Developing good practices for industrial engagement in co-creation of CDIO curriculum
Fortin, C, Nortcliffe, A. and Serreau, Y. 2019. Developing good practices for industrial engagement in co-creation of CDIO curriculum.
|Authors||Fortin, C, Nortcliffe, A. and Serreau, Y.|
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.
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.
|Keywords||CDIO; Engineering education|
|Conference||The 15th international CDIO conference|
File Access Level
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).
|Publication process dates|
|Deposited||30 Jun 2022|
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