| 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. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- Edström, Kristina, 1963-, et al.
(författare)
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A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks
- 2018
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis. - 0304-3797 .- 1469-5898. ; 43:2, s. 219-234
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.
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| 6. |
- Edström, Kristina, 1963-
(författare)
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Academic and Professional Values in Engineering Education : Engaging with History to Explore a Persistent Tension
- 2018
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Ingår i: Engineering Studies. - : Taylor & Francis. - 1937-8629 .- 1940-8374. ; 10:1, s. 38-65
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Tidskriftsartikel (refereegranskat)abstract
- The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895–1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg's views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg's ideals, arguments, and proposed strategies are fully recognisable in the current discussion. Further, Söderberg and CDIO share the ideal of mutually supporting professional and disciplinary preparation, implying that the tension should not be a zero-sum game. The paths to this ideal were different, however, as Söderberg wanted to integrate theoretical aspects to improve an overly practical education, while CDIO is about improving an overly theoretical education by integrating also other necessary professional aspects.
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| 7. |
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| 8. |
- Edström, Kristina, 1963-, et al.
(författare)
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Building editorial capacity
- 2018
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Ingår i: European Journal of Engineering Education. - : TAYLOR & FRANCIS LTD. - 0304-3797 .- 1469-5898. ; 43:1, s. 1-2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Edström, Kristina, 1963-
(författare)
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Exploring the dual nature of engineering education : Opportunities and challenges in integrating the academic and professional aspects in the curriculum
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Engineering education is both academic, emphasising theory in a range of subjects, and professional, preparing students for engineering practice. Ideally, these aspects are also in a meaningful relationship in the curriculum, but the dual nature ideal is simultaneously a source of tensions. This theme is explored in the context of engineering education development, represented by the CDIO (Conceive, Design, Implement, Operate) approach. Cases on programme and course level illustrate how the dual nature ideal is pursued in the integrated curriculum. CDIO is also compared with PBL (problem/project-based learning), and opportunities to further emphasise research in the CDIO community are explored.Two critical accounts suggest widening the perspective from curriculum development per se, to the organisational conditions. First, the views of Carl Richard Söderberg (1895-1979) are compared with CDIO, showing considerable similarities in ideals, arguments, and strategies. This leads to a critique of the swinging pendulum metaphor. Then, experiences of unsustainable change leads to a model called organisational gravity, explaining the stability of programmes and implying two change strategies, with different availability, risks, resource demands, and sustainability of results.Refuting a rationalist view on organisation, an institutional logics perspective is used to analyse the tensions within engineering education. It is suggested that the logics of the academic profession dominates over the logics of the engineering profession, hence favouring “teaching theory” over “teaching professionals”. The integrated curriculum strategy is contingent on educators’ ability to unite theoretical and professional aspects in courses, and on the collegial capacity for coordination. Finally, the CDIO initiative is conceptualised as a field-level driver of institutional innovation, identifying some strategies for legitimacy.
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| 10. |
- Edström, Kristina, 1963-, et al.
(författare)
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Peer review of teaching merits in academic career systems: a comparative study
- 2019
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Ingår i: Proceedings of the 8th Research in Engineering Education Symposium (REES 2019). - : Research in Engineering Education Network. - 9780799226003
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Konferensbidrag (refereegranskat)abstract
- This paper investigates peer review of teaching merits in promotion processes at two Swedish technical universities. At KTH, two external experts evaluate both scientific and teaching merits, while Chalmers invites three experts for scientific and one for pedagogical evaluation. 50 successful promotion cases, containing 126 expert statements, are investigated quantitatively and qualitatively. The analysis shows that neither university devotes the same attention to assessing teaching as scientific merits. In 2/3 of the cases, less than 1/3 of the text is devoted to evaluating teaching merits. Half the KTH cases are settled based on less than one page evaluating teaching. In pedagogical evaluations at Chalmers, teaching qualifications are broadly conceptualised including collegial and scholarly aspects. At KTH, the experts with Swedish affiliations demonstrate broader conceptualisations of teaching than the international experts do. This is interpreted as expressions of two different evaluation cultures, one scientific-international and one pedagogical-national. The legitimacy of these practices is considered.
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