CDIO: An International Initiative for Reforming Engineering Education

CDIO: An International Initiative for Reforming Engineering Education

K. Berggren, D. Brodeur, E. Crawley, I. Ingemarsson, W. Litant, J. Malmqvist, et al (2003).  CDIO: An International Initiative for Reforming Engineering Education. 4.

 

With support from the Knut and Alice Wallenberg Foundation, the Royal Institute of Technology (KTH), Linköping University and Chalmers University of Technology of Sweden, and the Massachusetts Institute of Technology (MIT) of the USA, launched the CDIO Initiative to improve undergraduate engineering education in their countries and, eventually, worldwide. The Initiative is an open-architecture endeavour that is designed to be adaptable and adoptable by any undergraduate engineering programme. In 2002, the Technical University of Denmark joined the Initiative and, in 2003, other schools in Canada, South Africa, the United Kingdom and the USA were aligning themselves as well. CDIO is a closely coordinated programme with parallel efforts at participating schools. The Initiative’s vision is to provide students with an education that stresses engineering fundamentals that are set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. The article describes the Initiative’s launch, progress and impact.

 

This paper was published in World Transactions on Engineering and Technology Education, Vol. 2 No. 1 (2003). Available here courtesy of the UNESCO International Centre for Engineering Education and the UNESCO publication World Transactions on Engineering and Technology Education.

Authors (New): 
Karl-Fredrik Berggren
Doris R. Brodeur
Edward F. Crawley
Ingemar Ingemarsson
William T.G. Litant
Johan Malmqvist
Sören Östlund
Pages: 
4
Affiliations: 
Chalmers University of Technology, Sweden
KTH Royal Institute of Technology,Sweden
Linköping University, Linköping, Sweden
Massachusetts Institute of Technology, USA
Keywords: 
CDIO
Undergraduate engineering education
CDIO curriculum
technical skills
Experiential Learning
Assessment
Year: 
2003
Reference: 
Massachusetts Institute of Technology, Chalmers University of Technology, Royal Institute of Technology, and Linköping Institute of Technology, Improved Engineering Education: Changing the Focus towards Active Learning in a CDIO Context. Proposal submitted to the Knut and Alice Wallenberg Foundation, 10 May (2000), http://www.cdio.org/: 
CDIO External Review Committee Report for the Knut and Alice Wallenberg Foundation, 12 July (2001), http://www.cdio.org/ wallenberg_docs/wallenberg_docs.html: 
Bankel, J., Berggren K.F., Blom, K., Crawley, E.F., Wiklund, I. and Östlund, S., The CDIO syllabus – a comparative study of expected student proficiency. European J. of Engng. Educ. (2003) (accepted for publication). : 
Angelo, T.A. and Cross, K.P., Classroom Assessment Techniques: A Handbook for College Teachers (2nd edn). San Francisco: Jossey-Bass (1993). : 
EduCue, Personal Response Systems, http://www.educue.com : 
Kaplan, R.S. and Norton, D.P., The Balanced Scorecard: Translating Strategy into Action. Cambridge: Harvard Business School Press (1996).: 
Accreditation Board for Engineering and Technology (ABET), Evaluation Criteria 2000 (1994), http://www.abet.org/: 
CDIO, CDIO Activity Report, 1 October 2001 to 20 September 2002 (2002), http://www.cdio.org/Wallenberg_docs/wallenberg_docs.html : 
Go to top
randomness