| 1. |
|
|
| 2. |
- Adolfsson, Klas, 1972, et al.
(författare)
-
Discretization of integro-differential equations modeling dynamic fractional order viscoelasticity
- 2006
-
Ingår i: Lecture Notes in Computer Science, Springer, ''Proceedings of Large-Scale Scientific Computations, 2005, Sozopol, Bulgaria'', I. Lirkov, S. Margenov, and J. Wasniewski (Eds.). - 3540319948 ; 3743, s. 76-83
-
Konferensbidrag (refereegranskat)abstract
- We study a dynamic model for viscoelastic materials based on a constitutive equation of fractional order. This results in an integro-differential equation with a weakly singular convolution kernel. We discretize in the spatial variable by a standard Galerkin finite element method. We prove stability and regularity estimates which show how the convolution term introduces dissipation into the equation of motion. These are then used to prove a priori error estimates. A numerical experiment is included.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Bingerud, Mattias, 1986, et al.
(författare)
-
Tracks: Impactful Reform for Flexible Adaptable Education
- 2023
-
Ingår i: Transforming Engineering Education 2023. - 2446-3833. - 9788775730230 ; , s. 23-27
-
Konferensbidrag (refereegranskat)abstract
- In this contribution we discuss the progress and achievements of the first three and half years of the Tracks initiative for reformed education at Chalmers University of Technology. In Tracks, the education is designed to give students opportunities to develop inter-disciplinary competencies and to follow individualized study tracks. The purpose of Tracks is also that Chalmers, in collaboration with strategic external partners, shorten the lead times for changing the education to embrace new technologies, emerging materials and concepts and to offer a meeting place for education, research, industry, and society. Three and a half years into the initiative, we conclude that the initial intentions have been achieved. In addition, the project brought unexpected positive effects in, e.g., terms of opportunities for newly recruited faculty and collaboration with sports associations and athletes.
|
|
| 9. |
- 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.
|
|
| 10. |
- Brink, Suzanne, et al.
(författare)
-
Curriculum agility as optional CDIO standard
- 2023
-
Ingår i: 19th CDIO International Conference, CDIO 2023 - Proceedings. - : Chalmers University of Technology. - 2002-1593. - 9788230361863 ; , s. 18-28
-
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.
|
|
