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- Brink, Suzanne, et al.
(författare)
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Assessing curriculum agility in a CDIO engineering education
- 2020
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Ingår i: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
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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.
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| 2. |
- Brink, Suzanne, et al.
(författare)
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Curriculum agility as optional CDIO standard
- 2023
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Ingår i: 19th CDIO International Conference, CDIO 2023 - Proceedings. - : Chalmers University of Technology. - 2002-1593. - 9788230361863 ; , s. 18-28
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Konferensbidrag (refereegranskat)abstract
- The concept of Curriculum Agility has been co-created in a series of sessions at CDIO meetings and conferences since 2018. Deliverables were a jointly generated definition, characteristics, a set of principles, and a self-mapping process on these principles. Using the Curriculum Agility concept offers guidance for CDIO programs and institutions in increasing the adaptability of their curricula based on the latest insights and developments in their discipline, continuously fulfilling the need of an ever more diverse student population and anticipating sudden societal changes. Curriculum Agility takes a holistic approach to considering conditions for proactive and timely curriculum development, including but not limited to enhancement of faculty competence. Although the success of CDIO implementation depends on this wider set of conditions that can drive, enable, or hinder change, this is currently not addressed in the CDIO standards. This paper proposes Curriculum Agility as an optional standard in the CDIO framework. It is a widely applicable, program-level concept including both educational and organisational aspects that addresses an important need in engineering education, and it is co-created within the CDIO community. Curriculum Agility is currently not sufficiently present or addressed in the existing standards. Therefore, this paper argues that Curriculum Agility as an optional standard and rubric will be a new useful tool in the CDIO toolbox.
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| 3. |
- Brink, Suzanne, et al.
(författare)
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Curriculum agility at faculty, department, program and course level
- 2022
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Ingår i: 50th annual conference of the European society for engineering education. - 9788412322262 ; , s. 1872-1877
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Konferensbidrag (refereegranskat)abstract
- This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect the willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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| 4. |
- Brink, Suzanne, et al.
(författare)
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Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education
- 2021
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE). - 1539-4565. ; 2021-October
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Konferensbidrag (refereegranskat)abstract
- This special session, within the conference theme of Incorporating Convergence into Programs, Curricula, and Continuing Education, focuses on Curriculum Agility in engineering education. It will introduce the concept of Curriculum Agility and its current trends, as well as further co-develop the concept behind it. This is done following an iterative design thinking approach, by co-creating guiding principles that engineering institutions can use to make their study programs more responsive, dynamic, and flexible. Curriculum Agility is particularly important in engineering education in order to keep pace with the rapid development of new technologies and materials. In addition, the concept aims to meet students' expectations and needs for more individualized study plans, as well as society's need for forward-thinking engineers equipped to contribute to finding solutions to current and future societal challenges. Thus, to anticipate and meet these challenges, institutions for engineering education need to have an organizational and management structure with the capacity to act within a much shorter timeframe than traditionally seen in universities. Curriculum Agility is a framework for introducing necessary changes in operations to be able to act responsibly and rapidly on change and expectations. This work presents seven principles for Curriculum Agility that have emerged from a series of sessions at international conferences and network meetings. The seven principles currently include: Stakeholder Involvement, Organization and Governance, Decision Making, Program and Course Design, Innovation of Education, and Pedagogy and Didactics. This special session brings educators together to discuss the 'what, how and why' with regard to Curriculum Agility. The overall aim is to further develop a shared vision on Curriculum Agility and build upon the intention of assessing it at different levels in the organization of engineering education institutions. The expected outcome of the special session is a collection of refined, redefined, and perhaps even newly defined principles for Curriculum Agility.
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| 6. |
- van Oosten, H. Herman, et al.
(författare)
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Hatching failure and accumulation of organic pollutants through the terrestrial food web of a declining songbird in Western Europe
- 2019
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Ingår i: Science of the Total Environment. - : Elsevier BV. - 0048-9697 .- 1879-1026. ; 650:1, s. 1547-1553
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Tidskriftsartikel (refereegranskat)abstract
- Population growth in passerine birds is largely driven by fecundity. If fecundity is affected, for instance by hatching failure, populations may decline. We noted high hatching failure of up to 27% per year in relict populations of the Northern wheatear (Oenanthe oenanthe) in The Netherlands, a strongly declining, migratory passerine in Europe. This hatching failure itself can cause population decline, irrespective of other adverse factors. Additionally, we investigated the cause of hatching failure. Unhatched eggs showed egg yolk infections or embryonic malformations, part of which is associated with the actions of dioxin-like compounds (DLCs). Indeed, DLCs appear to bioaccumulate in the local foodweb, where the soil contained only background concentrations, similar to those found at many other locations. DLC concentrations in Dutch eggs were six-fold higher than those in a reference population in Sweden, where egg failure was only 6%. However, Northern wheatears appear to be only moderately sensitive to the actions of DLCs, because of their specific Ah-receptor type which may moderate the receptor mediated effects of DLCs. This indicates that the concentrations of DLCs, although elevated, may not have caused the embryo malformations or the low hatching rates. We discuss whether other toxins may be important or imbalances in the nutrition and if inbreeding may play a larger role than expected.
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