Validating the CDIO syllabus for engineering education using the taxonomy of engineering competencies

Woollacott, Laurie

doi:10.1080/03043790903154465

Cited by 17 publications

(13 citation statements)

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“…In 2008, seven key CDIO standards were introduced in detail, and the standards to be followed and the common mistakes in implementing the CDIO reform in China were pointed out [9] . In 2009, Wang Shuoweng and others expounded the CDIO Competence Outline, summarized the reform ideas that CDIO provided for the cultivation of Applied Undergraduate Talents in China, and no longer confined CDIO to the reform of Engineering education [10] . In 2013, Li Yan and others put forward the reform ideas and ways of foreign language professional ability training on the basis of CDIO [11] .…”

Section: Domestic Research Statusmentioning

confidence: 99%

Research on the Docking of Spatial Information Technology and Tourism Teaching Based on CDIO Concept

Tang¹,

Zhu²

2019

Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019)

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Based on the analysis of the subject background, current situation and talent demand of Tourism Management Undergraduate Education in China, this paper studies and analyzes the Undergraduate Tourism Education in XX Normal University Tourism College. It is found that the Undergraduate Tourism Education in Henan Normal University attaches great importance to theory but neglects practice and tourism geography and the setting of information technology courses. Under the guidance of CDIO engineering education concept, this paper constructs a classified training mode of step-type tourism talents and points out the core elements of the training mode, the main realization links of CDIO stage and the key direction of personnel training improvement; it constructs a three-factor talent training based on the promotion of students' spatial information technology transportation on both the level and the practical ability as well as the "321" teaching system aiming at cultivating compound tourism talents to meet the needs of the market and the industry with a view to reforming the training scheme of the college by improving the teaching methods and adjusting the teaching design.In the 40 years of the development of China's higher tourism education, great breakthroughs have been made in the number of tourism colleges and universities as well as in the number of students. However, problems such as the imbalance of theoretical and practical abilities, the low degree of professional recognition, the low employment rate of graduates in the industry and the low status of Tourism Colleges and universities have gradually emerged [1] . CDIO emphasizes on ability cultivation and practical teaching. It has achieved remarkable results in the reform of Engineering teaching. It can also guide the teaching reform of tourism management specialty. The main purpose of this study is to analyze the current status of Undergraduate Tourism education, through a comparative analysis of XX Normal University Tourism College (hereinafter referred to as "our college" for short) Undergraduate Tourism education, to study the optimization of the training program of our college. Contrasting with the practice of CDIO education mode in engineering education reform, this paper explores the reform ways of talents training mode and teaching design under the concept of CDIO. Review of Related Research 1.Related ConceptsCDIO (Conceive-Design-Implement-Operate) which is conceptual, design, realization, and operation is an engineering education model developed by four leading international universities, including the Royal Swiss Institute of Technology and the Massachusetts Institute of Technology. It contains 12 standards for capacity development, teaching implementation and monitoring [2] . CDIO effectively alleviates the problems in the development of Engineering education, and promotes the optimization of engineering education and personnel training mode.

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Section: Domestic Research Statusmentioning

confidence: 99%

Research on the Docking of Spatial Information Technology and Tourism Teaching Based on CDIO Concept

Tang¹,

Zhu²

2019

Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019)

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“…The demands for closing the gap between engineering science and engineering practice in the societal context call for concrete measures in university curricula (Woollacott 2009). Instead of serving merely as a hearth of technological knowledge, disseminating traditional scientific knowledge to engineering graduates, higher engineering education should offer adaptive education that harnesses the students with the ability for critical engagement and thought, interdisciplinary and original thinking, collaborative teamwork, and socialisation into the engineering community of practice.…”

Section: Introductionmentioning

confidence: 99%

Development cooperation as methodology for teaching social responsibility to engineers

Lappalainen

2011

European Journal of Engineering Education

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The role of engineering in promoting global well-being has become accentuated, turning the engineering curriculum into a means of dividing well-being equally. The gradual fortifying calls for humanitarian engineering have resulted in the incorporation of social responsibility themes in the university curriculum. Cooperation, communication, teamwork, intercultural cooperation, sustainability, social and global responsibility represent the socio-cultural dimensions that are becoming increasingly important as globalisation intensifies the demands for socially and globally adept engineering communities. This article describes an experiment, the Development Cooperation Project, which was conducted at Aalto University in Finland to integrate social responsibility themes into higher engineering education.

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“…[3], [4] The growing concerns about the inadequate and too narrowly oriented engineering education evidence the controversy between specialized content and broader orientation towards the societal context, and demands for closing the gap between engineering science and engineering practice call for concrete measures in university curricula. [5] Membership of engineering teams, networks and communities increasingly require not only substancerelated, hard core technological expertise but also socalled soft skills enabling engineers to integrate thinking, feeling and behaviour while pursuing their professional goals. [6] The revision of higher engineering education should therefore aim at transforming the narrow focus and depth of knowledge in a single area into an extended avenue towards full-scale professional expertise.…”

Section: Imentioning

confidence: 99%

Can and Should Social Competence be Taught to Engineers?

Lappalainen

2011

Int. J. Eng. Ped.

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Abstract-The traditional focus in engineering syllabi on technical abilities has been well substantiated by the type of expertise required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students' social skills.This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative research conducted to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy.

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Validating the CDIO syllabus for engineering education using the taxonomy of engineering competencies

Cited by 17 publications

References 1 publication

Research on the Docking of Spatial Information Technology and Tourism Teaching Based on CDIO Concept

Research on the Docking of Spatial Information Technology and Tourism Teaching Based on CDIO Concept

Development cooperation as methodology for teaching social responsibility to engineers

Can and Should Social Competence be Taught to Engineers?

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