The CDIO Standards v2.0 translated into Spanish
The CDIO Standards v2.0 translated into Spanish
The CDIO Syllabus v2.0 translated to Spanish, in 3 and 4 levels.
The CDIO Syllabus v2.0 translated to Russian
The CDIO Standards v2.0 translated to Russian
The main role of the 12 CDIO Standards is to serve as a guideline for educational program reform and evaluation, create benchmarks and goals with worldwide application, and provide a framework for
This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge
Presentation of Sheridan College at the CDIO meeting at the International CDIO conference in Boston 2013.
Within the higher education system, criteria for promotion based on research quality and contribution are well established and widely accepted.
The aim of this paper is to study academic staff’s knowledge about working life outside academia and how contacts with employers and work related learning are integrated in higher education.
Standards 9 and 10 clearly state that faculty development is a key aspect in the design and implementation of CDIO oriented curricula.
This paper presents the active learning teaching community created to assist the implementation stage of the CDIO-based curriculum reform currently underway at the School of Engineering of the Univ
For a long time, Sweden has been in the forefront in involving students in quality improvement of higher education.
More and more, educational frameworks and accreditation bodies recommend implementing a system to evaluate and improve the quality of higher education institutions.
The Informatics (Computer) Engineering Bologna 1st cycle at ISEP (LEI) has over 1100 students and has adopted CDIO guiding principles in the major curriculum revision of 2006/2007 (Bologna Process
A common approach to assessing outcomes in project based courses is to use formal scoring guides or rubrics. However, there are major challenges in using such rubrics.
This study compares peer assessment data on team performance from four different Project Based Learning (PjBL) experiences.
The phrase ”Personal and Interpersonal Skills” is mentioned in six out of 12 standards in the CDIO Syllabus , but these skills are hard to asses and grade.
In this paper we investigate the relationship between student learning and self-efficacy in a multicultural project-based learning course.
Although the 21st century has seen increased internationalization of higher education, many institutions retain a deficit view of international students.
The great impact that Software Engineering has had on society during the latest decades has put demands on that discipline to become a mature, as well as a trustworthy engineering discipline.
The Diploma in Chemical Engineering (DCHE) course of Singapore Polytechnic (SP) adopted the CDIO framework as the basis for its curriculum since 2007.
The Brundtland Commission’s definition of Sustainable Development (SD) clearly highlights the importance of the three dimensions of sustainability, namely environmental, social and economic, when o
Vietnam has around 400 universities/colleges, but accreditation can only be done by an accrediting agency of the Ministry of Education & Training (MoET) [10].
The Diploma in Chemical Engineering course at Singapore Polytechnic has successfully completed its 5-year CDIO implementation that began in Academic Year 2008.
In Sweden, a new model for quality evaluation of higher education is being introduced. It is internationally unique.
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.