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2014 | Buch

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Rethinking Engineering Education

The CDIO Approach

verfasst von: Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Verlag: Springer International Publishing

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik"

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Über dieses Buch

This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. 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 systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.

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Inhaltsverzeichnis

Frontmatter

Chapter 1. Introduction and Motivation

Abstract

The purpose of engineering education is to provide the learning required by students to become successful engineers—technical expertise, social awareness, and a bias toward innovation. This combined set of knowledge, skills, and attitudes is essential to strengthening productivity, entrepreneurship, and excellence in an environment that is increasingly based on technologically complex and sustainable products, processes, and systems. It is imperative that we improve the quality and nature of undergraduate engineering education.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 2. The CDIO Approach

Abstract

The objective of engineering education is to educate students who are “ready to engineer,” that is, broadly prepared with both pre-professional engineering skills and deep knowledge of the technical fundamentals. It is the task of engineering educators to continuously improve the quality of undergraduate engineering education in order to meet this objective. Over the past 30 years, many in industry and government have tried to describe these desired outcomes in terms of attributes of engineering graduates. By examining these views, we identified an underlying need: to educate students to understand how to Conceive-Design-Implement-Operate complex value-added engineering products, processes and systems in a modern, team-based environment.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 3. The CDIO Syllabus: Learning Outcomes for Engineering Education

Abstract

We will now develop a comprehensive approach to answering the first question central to the reform of engineering education, posed in Chap. 2

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 4. Integrated Curriculum Design

Abstract

We have now reached a transition point in our discussion. In Chap. 2, we posed the two central questions that any approach to improving engineering education must address

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 5. Design-Implement Experiences and Engineering Workspaces

Abstract

In this chapter, we continue our discussion of the resolution of the second question central to the improvement of engineering education—How can we do better at ensuring that students learn these skills? In Chap. 4, we examined how the curriculum can be restructured and re-tasked in order to strengthen the links between the disciplines and weave the necessary skills into the curriculum plan. In this chapter, we examine perhaps the most important device to meet the demands placed on an integrated engineering curriculum, namely, design-implement experiences.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 6. Teaching and Learning

Abstract

This chapter broadens and concludes the discussion of the second question central to the reform of engineering education: How can we do better at ensuring that students learn these skills? In this chapter, we emphasize the alignment of teaching and learning approaches with the intended learning outcomes.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 7. Student Learning Assessment

Abstract

The last three chapters have discussed answers to the second of the two questions central to the reform of engineering education: How can we do better at ensuring that students learn these skills? Integrated curriculum, design-implement experiences, integrated learning, and active and experiential learning are the main components of a reformed engineering education that better ensures that students reach the intended outcomes required of all engineering graduates.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 8. Adapting and Implementing a CDIO Approach

Abstract

Adapting and implementing a CDIO approach can be of great value to educational programs and the students they serve. However, that means change—an inherently challenging endeavor, especially at a university. Program leaders are more likely to succeed in this change process if faculty are equipped with an understanding of how to bring about change and provided with relevant guidance and resources.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 9. Program Evaluation

Abstract

In previous chapters, we described key characteristics of a CDIO program. First, we addressed what we should teach: learning outcomes that address disciplinary content, as well as personal and interpersonal skills, and process, product, and system building skills

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 10. Historical Accounts of Engineering Education

Abstract

When engaging in the reform of engineering education, it is important to understand its historical context. For more than 150 years, educational institutions have played a major role in shaping the skills and professional identities of engineers.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Chapter 11. Outlook

Abstract

The CDIO approach responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. We call the collaboration of universities with at least one engineering program that has adopted a CDIO approach to engineering education the CDIO Initiative. The collaboration began with four universities in two countries and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering.

Edward F. Crawley, Johan Malmqvist, Sören Östlund, Doris R. Brodeur, Kristina Edström

Backmatter

Titel: Rethinking Engineering Education
verfasst von: Edward F. Crawley
Johan Malmqvist
Sören Östlund
Doris R. Brodeur
Kristina Edström
Copyright-Jahr: 2014
Verlag: Springer International Publishing
Electronic ISBN: 978-3-319-05561-9
Print ISBN: 978-3-319-05560-2
DOI: https://doi.org/10.1007/978-3-319-05561-9

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