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- Bankel, Johan, 1959, et al.
(författare)
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Benchmarking engineering curricula with the CDIO syllabus
- 2005
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 21:1, s. 121-133
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Tidskriftsartikel (refereegranskat)abstract
- Four internationally-renowned universities-Chalmers University of Technology, Linkoping University, Royal Institute of Technology (Sweden), and the Massachusetts Institute of Technology (USA)-developed a benchmark survey that may be used by any engineering school to benchmark curricula for teaching of personal, interpersonal and system building skills. These skills are enumerated in the CDIO Syllabus. Teaching activities were categorized as Introduce, Teach or Utilize, based on intent, time spent, and linkage to learning objectives, assignments and assessment criteria. Interviews were used to collect the data from instructors of the schools' engineering programs. The data was then reduced and analyzed to illuminate patterns of teaching. The results indicate that much effort is expended in covering these topics, but often in an inefficient, uncoordinated and unplanned manner. For example, there are often frequent repetitions of introducing a topic, without ever teaching it. In other instances, students are expected to utilize knowledge without having been taught it. The results of the benchmark survey indicate that a consistent and deliberately designed curriculum in this area could demand no additional resources, yet provide a much more effective education. The survey gives useful indications of how to begin such a curriculum redesign process.
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| 2. |
- Bankel, Johan, et al.
(författare)
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The CDIO syllabus: a comparative study of expected student proficiency
- 2003
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis. - 0304-3797 .- 1469-5898. ; 28:3, s. 297-315
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Tidskriftsartikel (refereegranskat)abstract
- Engineering students must graduate with command of a vast body of technical knowledge. They must possess personal, interpersonal and system-building skills to function in teams, and be prepared to produce products and systems. Their education must have been structured under a curriculum blending ability to combine technical expertise with ethical, innovative, philosophical and humanistic acumen. This paper describes a unique international collaboration among four universities to reform engineering education. The collaborators agreed to a statement of goals, which includes descriptions of knowledge, skills and attitudes vital to an effective education, and codifies proficiency levels expected of graduates. We developed and utilized unique stakeholder surveys both to validate our prototype and to determine desired proficiency levels. This collaboration resulted in The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education. The syllabus is both a template and a process that can be used to customize the syllabus to others' programmes. It can define new educational initiatives/and be employed as the basis for rigorous assessment. This paper details how, with the input of industry, academia and others, we employed an engineering problem-solving paradigm to effect our redesign. It outlines the syllabus and the unique process employed to create it.
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