Rethinking Engineering Education

Crawley, Edward F.; Malmqvist, Johan; Östlund, Sören; Brodeur, Doris R.; Edström, Kristina

doi:10.1007/978-3-319-05561-9

Cited by 246 publications

(116 citation statements)

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“…In 2011 Tomsk Polytechnic University joined CDIO Initiative -the major international project on the reform of engineering education, which began in October 2000 at the Massachusetts Institute of Technology (MIT, USA) with the participation of scientists, teachers and industry representatives [1]. The intention was to improve the quality of education constantly using all the tools possible.…”

Section: Introductionmentioning

confidence: 99%

Implementing CDIO Approach in preparing engineers for Space Industry

et al. 2017

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Abstract. The necessity to train highly qualified specialists leads to the development of the trajectory that can allow training specialists for the space industry. Several steps have been undertaken to reach this purpose. First, the University founded the Space Instrument Design Center that promotes a wide range of initiatives in the sphere of educating specialists, retraining specialists, carrying out research and collaborating with profiled enterprises. The University introduced Elite Engineering Education system to attract talented specialist and help them to follow individual trajectory to train unique specialist. The paper discusses the targets necessary for achievement to train specialists. M oreover, the paper presents the compliance of the attempts with the CDIO Approach, which is widely used in leading universities to improve engineering programs.

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Section: Introductionmentioning

confidence: 99%

Implementing CDIO Approach in preparing engineers for Space Industry

et al. 2017

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“…courses with the purpose of training students to become better and more efficient engineers. The CDIO Syllabus consists of four parts [7]: (1) technical knowledge and reasoning; (2) personal and professional skills and attributes; (3) interpersonal skills: teamwork and communication; (4) conceiving, designing, implementing and operating systems in the entrepreneurial and societal context. competencies than just the hardcore technical skills-Sections 2.1, 2.2 and 2.3.…”

Section: Introductionmentioning

confidence: 99%

Interactive Teaching in Interpersonal Skills

Christensen¹,

Karhu²,

Christensen³

2013

JCEA

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Engineers are very much part of the ongoing globalization and they are encountering problems of cross-disciplinary nature. Team working skills respecting other peoples' qualifications are required so therefore interpersonal skills are becoming more and more important, including communications skills, leadership and awareness. Consequently, educational programs for teaching engineers should work with the fact that the capability of communicating with people with different background competences is important, nevertheless the engineering education has traditionally focused on technical skills rather than on personal development. In order to reform the B.Sc. courses to guide students to become better and more efficient engineers on all levels, the DTU (Technical University of Denmark) and Helsinki Metropolia University of Applied Sciences (Metropolia) modified their education according to the CDIO (conceive, design, implement and operate) approach in the autumn of 2008. The CDIO pedagogy encouraged to develop an interactive course in interpersonal skills, where the students have to take an active part in the exercises as well as involve themselves in the interactive communication process. The course consists of various exercises from which the participants will develop their awareness and knowledge of communication. It is the intention to give the students a personal understanding and idea of a different approach to communicating between people. The students evaluated the course, and the four key questions dealing with the quality of the course show a very high satisfaction with the instruction. The grades one and two (1 best/very much, 5 worst/very little) of the responses to these four questions are ranging on average from 69.5% to 88% (on a yearly basis). The positive responses indicate that the students are very satisfied with the course recognizing the need for education on international communication.

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“…This adaptation allowed for the revision of the IE curriculum and the consolidation of the program's continuous improvement process which is aligned to the ABET accreditation requirements, as the IE undergraduate program at Universidad Icesi is currently working towards ABET accreditation during the 2016 -2017 cycle. The curriculum review process began in 2013 with the input of constituencies and faculty as well as other sources, such as ABET student outcomes, the PEI [2] and the CDIO framework [3]. A survey was given to employers, alumni, recent graduates, and interns, the goal of which was to identify competencies associated with the IE program at the time of graduation (recent graduating student profile) and additionally within a few years after graduation.…”

Section: Methodsmentioning

confidence: 99%

Integrated Curriculum Design for an Industrial Engineering Undergraduate Program in Latin America

Collazos¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Rethinking Engineering Education

Cited by 246 publications

References 0 publications

Implementing CDIO Approach in preparing engineers for Space Industry

Implementing CDIO Approach in preparing engineers for Space Industry

Interactive Teaching in Interpersonal Skills

Integrated Curriculum Design for an Industrial Engineering Undergraduate Program in Latin America

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