An example of how sustainability aspects can be treated in a basic course in automatic control is presented.
An example of how sustainability aspects can be treated in a basic course in automatic control is presented.
The use of the CDIO framework in the development of the ECIU University is presented.
This contribution presents challenges in a project-based course with large project groups, that have arisen through the Covid-19 pandemic.
Yeungnam University (YU), South Korea, and Rajamangala University of Technology Thanyaburi (RMUTT), Thailand, have collaborated internationally for a short-term exchange program for students under
This paper presents two experiences of collaboration between university and industry through the implementation of the Project-based Learning (PBL) model in the University of Navarra.
The objective of this paper is to illustrate whether implementing the CDIO concept in the Navaminda Kasatriyadhiraj Royal Air Force Academy (NKRAFA) can result in better air cadet performance.
Among factors that a university can control, teaching faculty plays the most crucial role (Hammond, Berry & Thoreson, 2010).
This contribution addresses how two parallel courses during the last semester have been synchronized, where one is a course for Degree project.
The Diploma in Chemical Engineering (DCHE) introduced the teaching of chemical product design into its 3-year curriculum in 2009, which prepared the foundation for the subsequent integration of sus
This paper seeks to contribute insights from an inquiry into how some students at Singapore Polytechnic (SP) viewed Self-Regulated Learning (SRL) strategies in a blended professional communication
Certain teaching methods may be effective in dissemination of subject knowledge across students but at the same time, the same method may not be that useful when applied to other subjects.
This paper shares the experience of the Diploma in Chemical Engineering (DCHE) of Singapore Polytechnic (SP) in using the CDIO Framework to guide the design of spiral curriculum for chemical engine
From its early days as the first polytechnic in Singapore, Singapore Polytechnic (SP) has been working closely with the government to train and arm the workforce with the skills needed for the coun
Research on sustainability in Higher Education lacks the focus on measuring the differences in knowledge, attitudes and actions of students before and after being exposed to the 17 Sustainable Deve
Assessing student design-implement skills in project-based modules integrated with CDIO framework has always been a challenging task to teaching staff.
The engineering education at Aarhus University, Denmark, includes the course Statistics and Design of Experiments (DoE) that encompasses both collaborative and individual learning activities.
The authors are responsible for a core, first-year module on fluids and thermodynamics for a large class of aerospace, mechanical and product design engineering students.
National Institute of Technology, Sendai College, Hirose Campus has been conducting surveys on students’ generic skills (GSs) through the standardized tests in Japan since 2014.
This paper shares the experience in designing a blended learning to provide an integrated learning experience (CDIO Standard 7) for students to develop a core competency required in the workplace.
In this new disrupted world, it is important for students to be self-directed learners and equipped with the ability to purposefully transfer their learning from one context to another.
Internship has been an integral part of engineering education globally to develop proficiency in professional knowledge and skills, as well as personal and interpersonal skills.
This paper documents the author’s application of reflective practice, to enhance quality teaching in a flipped learning context.
Becoming a professional engineer (or other professional careers) requires you to give and receive critique in a non-personal and constructive manner.
In 10 workshops all over the globe, about 150 CDIO community members discussed the status quo, explored the fit between the current CDIO organisation and the changing environment, set goals, and su
Singapore Polytechnic (SP), Civil Engineering course reformed its curriculum according to the CDIO principles since 2004.
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.