The Progress of CDIO Engineering Education Reform in Several China Universities: A Review

Bai, Jianfeng; Lei, Hu; Li, Yanfen; Tian, Zhen; Xie, Lili; Wang, Lijun; Zhou, Mingyuan; Guan, Jie; Hua-qing, Xie

doi:10.1016/j.sbspro.2013.09.207

Cited by 18 publications

(6 citation statements)

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“…This mode makes the students learn actively and obtain the abilities of independent thinking, designing, and operating by connecting all courses. CDIO contains the gradual progressive stages of Conceive, Design, Implement, and Operate. , In China, several universities raised different CDIO models in accordance with their training objectives . For example, Shantou University proposed the EIP (ethics, integrity, professionalism)–CDIO model for all engineering students.…”

Section: Introductionmentioning

confidence: 99%

“…32,33 In China, several universities raised different CDIO models in accordance with their training objectives. 34 For example, Shantou University proposed the EIP (ethics, integrity, professionalism)−CDIO model for all engineering students. Dalian Neusoft Institute of Information developed the TOP-CARES (technical knowledge and reasoning, opening thinking and innovation, personal and professional skills, communication and teamwork, attitude and manner, responsibility, ethical values, social contribution by application Practice)−CDIO model for information technology (IT) engineering students.…”

Section: ■ Introductionmentioning

confidence: 99%

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Implementing a Multidimensional Education Approach Combining Problem-Based Learning and Conceive–Design–Implement–Operate in a Third-Year Undergraduate Chemical Engineering Course

Chun-li

2020

J. Chem. Educ.

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Relying on the National−Local Joint Engineering Laboratory and National Chemical Design Competition for college students, a multidimensional education mode presented here combines the advantages of problem-based learning (PBL) and "Conceive−Design−Implement−Operate" (CDIO) approaches, while also overcoming the restrictions of PBL and CDIO. Through implementing the stages of technology extraction, one-dimensional cultivation, examination, and two-dimensional cultivation in this new training circle mode, the teaching content, method, examination, rethinking, and adjusting components are redesigned and reformed in a third-year undergraduate chemical engineering principle course at Hebei University of Technology. Teaching results show that three salient requirements can be satisfied in the new mode, including providing opportunities for college students to gain (i) theoretical knowledge as well as applied practice, (ii) research ability for those who will engage in postgraduate studying, and (iii) rapid identity transformation for those who will become engineers after graduating from university. This article discusses the resulting useful indications of how to effectively cultivate engineering-type talents at the college level rather than waiting until joining the workforce.

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Section: Introductionmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

Implementing a Multidimensional Education Approach Combining Problem-Based Learning and Conceive–Design–Implement–Operate in a Third-Year Undergraduate Chemical Engineering Course

Chun-li

2020

J. Chem. Educ.

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“…This initiative is an innovative framework set in the context of Conceiving -Designing -Implementing -Operating (CDIO)for educating the next generation of engineers.The CDIO Syllabus was developed through focus groups comprised of engineering institutes, industry representatives and the government. Itcontains a set ofskills and attitudes that modern engineering students should possess.These learning outcomes are classified into fourcategoriesdetailed in figure 1 [16,17,18,19].…”

Section: Soft Skills According To the Cdio Syllabusmentioning

confidence: 99%

Skills for employability: Identification of the Soft Skills required in engineering education

Chaibate

Bakkali

2017

JoQiE

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In a context of increased competition on the job market, soft skills have become as important as the technical skills for employability of Moroccan engineers. Reactive and innovative engineering schools orient their learning process towards the job market requirements. This study aims at examining the soft skills required by accreditation bodies in some developing countries, namely ABET (The Accreditation Board for Engineering and Technology), ENAEE (European Network for Accreditation of Engineering Education), ABEEK (Accreditation Board for Engineering Education of Korea), JABEE (The Japan Accreditation Board for Engineering Education) et EA (Engineers Australia). These skills are subsequently correlated with the Syllabus of the CDIO initiative founded by MIT (the Massachusetts Institute of Technology) In the United States. This syllabus represents a model of engineering program. It has been developed in collaboration with the industry, the government and the university community. In this study we highlight a set of soft skills which we compared with those developed in Moroccan engineering education programs in order to detect their shortcomings and key success factors.

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“…In China, the reform of “General Education for Engineering Science Talents” has also been proposed and implemented by some universities, which emphasizes engineering education for all students to cultivate engineering practical abilities and engineering awareness. ,− To achieve high learning, we at Huangggang Normal University designed a comprehensive practical course including four projects for college senior students to select every year since 2018. The four projects of this course were developed by teachers from different professions; the project contents cover the fields of organic synthesis, engineering design, pharmaceutical analysis, and wastewater treatment to cater to students’ interests and choices.…”

Section: Introductionmentioning

confidence: 99%

From Lab Scale to Mass Production: A Project-Based Learning on the Preparation of (S)-Epichlorohydrin for Enhancing College Student Engineering Practical Abilities

et al. 2021

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Project-based learning (PJBL) is student-centered and teamwork educational activity that prepares students for the challenge of real-world problems. This kind of instructional method is highly recommended by the Accreditation Board for Engineering and Technology (ABET). This paper describes an authentic project that focuses on the preparation of (S)-epichlorohydrin from laboratory (lab) scale to mass production, which provides a situation for students to explore lab work as well as real industrial practice. During the different learning activities, clear learning objectives and guiding questions would be explicitly given to students to help them apply their knowledge and skills to the engineering project and complete the tasks within a given time. Upon the completion of the project, their written reports and team oral reports are used to evaluate their learning gains. The assessment results showed that most of the students attained good scores, and all teams reached outstanding level. Their engineering practical abilities including practical operation, problem-solving, systematic thinking, teamwork, and communication were significantly improved. This paper discusses how to cultivate engineering science talents at the college's comprehensive practicing course.

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The Progress of CDIO Engineering Education Reform in Several China Universities: A Review

Cited by 18 publications

References 0 publications

Implementing a Multidimensional Education Approach Combining Problem-Based Learning and Conceive–Design–Implement–Operate in a Third-Year Undergraduate Chemical Engineering Course

Implementing a Multidimensional Education Approach Combining Problem-Based Learning and Conceive–Design–Implement–Operate in a Third-Year Undergraduate Chemical Engineering Course

Skills for employability: Identification of the Soft Skills required in engineering education

From Lab Scale to Mass Production: A Project-Based Learning on the Preparation of (S)-Epichlorohydrin for Enhancing College Student Engineering Practical Abilities

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