During the Spring of 2009 a collaborative project was initiated between the Schulich School of Engineering at the University of Calgary (UofC) in Canada and the College of Engineering at Shantou Un
During the Spring of 2009 a collaborative project was initiated between the Schulich School of Engineering at the University of Calgary (UofC) in Canada and the College of Engineering at Shantou Un
Engineering knowledge has been subject to software development for decades. Software opens the door for new kinds of multi-disciplinary collaboration between architects and structural engineers.
The traditional approach of teaching structural analysis and design modules has several shortcomings.
The research scheme proposed in this article describes the development of a PC-based teaching/learning approach to power systems education.
Simulation-based learning (SBL) has been widely used and accepted in the industry (think aircraft simulation for example).
The Department of Mathematics and Science (MS) and the School of Architecture and the Built Environment (ABE) in Singapore Polytechnic (SP) have adopted the CDIO educational framework in the Diplom
In order to cultivate creative civil engineering graduates with CDIO (Conceive-Design-Implement-Operate) competencies, a core engineering fundamental course, “Civil Engineering Materials”, was rede
In year 2005, College of Engineering at Shantou University adopted the CDIO Initiative.
This paper presents the work of the School of Electrical & Electronic Engineering (SEEE) faculty at Singapore Polytechnic who have been reframing and redesigning their engineering curriculum to
It is crucial for Engineering students to be adequately prepared for successful cross-cultural encounters before they embark on any overseas industrial attachment or community service program.
Demand in the business sector for highly skilled and multitalented new graduates is ever increasing.
This paper presents experiences and results from large scale and systematic use of the CDIO Syllabus for developing program goals and formulating learning outcomes at Linköping University (LiU), Sw
Since a couple of decades many engineering education programs focus on engineering capabilities and on how knowledge will be used rather than on engineering knowledge per se.
In this article, we present an engineering knowledge management methodology that aims to improve the quality of services of educational institutions.
All B.Eng. courses offered at the Technical University of Denmark now follow CDIO standards.
CDIO educational framework helps students to construct their expandable knowledge, personal, interpersonal and system competencies.
In 2004, Chalmers University of Technology in Göteborg, Sweden, decided to develop a project-based course for third-year students enrolled in its five-year engineering programmes.
Since the mid eighties educational concepts based on students’ work as organized in groups and based on project work with assignments from the real world have dominated Danish engineering programme
This paper discusses how the CDIO framework is used to reengineer a curriculum revamp for the Diploma in Chemical Engineering at Singapore Polytechnic.
This paper reports on the challenges associated with running a design and communication program for a large cohort of first year students.
In order to find inspiration for creating novel design-build projects we have examined projects given at the B ENG program at DTU for civil, architectural, IT, electrical, chemical and mechanical e
Research schools have become common phenomena in the academic world. However, we find lack of studies investigating their influence and role in the academia.
In 2007 the Department of Engineering at the University of Liverpool launched the Liverpool Constructionarium [1] initiative as a core component of the unique Liverpool Engineer [2] professional de
The cooperation between firms and academia is often seen as an effective way to provide disciplinary skills and knowledge of system building for inexperienced students.
Fifty years ago, university faculty were distinguished practitioners of engineering with rich experiences in the practice of engineering in industrial settings.
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.