Richard Paul’s model for critical thinking is adapted to the challenge of engineering education. The model is briefly described and exemplified by questions asked by engineers in practice.
Richard Paul’s model for critical thinking is adapted to the challenge of engineering education. The model is briefly described and exemplified by questions asked by engineers in practice.
The Mechanical Engineering Department at the California State University at Northridge has adopted the Conceive-Design-Implement-Operate (CDIO) framework as the overall guiding philosophy in reform
Students usually choose Engineering because they have an enthusiasm for creating new products, structures or systems.
In order to improve courses and educational programmes it is essential to evaluate courses given.
A problem associated with getting students to participate more fully in certain engineering courses, is the imposition, by many university administration’s, on the availability of time and resource
The recent trend in globalization of business operations has increased the need for global teams in different aspects of a company’s activities, including idea conception, product design and launch
In the cdio-project course in Automatic Control, an autonomous unmanned aerial vehicle (uav) is constructed, utilizing an existing radio controlled model aircraft.
In the 1st Annual CDIO conference in 2005, we presented a paper about the expectations and first year experiences of four cohorts of engineering students in Applied Physics and Electrical Engineeri
E-learning is defined as learning via electronic means such as the internet, video, audio or multimedia.
Assessment problems can arise in classes containing students from a variety of cultures with different experiences, attitudes and expectations of education, and often a very different range of rele
Initiated under the impulse of the Centre for Aerospace Manpower Activities in Quebec (CAMAQ), the Virtual Environment (VE) option represents a unique Conceive-Design-Implement-Operate (CDIO) learn
A new computationally oriented mathematics education is presented. The education combines traditional symbolic mathematics with computational mathematics and programming in the Matlab environment.
In the 1st Annual CDIO conference in 2005, a paper was presented, about the expectations and first year experiences of four cohorts o students in the graduate engineering program in Applied Physics
At present the University of Limerick has the sole responsibility for educating engineering and technology teachers for the Irish second level system.
Two years ago, Hogeschool Gent became a full collaborator in the CDIO organisation.
Design-build experiences (DBEs) are an essential element of any programme based on the CDIO methodology.
To practice Bioengineering, from idea to product, requires extensive laboratory efforts, and is seldom possible to do within the frame of a single lab course.
The Conceive-Design-Implement-Operate (CDIO) engineering educational strategy has been adopted by a number of universities in the USA, Europe, Canada, South Africa, Asia and the South Pacific.
To develop bachelor engineering programs to include more practice in engineering the Board of the Institute of Technology at Linköping University decided to introduce CDIO concepts in three bachelo
The introduction of CDIO design–build–test activities into the curriculum leads to an increased need of handling different types and also different sizes of groups of students, i.e.
Having introduced the CDIO Syllabus and the CDIO Standards, the authors review some of the factors that have influenced the development of engineering education in the USA, Canada, Sweden and the U
The purpose of the assessment was to investigate the impact of integrated teaching and training activities of the interpersonal skills: teamwork and communication, during the first two years of the
The development of products is one of the most complex and important stages in the value creation chain.
The CDIO Standards v2.0 translated into Finnish
The CDIO Syllabus v2.0 translated into Vietnamese, in 3 and 4 levels
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.