Crawley / Malmqvist / Ostlund Rethinking Engineering Education

The CDIO Approach
1. Auflage 2007
ISBN: 978-0-387-38290-6
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 286 Seiten

This book describes an approach to engineering education that integrates a comprehensive set of personal and interpersonal skills, and process, product, and system building skills with disciplinary knowledge. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and processes. The book is both a description of the development and implementation of the CDIO model, and a guide to engineering programmers worldwide who seek to improve their programs.

Autoren/Hrsg.

Crawley, Edward

Malmqvist, Johan

Ostlund, Soren

Östlund, Sören

Brodeur, Doris

Inhaltsverzeichnis

1;Table of Contents;5
2;Educating Engineers for 2020 and Beyond;13
3;INTRODUCTION;15
3.1;RATIONALE;15
3.2;BACKGROUND;15
3.3;THE CDIO INITIATIVE;16
3.4;THE SYLLABUS AND THE STANDARDS;17
3.5;IMPLEMENTATION AND EVOLUTION;18
3.6;THE BOOK;18
4;OVERVIEW;20
4.1;INTRODUCTION;20
4.2;CHAPTER OBJECTIVES;21
4.3;MOTIVATION FOR CHANGE;21
4.4;THE CDIO INITIATIVE;34
4.5;REALIZING THE VISION;46
4.6;SUMMARY;56
5;THE CDIO SYLLABUS: LEARNING OUTCOMES FOR ENGINEERING EDUCATION;59
5.1;INTRODUCTION;59
5.2;CHAPTER OBJECTIVES;60
5.3;THE KNOWLEDGE AND SKILLS OF ENGINEERING;60
5.4;THE CDIO SYLLABUS;63
5.5;LEARNING OUTCOMES AND STUDENT PROFICIENCY LEVELS;77
5.6;SUMMARY;88
6;INTEGRATED CURRICULUM DESIGN;91
6.1;INTRODUCTION;91
6.2;CHAPTER OBJECTIVES;93
6.3;THE RATIONALE FOR AN INTEGRATED CURRICULUM;93
6.4;FOUNDATIONS FOR CURRICULUM DESIGN;96
6.5;INTEGRATED CURRICULUM DESIGN;101
6.6;INTRODUCTION TO ENGINEERING;111
6.7;SUMMARY;114
7;DESIGN-IMPLEMENT EXPERIENCES AND ENGINEERING WORKSPACES;116
7.1;INTRODUCTION;116
7.2;CHAPTER OBJECTIVES;117
7.3;DESIGN-IMPLEMENT EXPERIENCES;117
7.4;ENGINEERING WORKSPACES;131
7.5;SUMMARY;141
8;TEACHING AND LEARNING;144
8.1;INTRODUCTION;144
8.2;CHAPTER OBJECTIVES;145
8.3;STUDENT PERSPECTIVES ON TEACHING AND LEARNING;145
8.4;INTEGRATED LEARNING;148
8.5;METHODS AND RESOURCES THAT PROMOTE INTEGRATED LEARNING;150
8.6;ACTIVE AND EXPERIENTIAL LEARNING;154
8.7;BENEFITS AND CHALLENGES;163
8.8;SUMMARY;164
9;STUDENT LEARNING ASSESSMENT;166
9.1;INTRODUCTION;166
9.2;CHAPTER OBJECTIVES;167
9.3;THE LEARNING ASSESSMENT PROCESS;168
9.4;ALIGNING ASSESSMENT METHODS WITH LEARNING OUTCOMES;170
9.5;METHODS FOR ASSESSING STUDENT LEARNING;171
9.6;USING RESULTS TO IMPROVE TEACHING AND LEARNING;176
9.7;KEY BENEFITS AND CHALLENGES;178
9.8;SUMMARY;178
10;ADAPTING AND IMPLEMENTING A CDIO APPROACH;180
10.1;INTRODUCTION;180
10.2;CHAPTER OBJECTIVES;181
10.3;DEVELOPMENT OF A CDIO PROGRAM AS AN EXAMPLE OF CULTURAL AND ORGANIZATIONAL CHANGE;181
10.4;FACULTY DEVELOPMENT AND SUPPORT;192
10.5;RESOURCES TO SUPPORT PROGRAM CHANGE;201
10.6;SUMMARY;207
11;PROGRAM EVALUATION;209
11.1;INTRODUCTION;209
11.2;CHAPTER OBJECTIVES;210
11.3;STANDARDS-BASED PROGRAM EVALUATION;211
11.4;THE CDIO STANDARDS AND ASSOCIATED KEY QUESTIONS;212
11.5;METHODS TO EVALUATE PROGRAMS;217
11.6;EVALUATING A PROGRAM AGAINST THE CDIO STANDARDS;219
11.7;CONTINUOUS PROGRAM IMPROVEMENT PROCESS;223
11.8;OVERALL IMPACT OF CDIO PROGRAMS;224
11.9;SUMMARY;228
12;HISTORICAL ACCOUNTS OF ENGINEERING EDUCATION;230
12.1;INTRODUCTION;230
12.2;CHAPTER OBJECTIVES;232
12.3;THE GENESIS OF ENGINEERING EDUCATION;233
12.4;ENGINEERING AND INDUSTRIAL DEVELOPMENT;236
12.5;SCIENCE AS THE BASIS FOR ENGINEERING;238
12.6;THE DECREASE IN PRACTICAL SKILLS AND EXPERIENCE;241
12.7;DISCIPLINARY CONGESTION AND BLURRING BOUNDARIES;244
12.8;CONTEMPORARY CHALLENGES;247
12.9;SUMMARY;250
12.10;INTRODUCTION;255
13;OUTLOOK;255
13.1;CHAPTER OBJECTIVES;256
13.2;DRIVERS FOR CHANGE IN ENGINEERING EDUCATION;256
13.3;FUTURE DEVELOPMENT OF THE CDIO APPROACH;262
13.4;SUMMARY;268
14;THE CDIO SYLLABUS;271
15;THE CDIO STANDARDS;283
15.1;BACKGROUND;283
15.2;THE CDIO STANDARDS;283
16;INDEX;293