Implementation of CDIO Approach in training engineering specialists for the benefit of sustainable development

Daneykin, Yury; Daneikina, Natalia; Sadchenko, Viktoria

doi:10.1051/matecconf/20164806003

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…This improves the social responsibility of the subjects of educational activities and is beneficial for University image. Part 2, named «Educational part» includes educational projects (Description and achievements) according to CDIO initiative [3][4][5][6].…”

Section: Portfolio Peculiaritiesmentioning

confidence: 99%

Does a University graduate need a portfolio?

et al. 2017

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Abstract. Every year an increasing number of employers get interested in the university graduates, most suitable for the requirements the companies set. However, the standard CVs often do not reveal the potential and peculiarities of formation of graduate competences. The authors suggest using portfolio instead of a CV. The authors analyzed 1797 portfolios of TPU students and offered optimal structure and criteria of portfolio. In addition, the authors provide an example of how the achievements reflected in portfolio can be considered. The conclusion is made about the necessity of the portfolio. The authors determined employer's role in the formation and evaluation of the portfolio. M oreover, the value of tracking the dynamics of growth of portfolio components is denoted as a new performance evaluation system in higher education.

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Section: Portfolio Peculiaritiesmentioning

confidence: 99%

Does a University graduate need a portfolio?

et al. 2017

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“…Daneykin et al 12 proposed that the framework, its standards and syllabus are effective tools to design educational programmes that take into account sustainability. Their study revealed that even world's top universities do not offer programmes that can be taught at various levels of education.…”

Section: Introductionmentioning

confidence: 99%

Utilisation of the conceive-design-implement-operate framework in a mechanical engineering capstone project

Siin

Namasivayam

Fouladi

et al. 2018

International Journal of Mechanical Engineering Education

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The Conceive-Design-Implement-Operate framework was initiated around 20 years ago at Massachusetts Institute of Technology (MIT) in order to reform engineering education to cope with the latest needs and challenges available in the industry. MIT researchers thought of the set of skills that graduates would need to have upon graduation. Then they developed the framework and syllabus, and then ran it through pilot programmes to monitor and refine its underlying approaches. The framework takes into account students’ ‘Technical Knowledge and Reasoning’, ‘Personal and Professional Skills’, ‘Interpersonal Skills’ and ability to ‘Conceive-Design-Implement and Operate’ engineering system or processes. It is now well established with over 100 universities applying its concepts to enhance engineering education. The framework defines 12 standards, which are implemented to describe the frameworks structure. This framework has been applied to several modules (or courses) within Taylor’s School of Engineering. In particular, the present investigation discusses the application of this framework within the context of a Capstone Project module in the school’s Mechanical Engineering Programme. This module is a yearlong, 3rd year module within a 4-year engineering degree programme where students are tasked to design and build a complex engineering system. This paper discusses how the framework is used to enhance students’ ability to brainstorm and develop suitable and sustainable engineering design solutions for a specified design challenge. The paper will discuss what the students have accomplished in each part of the conceive-design-implement-operate framework stages, as well as how these techniques have enabled them to appropriately design an engineering solution in addition to the rubrics used to assess them in each part of the framework.

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“…Researchers suggest that the CDIO process prepares engineering graduates to solve more convoluted engineering activities [6]. A formal view to the progress of the project was taken and resulted in a systematic development of the required components which correlates to the CDIO process.…”

Section: Introductionmentioning

confidence: 99%

Educational Opportunities of a Designed-based Project that Challenges Freshman Students to Build a Miniature Racing Car

Breidi¹,

Chen

Sturgeon³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This paper introduces a semester long team-oriented, hands-on engineering project to design a miniature racing car that will compete in a series of challenges. Each team, consisting of three to four members, will be given a battery and a motor by the beginning of the semester, and by the end of the semester, must come up with their own unique design, manufacture their design, present it to the class and engineering faculty and staff, and compete in a series of racing challenges. The miniature racing car project awakes a desire of learning about engineering while acquiring useful skills such as problem solving, machining, time management, leadership, teamwork, etc. In addition, the students learn how to utilize engineering software such as MATLAB, SolidWorks, AutoCAD, and others in a creative manner to benefit in the project. The project is centered on the Conceive, Design, Implement, and Operate (CDIO) process, which is an innovative educational technique based on the principle that product, process, and system development are a key context for an engineering education. This project enhances students' learning experience through three categories: knowledge, skills, and competitiveness. This project accomplishes these three categories by helping each individual acquire technical and analytical skills and allowing them to experience what it is like to work on an engineering design using the proper software and hardware tools. First-year engineering students tend to question if they will be able to come up with creative designs and develop innovative devices within a relatively short period of time. Implementing a system engineering and freshman design course in the engineering core that challenges students to build a miniature racing car is beneficial for the students. Educational benefits that have been discovered are that students realize what they are interested in, discover what their roles are as a part of a team, gain soft and technical skills, and enjoy the project overall. The effectiveness of the project was quantitively measured through surveys that exposed the students to different aspects of the course. This showed that although most students thought they did not have the skills to successfully complete the project, at the end, they were able to succeed and learn from the experience.

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Implementation of CDIO Approach in training engineering specialists for the benefit of sustainable development

Cited by 3 publications

References 5 publications

Does a University graduate need a portfolio?

Does a University graduate need a portfolio?

Utilisation of the conceive-design-implement-operate framework in a mechanical engineering capstone project

Educational Opportunities of a Designed-based Project that Challenges Freshman Students to Build a Miniature Racing Car

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