Step Change Implementation of CDIO – The Aston University Story

Step Change Implementation of CDIO – The Aston University Story

M. Prince, G. Thomson (2011).  Step Change Implementation of CDIO – The Aston University Story. 12.

The aim of this paper is to provide a comprehensive account of the experience of Mechanical

Engineering & Design (MED) at Aston University in adopting a system level implementation of the CDIO framework at EQF Level 4. This is Aston’s first experience of CDIO and represents a step-change in learning and teaching philosophy from a long-established traditional engineering science didactic format. The paper describes the reasons for changing, the innovative teaching and learning practices that have been employed, how it has been implemented, and the experiences of staff involved during its development and practical implementation.

The account shows the progress that Aston has made in its first semester of implementation and details some of the cultural challenges it has faced, along with some of the unexpected benefits of improving learning and teaching practice. Through building engineering and design programmes around large 30 credit active learning modules based upon the CDIO framework Aston academics have found that early stage implementation has increased efficiencies in terms of reduced assessment loading by 54 % and reduced space utilization requirements by 37 %. Furthermore the changes have been made without significant increase in workload beyond the creation of new learning experiences, and without sacrificing academic challenge. Successful implementation of the new CDIO based programmes have been demonstrated as being effective at increasing student engagement, creativity and problem solving in both practical, active learning sessions and conventional declarative knowledge learning sessions.

 

Authors (New): 
Mark Prince
Gareth Thomson
Pages: 
12
Affiliations: 
Aston University, Birmingham, United Kingdom
Keywords: 
CDIO implementation
reasons for change
efficiency savings
Collaborative teaching
Year: 
2011
Reference: 
Biggs J. and Tang C., “Teaching Activities for Functioning Knowledge”, in Teaching for Quality Learning at University, third edition, Open University Press, Maidenhead, 2007. : 
Hasna AM. “Problem Based Learning in Engineering Design”, Proceedings of SEFI 36TH Annual Conference, European Society for Engineering Education, 2008. : 
QAA “Engineering Benchmark statement”, The Quality Assurance Agency for Higher Education, 2006: 
The Boeing Company, “Desired Attributes of an Engineer; Participation with Universities” 1996. : 
Dawes R.W., “Philosophy of Teaching”, http://research.cs.queensu.ca/~dawes/Teaching_Philosophy.html accessed January 2011 : 
Adams J.P., Kaczmarczyk S., Picton P. and Demian P. “Improving Problem Solving and Encouraging Creativity in Engineering Undergraduates”. Proceedings of ICEE, Portugal, 2007.: 
Neville A.J. and Norman G.R. “PBL in the undergraduate MD program at McMaster University: three iterations in three decades”. Academic medicine : journal of the Association of American Medical Colleges. 2007; 82(4):370-4. : 
Savin-baden M. “Problem-based Learning in Higher Education : Untold Stories”. In Learning, first edition, Open University Press, Buckingham, 2000.: 
Kolmos A., Graaff E. de. and Du X. “PBL Practice in Engineering Education” In Research on PBL Practice in Engineering Education, first edition, Sense Publishers, Rotterdam, 2009.: 
Masek A. And Yamin S. “Problem Based Learning Model: A Collection from the Literature”, Asian Social Science Vol. 6, No. 8, August 2010, pp. 148-156 : 
Crisfield M.A., Non-linear Finite Element Analysis of Solids and Structures. Volume 2: Advanced Topics, John Wiley & Sons, Chichester, 1997. : 
Eppinger S.D. and Salminen V.K., “Patterns of product development interactions”, Proceedings of ICED ’01, Vol. 1, Glasgow, 2001, pp 283-290.: 
Go to top
randomness