Using CDIO To Integrate Global Mindset Into Chemical Engineering Curriculum

Using CDIO To Integrate Global Mindset Into Chemical Engineering Curriculum

S. CHEAH, S. Phua (2012).  Using CDIO To Integrate Global Mindset Into Chemical Engineering Curriculum. 13.

“Developing a Global Perspective” is a key skill as noted in CDIO Syllabus Part 4.1 External, Societal and Environmental Context. This is consistent with the Singapore Polytechnic’s education outcomes, one of which is that its graduates must possess a global mindset (GM).

This paper introduces the approach undertaken by the Course Management Team (CMT) of the Diploma in Chemical Engineering (DCHE) to integrate global mindset into its curriculum, under the theme “Bringing the World to Students”. This represents a pragmatic approach of firstly recognizing the fact that not all of its students will have the opportunity to take part in overseas training stints. Secondly and more importantly, the initiative demonstrates a pedagogical application of the CDIO framework that attempts to create awareness among every student enrolled in the DCHE program. The learning outcomes are to enhance students’ awareness of global issues pertinent to chemical engineering and to strengthen their ability to apply chemical engineering principles learnt to respond to global needs. The revised DCHE curriculum that infuses global mindset is introduced in April 2011.

The paper details how the CMT uses its previous CDIO experience in integrating CDIO skills into DCHE curriculum to guide the present initiative. We also presented literature reviews that supported integration of global mindset into curriculum. More specifically, we explained how we unpack the attribute definition for global mindset and addressed the following questions:

What global issues should chemical engineering education focus on?

What skills and attitudes should chemical engineers possess?

How can we best integrate global mindset into our curriculum?

Relevant examples are given on how global mindset is introduced to various core modules from Year 1 to Year 3. Ideas for future work are presented, along with issues and challenges encountered; both for the work done, as well as for possible future work.

(NOTE: Singapore Polytechnic uses the word "course" to describe its education "programs". A "course" in the Diploma in Chemical Engineering consists of many subjects that are termed "modules"; which in the universities contexts are often called “courses”.)


Authors (New): 
S.T. Phua
Singapore Polytechnic, Singapore
Global Mindset
Chemical Engineering
Curriculum integration
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