One key goal of CDIO Initiative is to solve the problem of the lack of engineering practice abilities for students.
One key goal of CDIO Initiative is to solve the problem of the lack of engineering practice abilities for students.
Since September 2008, DTU’s B.Eng. study programs have been based on the CDIO concept. For most of the study programs, this change has called for significant revisions.
Following our previous paper in the International CDIO Conference of 2013 about the adoption of CDIO as the basis for international accreditations in Vietnam, our paper this year will focus on the
Along with the integration into the global economy through the ascension into the World Trade Organization, Vietnam, a developing country is facing a challenge of training a skilled labour force.
15 students participating in the first year compulsory design-build course (12 ETCS) on a CDIO based Bachelor of Engineering education in Food science at The Technical University of Denmark (DTU) w
In an effort to guide the evolution of Mechanical Engineering education in response to changes occurring within engineering practice, the recent ASME Vision 2030 project solicited feedback from aca
There is considered the training process as the feedback system and its components, the reasons of the disagreement between input and output “signals” of the system (required competencies and achie
There are many different examination forms to assess students’ achievements.
The teaching reform of《Mechanical Engineering Testing Technique》is taken as a case study in this paper, in which the classroom teaching trilogy and exercise after class trilogy are introduced to ca
Experiential Learning and its Assessment in the MIT Gordon Engineering Leadership Program This paper reports on the MIT Gordon Engineering Leadership (GEL) Program, including an overview of the pro
A MicroLecture is a short video on an important element in a subject area, a format inspired by the work of Salman Khan at khanacademy.org and others.
Teachers from two different disciplines, Materials and manufacturing and Industrial design, are brought together to give a course on masters level. The course is called Materials and design.
The demand for exact engineering within the life sciences is ever-growing and the Linköping program Engineering Biology (270 ECTS credits) thus prepares for a career as an engineer at the interface
Implementation of the Bologna agreement between EU members causes big changes in the higher education in Flanders, Belgium.
One of the most important requirements of modern graduate engineers is their ability to manage and/or collaborate in complex, open-ended projects.
Early educational experiences (at school and university) do not serve students particularly well when it comes to design tasks.
A major part of the professional role for many of our Bioengineering students will be to be able to explain background and suggest strategies for professionals with other specialities.
"Asking why I incorporate community service into my teaching is a little like asking why I incorporate breathing into living."
-Bob Hansman, Associate Professor, WU
The field of biomedical engineering (BME) is progressing rapidly into new areas, demanding the BME students to develop multidisciplinary skills, knowledge and a possibility for life-long learning.
This paper focuses on how directors of academic institutes within a large university, Chalmers university of technology, think about and regard questions concerning pedagogical development and rese
This paper describes the development and continuous improvement of Flight Handling Qualities (FHQ) from a student’s perspective.
CDIO principles are being adopted in the Civil Engineering program at Shantou University, where student design teams are now involved in the 4th year design project.
Singapore Polytechnic (SP) was established 50 years ago in 1954, to train middle-level professionals to support the technological and economic development of Singapore.
The project is developed for the Programme of Information Technology and started in 1997. It consists of 30 ECTS credits, i.e., it covers the work of the entire autumn of the students third year.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.