CDIO syllabus

With similar concerns, some academicians launched a particular syllabus for engineering programs, a conceive-design-implement-operate (CDIO) of products, processes and systems approach (Crawley et al., 2011). For some CDIO is considered the authentic context of engineering education. Since 2000 CDIO has been used and endorsed by an organized international educational initiative. The CDIO syllabus is based on 12 standards (CDIO, 2012) ... 

Crawley, E. F., Malmqvist, J., Lucas, W. A. and Brodeur, D. R. (2011). The CDIO Syllabus v2.0 - An Updated Statement of Goals for Engineering Education. Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen, 20-23 June. 

CDIO. CDIO Syllabus, [cited 9/17/2007] Available from www.cdio.org/cdio syllabus rept/ index.html. 

Describe the basics of the CDIO Syllabus and the CDIO Standards... 

As shown in Table 2.2, the CDIO Syllabus classifies learning outcomes into four... 

Table Z2 The CDIO Syllabus (v2.0) at the second level of detail...

The content of each section was expanded to second, third and fourth levels. Syllabus topics at the second level of detail were validated with subject experts. (Most of these vahdation studies used CDIO Syllabus vl.O that did not include 4.7 and 4.8.) To ensure comprehensiveness, Ihe Syllabus was explicitly correlated with documents listing engineering education requiranents and desired attributes. We made an attempt to make the CDIO Syllabus a rational and consistent set of skills, derived from an understanding of needs that stakeholders would expect from graduating students. The complete CDIO Syllabus v2.0 is found in the appendix. 

A rigorous statement of goals for student learning, that is, the CDIO Syllabus. 

The desired outcomes of the CDIO approach are to attract and interest students and to educate engineers who are ready to engineer. Each of these techniques is described briefly here and explained in more detail in subsequent chapters. The first two— the CDIO Syllabus and the CDIO Standards—constitute the what and how of educational reform, as suggested by Fig. 2.3. 

The CDIO Syllabus, discussed briefly in this chapter, is explained in detail in Chap. 3. 

The resources available to engineering programs that wish to adapt and implement the CDIO approach include materials that introduce the model, the CDIO Syllabus, survey tools for investigating stakeholder needs, guidelines for design-implement experiences, support for implementation, start-up advice, and suggested steps for the transition. The transition process and its related tools are addressed in more detail in Chap. 8. 

In the next chapter, we address the question of what engineering students should learn, that is, the full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and at what level of proficiency. The main resource for setting such learning outcomes is the CDIO Syllabus. 

The CDIO Syllabus Learning Outcomes for Engineering Education... 

Explain how the content of the CDIO Syllabus is derived from engineering practice. 

The second limitation is the fact that other existing lists of skills lack sufficient detail to be widely understood or implemented. The CDIO Syllabus was developed to address this limitation by creating a clear, complete, and consistent set of goals for engineering education, in sufficient detail that they can be understood and implemented by engineering faculty. This set of detailed goals forms the basis for rational design of the curriculum and a comprehensive system of assessment. 

The CDIO Syllabus was developed through focus groups comprised of various stakeholders, by reference to other documentation of the time, and through... 

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