| 1. |
- 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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| 2. |
- Crawley, Edward F, et al.
(författare)
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Educating Engineers for Research-based Innovation : Creating the learning outcomes framework
- 2013
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Ingår i: <em>Proceedings of the 9th International CDIO Conference</em>. - Cambridge, MA..
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Konferensbidrag (refereegranskat)abstract
- Skolkovo Institute of Science and Technology (Skoltech) is a newly established graduate university in Moscow, Russia, with the knowledge triangle mission to educate students, advance knowledge, and foster innovation in order to address critical scientific, technological, and innovation challenges and gaps facing Russia and the world. Educational programs will therefore be designed to foster the graduate qualities that are needed for research, innovation and entrepreneurship. In order to develop a broad consensus around the educational mission of Skoltech, we engaged stakeholders to better understand their needs and the appropriate mission of Skoltech education in the triple helix ecosystem. Preliminary high-level learning outcomes were formulated, drawing on a workshop with stakeholders and on reference frameworks, among them the CDIO Syllabus. The preliminary learning outcomes were discussed in depth with stakeholders from industry, universities, research institutes and governmental organizations in Russia, EU and USA. This paper analyses the input from 38 stakeholders and presents the resulting Skoltech Learning Outcomes Framework.
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| 3. |
- Crawley, Edward F, et al.
(författare)
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Rethinking engineering education - The CDIO approach, 2nd ed
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- © Springer International Publishing Switzerland 2007, 2014. This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.
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| 7. |
- Edström, Kristina, 1963-, et al.
(författare)
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PBL and CDIO : Complementary models for engineering education development
- 2014
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis. - 0304-3797 .- 1469-5898. ; 39:5, s. 539-555
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Tidskriftsartikel (refereegranskat)abstract
- This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other’s experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.
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| 8. |
- Edström, Kristina, 1963-
(författare)
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Student feedback in engineering : Overview and background
- 2012
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Ingår i: Enhancing Learning and Teaching through Student Feedback in Engineering. - Cambridge, UK : Woodhead Publishing Limited. ; , s. 1-23
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Bokkapitel (refereegranskat)abstract
- This chapter reviews the need to improve key learning outcomes of engineering education, among them conceptual understanding, solving real problems in context, and enabling skills for engineering such as communication and teamwork. At the same time it is necessary to improve both the attractiveness of engineering to prospective students and retention in engineering programmes. Research suggests that to address these problems the full student learning experience needs to better affirm students’ identity formation. Student feedback is identified as a key source of intelligence to inform curriculum and course development. An argument is made for clarifying the purpose of any student feedback system, as there is an inherent tension between utilising it for accountability or for enhancement. An example shows how enhancement is best supported by a rich qualitative investigation of how the learning experience is perceived by the learner. Further, a tension between student satisfaction and quality learning is identified, suggesting that to usefully inform improvement, feedback must always be interpreted using theory on teaching and learning. Finally, a few examples are provided to show various ways to collect, interpret and use student feedback.
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| 10. |
- Rosén, Anders, et al.
(författare)
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3+2≠5 eller Programmål för ingenjörsutbildningar i ljuset av Bolognareformen
- 2011
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Ingår i: 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. ; , s. 47-52
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Konferensbidrag (refereegranskat)abstract
- KTH har infört en ny utbildningsstruktur, som innebär att de två sista åren på civilingenjörsutbildningen utgörs av masterprogram samt att studenterna ska vara behöriga att ta ut en kandidatexamen efter tre års studier. Man kan därmed säga att både kandidat och master ligger inbäddade i den femåriga civilingenjörsutbildningen. Kombinationen av utbildningsprogram, examina och utbildningsmål väcker några principiellt intressanta frågeställningar med långtgående konsekvenser för ingenjörsutbildningen. Vi har analyserat dessa frågeställningar och identifierat att vi står inför ett strategiskt vägval där det nu gäller att långsiktigt slå vakt om ingenjörsutbildningens värde som professionsutbildning. En väl genomförd implementering av den nya utbildningsstrukturen kan förena vetenskaplighet med ingenjörsmässighet och därmed väsentligt stärka ingenjörsutbildningen.
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