| 1. |
- Brink, Suzanne, et al.
(författare)
-
Assessing curriculum agility in a CDIO engineering education
- 2020
-
Ingår i: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
-
Konferensbidrag (refereegranskat)abstract
- Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. To both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change, and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO's Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.
|
|
| 2. |
- Mejtoft, Thomas, Universitetslektor, 1976-, et al.
(författare)
-
Sustainable international experience : A collaborative teaching project
- 2020
-
Ingår i: The 16th International CDIO Conference. - Gothenburg : Chalmers University of Technology/CDIO Initiative. - 9789188041272 - 9789188041289 ; , s. 196-205
-
Konferensbidrag (refereegranskat)abstract
- Within engineering education, there is an increasing need for providing our students withinternational experiences. This is most often done by exchange studies abroad. However, amajority of the students on engineering programs do not engage in any international exchange.This paper presents insights from a collaborative cross-disciplinary international project to givestudents international experience without having to travel. From both a sustainabilityperspective and a situation where e.g. a global virus outbreak stop students from travelling,solutions that give engineering students experience of working in an international setting arebecoming increasingly important. Initial challenges, for the teachers involved in the project,that were addressed before the project started, included the assessment of students, the useof online collaborative tools, assessment of students and the dependence between the twocourses. The learnings from the first and second iteration of the collaborative project weremainly focused around transparency, introduction of students to each other, communication,real-time issues and deadlines. By gradually remove these peripheral challenges for thestudents, resulting in making the students focus on the actual challenges surrounding theactual collaborative project. Even though this project is ongoing, the initial results clearly showthat by integrating courses between different countries and disciplines, it is possible to createan environment that strengthens the students’ ability in teamwork, communication andaddresses the cultural and professional aspects of working as an engineer in an internationalcontext.
|
|
| 3. |
- Enelund, Mikael, 1965, et al.
(författare)
-
Tracks for change, flexibility, interdisciplinarity and creativity in engineering education
- 2020
-
Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. - 9789188041272 ; 1, s. 37-47
-
Konferensbidrag (refereegranskat)abstract
- This paper describes the early stages of the developments of Tracks, an initiative to create, implement and evaluate a new educational model where the structure of the education is developed to give students the opportunity to create multi- and interdisciplinary competencies, meet their expectations and need for a more individualized study plan and shorten the lead times for changing the education to embrace new technologies. The new education model is based on the creation of tracks with different themes lying between existing programs not belonging to a specific department or school. The idea is to create individual and flexible study opportunities by introducing Track-courses within the themes. These courses address specificc hallenges that may be broad societal and profound research-driven. Tracks also include largein vestments in Chalmers learning environment. The paper focuses on Tracks as a large change initiative, strategies to manage the complexity of this change as well as development philosophy and working methods in the early phases of the initiative. Change at universities has been discussed previously, but this is a unique opportunity to study how large change may be managed over time, including both the content of the education and the learning environments. Through action research, where interventions may be done to influence the initiative, it is possible to develop practical contributions for other universities in need of similar development. The research has been conducted over approximately a year and includes data from interviews and action research, where the authors are the main people working with this initiative. The close contact with the data gives a unique understanding of how different activities within the initiative influence the outcome. Thus, this paper will contribute to the understanding of how large institutional change initiatives are facilitated by a flexible and agile approach contrasting the traditional and somewhat slower university culture.
|
|
| 4. |
- Malmqvist, Johan, 1964, et al.
(författare)
-
CDIO Standards 3.0 - Updates to the Core CDIO Standards
- 2020
-
Ingår i: Proceedings of the International CDIO Conference. - : Chalmers University of Technology. - 2002-1593. - 9789188041272 ; 1, s. 60-76
-
Konferensbidrag (refereegranskat)abstract
- An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019). The aims were to incorporate external changes to the context of engineering education, to address critique that had been raised against earlier versions of the standards, and to establish an extendable CDIO framework architecture. The work has resulted in that the original twelve CDIO standards, from now on named “core” CDIO standards, will be complemented by “optional” CDIO standards, that codify additional educational best practices that have been developed within the CDIO community in the same format as the original CDIO standards. This paper accounts for the changes made to the core CDIO standards. It includes the full definitions of the CDIO Standards 3.0, including descriptions, rationale and rubrics. The modifications are made to address mainly the following topics: sustainability, digitalization, services and faculty competences.
|
|
