| 1. |
- Edelbro, Catrin, et al.
(författare)
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Engaging with Program Stakeholders to Support Program Development
- 2017
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Ingår i: The 13th International CDIO Conference Proceedings - Full Papers. - Calgary.
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Konferensbidrag (refereegranskat)abstract
- Luleå University of Technology (LTU) has adopted CDIO as the framework for developing its engineering programs. At the Department of Civil, Environmental and Natural Resources Engineering, there are two programs focusing on tunnelling, mining and rock excavation. Despite very positive prospects for professionals in the field, the number of students has decreased for the last two years. Further, program content might not reflect recent developments or new requirements in the industry. Therefore, the programs and their courses are taken under renewed consideration. Given the nature of the challenges facing the programs, it is in this case particularly important to inform of the planned development through a dialogue with stakeholders. Stakeholder dialogue is also a key feature of a CDIO curriculum development (CDIO Standard 2). This paper reports on a process of engagement with industry representatives, initiated through a meeting to discuss the competence of newly graduated from LTU as well as the future needs in the industry. The input will make it more visible what programme and course development work needs to be done in the nearest future. A continued support and feedback from the industry is warranted during the programme development.
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| 2. |
- Edström, Kristina, 1963-, et al.
(författare)
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Teaching and Learning
- 2007
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Ingår i: Rethinking Engineering Education: The CDIO Approach. - : Springer. - 9783319055619 ; , s. 130-151
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Bokkapitel (refereegranskat)
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| 3. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Towards CDIO Standards 3.0
- 2019
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Ingår i: The 15th International CDIO Conference Proceedings – Full Papers. - : Aahus University Library. - 2002-1593. - 9788775074594 ; , s. 44-66
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Konferensbidrag (refereegranskat)abstract
- The topic of this paper is the CDIO Standards, specifically the formulation of CDIO Standards version 3.0. The paper first reviews the potential change drivers that motivate a revision of the Standards. Such change drivers are identified both externally (i.e., from outside of the CDIO community) and internally. It is found that external change drivers have affected the perceptions of what problems engineers should address, what knowledge future engineers should possess and what are the most effective teaching practices in engineering education. Internally, the paper identifies criticism of the Standards, as well as ideas for development, that have been codified as proposed additional CDIO Standards. With references to these change drivers, five areas are identified for the revision: sustainability, digitalization of teaching and learning; service; and faculty competence. A revised version of the Standards is presented. In addition, it is proposed that a new category of Standards is established, “optional standards”. Optional Standards are a complement to the twelve “basic” Standards, and serve to guide educational development and profiling beyond the current Standards. A selected set of proposed optional Standards are recommended for further evaluation and possibly acceptance by the CDIO community
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| 4. |
- Rosén, Anders, Dr, et al.
(författare)
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Mapping the CDIO Syllabus to the UNESO Key Competences for Sustainability
- 2019
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 67-84
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Konferensbidrag (refereegranskat)abstract
- In this paper a framework of key competencies for sustainability defined by UNESCO is used to evaluate the relevance of the CDIO Syllabus for promoting engineering education for sustainable development. The evaluation is performed in two steps. First, topics, terms and concepts in the CDIO Syllabus that corresponds to the different UNESCO key competencies are identified. The second step is a qualitative discussion where areas of strong mapping are highlighted and aspects that could be better visualized or strengthened in, or added to, the Syllabus are identified. Differences in definitions of various concepts between the CDIO Syllabus and the UNESCO key competencies and the overall relation between the two frameworks are discussed. It is concluded that the CDIO Syllabus is rather well aligned with the UNESCO framework, however several opportunities (not to say needs) for strengthening the Syllabus in relation to the key competencies are identified. The UNESCO key competencies are found to be useful instruments for scrutinizing and updating the CDIO Syllabus. Other opportunities for knowledge and methods transfer between the Education for Sustainable Development (ESD) domain and the Engineering Education domain are identified. The paper is proposed to be used as basis for updating the CDIO Syllabus into a version 3.0 for maintaining its relevance in a changing world.
