Developing good practices for industrial engagement in co-creation of CDIO curriculum

CDIO framework promotes industrial engagement in the engineering curriculum design and implementation is good practice in order to develop “Industry-ready” graduates, and meeting Standard 2 of the CDIO standards (CDIO Standard v2.1, 2018). However, what does good practice industry engagement in the engineering CDIO curriculum look like? This workshop will provide the opportunity to review three case study examples of industrial engagement in the CDIO engineering curriculum;

1. Process of adopting good systems requirements engineering approach (Sommerville and Sawyer, 1997), to support and enable Industry co-design engineering curriculum with embedded CDIO and active learning to yield engineering programmes learning outcomes that will develop engineers to be ‘Industry Ready Engineers’ for local and national engineering employers.

2. Industry sourced ideas for CDIO projects that support the engineering programme learning outcomes and provide depth and challenge for the engineering students to draw on their engineering learning and skills to conceive, design, implement and operate their engineering solution that also has potential to contribute to solve local/national employers’ problems.

3. Industry co-creation of CDIO projects and assessment process adhering to industry engineering project practice for example Concept Design Review to Preliminary Design Review.
Workshop proposes a World Cafe, Brown (2005), to promote knowledge exchange on each method of industry engagement/co-design in engineering CDIO curriculum between conference delegates and workshop facilitators to identify challenges and opportunities to adopt each case study at their institution and engineering team. The world cafe also provides a framework and environment that promotes and encourages all participants to converse, reflect, share and capture the cross-pollination of ideas and collective understanding, Schieffer (2004). The outputs of the workshop will be captured using;

1. Focus group discussion, and note taking, Habermann (2013), where by each case study host will act as a conversation facilitator and independent note-taker will gather the insights, questions, and patterns in the dialogue.

2. World cafe table cloths, Fouche and Light (2011), to harvest the shared collective reflections on industry engagement in co-design CDIO engineering student learning, to address, what are the challenges and opportunities, what would be required, by whom, and how to implement at their institution.

Angelini, M. (2011) Measuring the effects of Peer-Assisted Learning on the development of students in transition to maths-based teaching programs. In CETL-MSOR Conference 2011 (p. 9).
Brown, J. (2005). The world café: Shaping our futures through conversations that matter. Berrett-Koehler Store.
CDIO Standards v2.1 (2018). Retrieved from http://www.cdio.org/content/cdio-standard-21
Fouché, C., & Light, G. (2011). An Invitation to Dialogue ‘The World Café’In Social Work Research. Qualitative Social Work, 10(1), 28-48. Retrieved from http://www.cdio.org/implementing-cdio/standards/12-cdio-standards#st...
Habermann, B. (2013). 3.1 Qualitative research methods. Inter-and Transdisciplinary Research Methods in Rural Transformation, 22.
Schieffer, A., Isaacs, D., and Gyllenpalm, B. (2004). The world café: part one. World
Sommerville, I., & Sawyer, P. (1997). Requirements engineering: a good practice guide. John Wiley & Sons, Inc.