s techincal capacity building. The industry, in recent years, observed graduating students were technically adept but lacked many abilities required in the real-world of engineering situations. There is a growing need for change in engineering education in its shape, contents, objectives, outcomes and socio-economical pertinence and impact. The Conceive-Design-Implement-Operate (CDIO) is an innovative approach to reforming engineering education in the Arab region. With its detailed Standards and Syllabus, the CDIO initiative is adaptable across all engineering disciplines. It has been adopted in more than 120 world-renowned universities. CDIO focuses on building engineering programs of study centered around active and experiential learning experiences for students such as project-based learning, problem-based learning and research-based learning, multidisciplinary knowledge and specific learning outcomes. This keynote address will discuss the essentials of the CDIO initiative in details.

Document

Reconceptualizing Engineering Education - The.pdf (9.58 MB)

Reconceptualizing Engineering Education - The CDIO Approach

admin — Sun, 06 Feb 2022 12:57:37 +0000

Reconceptualizing Engineering Education - The CDIO Approach admin Sun, 02/06/2022 - 12:57

Abstract

Document

Reconceptualizing Engineering Education - The.pdf (9.58 MB)

Engineering Education for the Future World: The CDIO Approach

admin — Wed, 20 Mar 2019 09:55:24 +0000

Engineering Education for the Future World: The CDIO Approach admin Wed, 03/20/2019 - 09:55

Reference Text

Presentation at 28th Arab Engineering Conference, Muscat, Oman, 11 - 13 December 2018

Year

2018

Authors

Isam Zabalawi

Affiliations

Australian College of Kuwait

Pages

102

Abstract

Engineering Education for the Future World: The CDIO Approach

Keywords

CDIO engineering education

Document

Engineering Education for the Future World - .pdf (7.95 MB)

CDIO seminar - Gender and diversity inclusive engineering education, October 10 2018, Chalmers University of Technology, Gothenburg Sweden

admin — Tue, 16 Oct 2018 09:45:39 +0000

CDIO seminar - Gender and diversity inclusive engineering education, October 10 2018, Chalmers University of Technology, Gothenburg Sweden admin Tue, 10/16/2018 - 09:45

Reference Text

Keynote presentations from CDIO seminar - Gender and diversity inclusive engineering education, October 10 2018 at Chalmers University of Technology, Gothenburg Sweden

Abstract

See file.

Document

Presentations Oct 10 seminar.pdf (17.07 MB)

ACCESSIBILITY CONSIDERATIONS IN CDIO

admin — Sun, 18 Jan 2015 18:54:15 +0000

ACCESSIBILITY CONSIDERATIONS IN CDIO admin Sun, 01/18/2015 - 18:54

Reference Text

Proceedings of the 10 th International CDIO Conference, Universitat Politècnica de Catalunya , Barcelona , Spain, June 16 - 19, 2014

Year

2014

Authors

Concha Batanero, Salvador Otón, Jaana Holvikivi, Markku Karhu, Héctor R. Amado-Salvatierra

Affiliations

Alcalá University, Spain, Helsinki Metropolia University of Applied Sciences, Finland, Galileo University, Guatemala

Pages

Abstract

This paper delves into the sixth CDIO standard, Engineering Workspaces, to make accessible to all students, virtual workspaces. The paper describes the way to use the accessible Moodle learning platform, which has been adapted by the authors, following the specification IMS Global Access for All v3.0. It takes into consideration the preferences and needs of the student and accessibility metadata of the learning objects.

Keywords

Accessibility, Engineering education, E-learning, CDIO Standard 6

Document

201_Paper.pdf (254.75 KB)

Towards the entrepreneurial university

admin — Thu, 08 Jan 2015 11:33:13 +0000

Towards the entrepreneurial university admin Thu, 01/08/2015 - 11:33

Reference Text

Presentation by Dr Ruth Graham at the CDIO-seminar at Chalmers University of Technology, december 3rd 2014.

Abstract

Presentation by Dr Ruth Graham at the CDIO-seminar at Chalmers University of Technology, december 3rd 2014.

Document

Towards the entrepreneurial university_Ruth G.pdf (1.51 MB)

School presentation CDIO meeting - Sheridan College

admin — Mon, 05 May 2014 08:05:08 +0000

School presentation CDIO meeting - Sheridan College admin Mon, 05/05/2014 - 08:05

Abstract

Presentation of Sheridan College at the CDIO meeting at the International CDIO conference in Boston 2013.

