| 1. |
- Albinsson, Bo, 1963, et al.
(author)
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The Electronically Excited-States of 2-Phenylindole
- 1991
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In: Chemical Physics. - 0301-0104. ; 151:1, s. 149-157
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Journal article (peer-reviewed)abstract
- The light absorption of 2-phenylindole (2PI) in the UV region (210-350 nm) is investigated by means of linear dichroism in stretched polyethylene film and fluorescence polarization anisotropy in a propylene glycol glass. Experimentally, 2PI is found to have five distinct electronic transitions located above 200 nm for which the transition moments are determined. The conclusions are supported by quantum chemical calculations and the origin of the so-called composite band is discussed. Comparison with the absorption spectrum of the fluorescent DNA binding probe DAPI is also made and 2PI is found to be an appropriate model system for the electronic transitions of DAPI.
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| 2. |
- Brink, Suzanne, et al.
(author)
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Assessing curriculum agility in a CDIO engineering education
- 2020
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In: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
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Conference paper (peer-reviewed)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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| 3. |
- Brink, Suzanne, et al.
(author)
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Curriculum agility as optional CDIO standard
- 2023
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In: 19th CDIO International Conference, CDIO 2023 - Proceedings. - : Chalmers University of Technology. - 2002-1593. - 9788230361863 ; , s. 18-28
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Conference paper (peer-reviewed)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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| 4. |
- Brink, Suzanne, et al.
(author)
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Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education
- 2021
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In: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE). - 1539-4565. ; 2021-October
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Conference paper (peer-reviewed)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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| 9. |
- Högfeldt, Anna-Karin, et al.
(author)
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Program leadership from a Nordic perspective - Managing education development
- 2012
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In: Proceedings of 8th International CDIO Conference, Brisbane, Australia.
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Conference paper (peer-reviewed)abstract
- Nordic Five Tech (N5T) is a strategic alliance between five technical universities in Denmark, Finland, Norway and Sweden. The overall aim is to “utilize shared and complementary strengths and create synergy within education, research and innovation”. In this paper we focus on university educational development issues by investigating the program leadership at five Nordic technical universities. Specifically, the paper compares definitions, views and experiences of education leadership in the Nordic Five Tech (N5T) universities. The paper does this by, first, reviewing the definitions of roles and responsibilities for program directors at each university, and second, by presenting results from a survey carried out in March 2012 among program directors at the N5T universities. Based on this data, we analyze how program directors experience their role, their possibilities to lead, and their opportunities of learning to lead. How is time for reflection and development as leaders handled at the different universities? The paper goes on to consider what impact the mandate of the leadership role has on the possibilities for developing educational programs. For instance, how can program directors ensure that learning objectives concerning generic skills and abilities are reached? How can program directors drive implementation of integrative and value-oriented topics such as sustainable development, innovation and entrepreneurship?
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| 10. |
- Karlsson, Björn, et al.
(author)
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NORDIC COURSE DEVELOPMENT COOPERATION IN AN EMERGING FIELD OF ENGINEERING
- 2022
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In: 18th CDIO International Conference, CDIO 2022 - Proceedings. - : Reykjavík University. - 9789935965561 ; , s. 659-669
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Conference paper (peer-reviewed)abstract
- Four decades ago, a specific engineering BSc study program in Fire Safety Engineering was formed at Lund University, Sweden, and several Nordic universities have since included courses on such subjects in their own BSc og MSc programmes. The field of fire safety engineering encompasses topics from a wide range of engineering disciplines, including mathematics, physics, chemistry and advanced engineering courses such as heat transfer, thermodynamics and fluid dynamics. It is not immediately obvious how to balance the need for knowledge from fundamental, applied and specific courses to be taught within the discipline of fire safety engineering. Long standing cooperation across 12 Nordic universities and research institutions has made this distinction clearer and most recently this network secured Nordic funding for three years for a specific cooperation program in education, including PhD exchange programs and the development of a summer school for students of engineering, focusing on fire safety and energy. Specifically, four of these universities, through the authors of this paper, have been cooperating for a number of years within one of the key courses called "Enclosure Fire Dynamics", the study of how a fire develops in a building and how engineering methods based on classical physics and chemistry can be used to simulate the environment due to fire, allowing engineers and designers to test and compare various possible design solutions regarding building fire safety. This has required careful development of educational material in close cooperation between Nordic universities, following the CDIO principles. The fruitful cooperation has resulted in the production of comprehensive educational material such as textbooks, homework assignments, laboratory instructions and computer labs, to name a few examples of results. Most of the material is free of charge and available on the internet. This paper provides an example of how this has been achieved by a cross-Nordic collaboration on providing and developing educational material in an emerging engineering discipline.
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