| 1. |
- Gunnarsson, Svante, et al.
(author)
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Using the CDIO Syllabus in Formulation of Program Goals - Experiences and Comparisons
- 2009
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In: Proceedings of the 5th International CDIO Conference.
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Conference paper (peer-reviewed)abstract
- This paper presents experiences and results from large scale and systematic use of the CDIO Syllabus for developing program goals and formulating learning outcomes at Linköping University (LiU), Sweden, and Technical University of Denmark (DTU). The approaches are based on the use of tools for program design such as ITU-matrices and skill progression matrices. During the process local adaptations of the Syllabus have been made in order to meet regulations by authorities in higher education as well as to cover programs in related areas as natural sciences. The experiences are that the CDIO Syllabus is a very useful tool in this process and that the way of organizing the management of the education programs is important for success as well as support from students, faculty members and stakeholders.
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| 2. |
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| 3. |
- Malmqvist, Johan, 1964, et al.
(author)
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Towards CDIO Standards 3.0
- 2019
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In: The 15th International CDIO Conference Proceedings – Full Papers. - : Aahus University Library. - 2002-1593. - 9788775074594 ; , s. 44-66
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Conference paper (peer-reviewed)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.
(author)
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Mapping the CDIO Syllabus to the UNESO Key Competences for Sustainability
- 2019
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In: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 67-84
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Conference paper (peer-reviewed)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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