This paper provides a case study on how the Diploma in Chemical Engineering (DCHE) integrates self-directed learning (SDL) into its 3-year curriculum using the CDIO Framework. The paper first provides a brief overview of the DCHE spiral curriculum and our SDL model; and how we aim to progressively develop this competency in our students by explicitly teaching of SDL skills. The paper then presents details of how we integrate SDL into core modules, starting with answering with the questions: (a) The full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and the required level of proficiency, and (b) The way that we can do to ensure better that students learn these skills. The paper thereafter shares how we define the desired learning outcomes and proficiency level for SDL. For the former, we refer to the SP-customized CDIO syllabus for the underpinning knowledge of what constitutes SDL in general, as well as the Technical Skills and Competencies of the Energy and Chemicals Skills Framework (E&C SF) of the Singapore SkillsFuture Initiative to provide the technical knowledge and context of SDL in the practice of chemical engineering. For the latter, we refer to the Generic Skills and Competencies of the E&C SF. The paper then shares the design of learning tasks in the Year 1 Semester 2 module Laboratory and Process Skills 2, with examples of real-world job roles and the responsibility of a chemical process technician or technologist in the chemical processing industries. The paper also shares our efforts of providing scaffolds and online guidance questions to help students in their learning, and use of reflection journal to evaluate if they had developed the required competencies. Lastly, the paper shares results of our survey of the students' learning experiences in their SDL journey and possible areas of improvement.
