Students with diverse academic abilities, interest and inclination are studying engineering courses. CDIO Standard 2 defines learning outcomes codified in CDIO Syllabus 2.0 (CDIO 2020) to train competent graduate engineers. Effective training requires curriculum that integrates different components defined in CDIO Standards. A linear “one-size-fits-all” approach where all students go through same curriculum throughout entire course of study is likened them travelling on a single-lane in a tunnel with one entrance and exit. Such learning does not meet aspirations of some students. This paper describes how the School of Electrical and Electronic Engineering of Singapore Polytechnic (SEEE) embarked on the design of curriculum with multiple pathways that give students choices to pursue learning that matches their interests and abilities. The innovative curriculum stretches students’ limits to learn beyond traditional lecture and tutorial, extends learning outside the confine of laboratory and campus, and raises learning beyond the standard curriculum. Students take modules in their chosen pathway in lieu of standard modules. All pathways have the same objective to nurture competent graduates by the end of the 3-year study. In essence, engineering education is enhanced and students are stretched to their maximum potential to become competent, versatile and self-directed engineers ready for 21st century workforce.