Document

mit_cdio_meet_presentation_june_13_2013.pdf (6.21 MB)

Comparison of Hiring and Promotion Criteria linked to Teaching, Educational Development and Professional Engineering Skills

admin — Tue, 18 Mar 2014 14:22:53 +0000

Comparison of Hiring and Promotion Criteria linked to Teaching, Educational Development and Professional Engineering Skills admin Tue, 03/18/2014 - 14:22

Year

2013

Authors

Ingunn Saemundsdottir, Asdis Hlokk Theodorsdottir, Johan Malmqvist, Sylvain Turenne, Siegfried Rouvrais

Affiliations

Reykjavik University, Iceland, Chalmers University of Technology, Sweden, École Polytechnique de Montréal, Canada, Institut Mines Télécom, France

Pages

Abstract

Within the higher education system, criteria for promotion based on research quality and contribution are well established and widely accepted. For teaching, on the other hand, such criteria have generally not been developed and implemented to the same degree. This poses a challenge for the implementation of the Conceive-Design-Implement-Operate (CDIO) standards 9 and 10, which deal with the enhancement of faculty CDIO skills and faculty teaching skills. To be able to implement these standards successfully, universities need to have in place effective ways of evaluating teaching contribution and professional engineering experience. To support the implementation of CDIO standards 9 and 10, excellence in teaching and progressive educational development based on engineering experience must be acknowledged and rewarded.

This paper compares hiring and promotion policies and criteria for the evaluation of teaching contribution and educational development in four selected universities in Europe and North America. Conclusions are drawn with regard to the CDIO standards 9 and 10 and perspectives for future development of such criteria discussed.

Proceedings of the 9th International CDIO Conference, Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013.

Keywords

Academic promotion criteria, hiring policies, Educational development, teaching skills, professional engineering experience

Document

W5C4_Saemundsdottir_070.pdf (230.99 KB)

Faculty Awareness of Working Life Issues

admin — Tue, 18 Mar 2014 14:19:03 +0000

Faculty Awareness of Working Life Issues admin Tue, 03/18/2014 - 14:19

Year

2013

Authors

Marie Magnell, Lars Geschwind

Affiliations

KTH Royal Institute of Technology,Sweden

Pages

Abstract

The aim of this paper is to study academic staff’s knowledge about working life outside academia and how contacts with employers and work related learning are integrated in higher education. This is the first research report from the project Science and Technology in Society, funded by the European Social fund (2012-2014), which aims at increasing faculty awareness of working life issues at the Royal Institute of Technology (KTH) and Stockholm University, the Faculty of Science (SU). In this paper, we examine the academic staff’s relation to working life outside academia in terms of their own work experience outside academia, their knowledge about the world of work for students and their opinion on the need for work related learning. The results indicate that there are some differences, e.g. academic staff at KTH seem to have more work experience outside academia and they have integrated more work related learning than academic staff at SU, while staff at SU to a higher extent seem to think there is a need for an increase of work related activities. The tentative conclusions are that an increase in commitment from and partnerships with employers as well as opportunities for academic staff to spend time in workplaces outside academia could increase work related learning in engineering education as well as in science education.

Keywords

Engineering education, Science Education, Work Related Learning, Working Life Outside Academia, faculty development

Document

W5C3_Geschwind_100.pdf (98.51 KB)

Faculty Development through Peer-Learning in the Telecom-BCN Design-Build Project Subjects

admin — Tue, 18 Mar 2014 14:17:03 +0000

Faculty Development through Peer-Learning in the Telecom-BCN Design-Build Project Subjects admin Tue, 03/18/2014 - 14:17

Year

2013

Authors

Josep Pegueroles, Albert Oliveras, Adriano Camps, Eduard Alarcón, Elisa Sayrol, Ramon Bragós

Affiliations

Universitat Politècnica de Catalunya (UPC), Barcelona, Spain

Pages

Abstract

Standards 9 and 10 clearly state that faculty development is a key aspect in the design and implementation of CDIO oriented curricula. In our institution, the courses for competence learning and assessment programmed by the University Faculty Training Unit cover the insertion of competences in ordinary subjects, but they are not enough to fulfill the needs of design-build project courses and, in addition, faculty members with consolidated positions are often reluctant to follow them. To overcome this drawback, we have designed a peer- earning procedure. New faculty members in the design-build project subjects are required to start teaching in the first year subject (introduction to engineering) and then continue in the second year one (basic engineering project) and then the third one (advanced engineering project). The first time that a lecturer teaches each course, is escorted by a colleague that already did it. In 3 and ½ years (7 semesters), the initial 5 people team has grown to 25 faculty members. Lecturers who were reluctant to enroll in training courses are now making puzzles, using rubrics and evaluating competences, and is reasonable to think that they will be prone to use these tools in other subjects they teach.

Proceedings of the 9th International CDIO Conference, Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013.

Keywords

faculty development, peer-learning, skills, Design-Build Projects

Document

W5C2_Pegueroles_074.pdf (62.75 KB)