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| 5. |
- Azasu, Samuel, et al.
(författare)
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The role of assessment in managing student diversity
- 2010
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Ingår i: Journal of European Real Estate Research. - : Emerald. - 1753-9269 .- 1753-9277. ; 3:1, s. 59-70
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to demonstrate the use of assessment to manage some of the challenges diversity brings into the teaching and learning in international real estate degree programs. Design/methodology/approach: The paper is a multi-year case study of a course in real estate valuation in a Swedish University. The impact of assessment on student experience and performance was analyzed. Findings: Changes in the timing and rules of assessment have an appreciable impact on differences in student performance. However, some diversity problems must be addressed also at the program level. Practical implications: Real estate departments must exercise pedagogical leadership if they are to continue to effectively provide globally relevant education. Originality/value: This paper analyses one of the consequences of the expansion of international real estate education into a non-traditional destination for foreign students.
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| 6. |
- Benson, Lisa, et al.
(författare)
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Equity and Inclusion in Peer Reviewing : Grand Challenges for Engineering Education Researchers
- 2022
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Ingår i: Proceedings. - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- This workshop aims to help individuals write constructive and insightful reviews for scholarly work in engineering education research while considering aspects of diversity, equity and inclusion in the work. The topic, goal and activities of this workshop align with the conference theme of "Grand Challenges in Engineering Education"as it will help participants identify and overcome the challenges involved with equitable and inclusive peer review practices in engineering education research.
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| 7. |
- Bernhard, Jonte, et al.
(författare)
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FACE TO FACE AGAIN : REPORT FROM THE DOCTORAL SYMPOSIUM IN ENGINEERING EDUCATION RESEARCH AT SEFI 2022
- 2022
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Ingår i: SEFI 2022. - : European Society for Engineering Education (SEFI). ; , s. 2340-2356
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Konferensbidrag (refereegranskat)abstract
- The 6th Doctoral Symposium at SEFI 2022 attracted 20 doctoral students and 17 senior researchers. After two years as an online event during the pandemic, it was organised as a fully in-person event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniorsprovided reading recommendations and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation.
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| 8. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Learning through design-implement experiences : A literature review
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we introduce some literature relevant for design-based learning, in particular for design-implement experiences in line with CDIO Standard 5. The aim is to inform the development of such learning experiences and to indicate some areas where new research would be of relevance to educators.
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| 9. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Lessons learned in the doctoral symposium in engineering education research at SEFI 2020
- 2020
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Ingår i: SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. - Enschede, NL : European Society for Engineering Education (SEFI). - 9782873520205 ; , s. 1464-1476
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Konferensbidrag (refereegranskat)abstract
- The 4th Doctoral Symposium at SEFI 2020 attracted 21 doctoral students and 17 senior researchers. For the first time, it was organised as a fully online event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniors provided reading tips and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation.
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| 10. |
- Bernhard, J., et al.
(författare)
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The doctoral symposium in engineering education research at SEFI 2023
- 2023
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Ingår i: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. - : European Society for Engineering Education (SEFI). ; , s. 50-65
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Konferensbidrag (refereegranskat)abstract
- The 7th SEFI Doctoral Symposium in Engineering Education Research, held at the campus of Technological University Dublin on Sunday, September 10th, preceded the SEFI 2023 Annual Conference. In all, 37 Ph.D. researchers attended, which is a record number for this event. They came to share and further probe their Ph.D. research topics and plans of study and to strengthen and extend their professional networks. During this full and intense day, 27 established scholars provided the Ph.D. researchers with personal feedback and ideas regarding their research. The highlight, according to the Ph.D. student participants, was the warm and enthusiastic reception they received from the well-established seniors of the global engineering education research community. Although SEFI is a European organization, the Ph.D. researchers and senior advisers who attended travelled to Ireland for this event from Africa, Australia, and South and North America, and from all over Europe.
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