Work Integration Social Enterprises (WISE) are a particular enterprise form permeated by a so-called ‘double business idea’.
Work Integration Social Enterprises (WISE) are a particular enterprise form permeated by a so-called ‘double business idea’.
The goal of education is to empower students with knowledge and skills required to enter their professional lives and bring added value to society, through successfully tackling complex socio-techn
In engineering education, the underlying theory is developed in classroom lessons and its application in engineering is usually reinforced with laboratory experiments.
Surgut State University joined the CDIO initiative in June 2017 at the 13th International Conference in the University of Calgary with three Bachelor’s programs, including Chemistry.
We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers.
The CDIO framework is an integrated and important part of the new quality assurance system within the Faculty of Science and Engineering at Linköping University.
This paper shares how the Course Management Team of the Diploma in Chemical Engineering of Singapore Polytechnic uses workplace learning based on the 70:20:10 Model of Learning and Development to d
The 3-year Diploma in Chemical Engineering (DCHE) curriculum had undergone a major redesign to transition to a spiral curriculum so as to better meet the learning outcomes mandated by SkillsFuture,
In this paper, a framework of key competencies for sustainability defined by UNESCO is used to evaluate the relevance of the CDIO Syllabus for promoting engineering education for sustainable develo
The topic of this paper is the CDIO Standards, specifically the formulation of CDIO Standards version 3.0.
In order to strengthen the reformation of engineering education in Thailand, the faculty of engineering, Chulalongkorn University (CU) and Rajamangala University of Technology Thanyaburi (RMUTT) fo
Internationalization is becoming an agenda of growing strategic importance to higher education institutions across the world driven by influences of globalization.
Engineering Education for the Future World: The CDIO Approach
The paper presents undergraduate, graduate and postgraduate engineering programs of the Kuban State Technological University redesigned as “engineering triads” based on the CDIO Standards, as well
Engineering programs of Pontificia Universidad Javeriana have adopted the CDIO philosophy as a guideline of their curricula.
Experiences of transforming the context of the subject matter of an advanced, graduate mathematics course with overly abstract and specific concepts into integrated, real world acoustic context are
This paper contributes with a north-south perspective on the ongoing enhancement of engineering education for sustainable development by giving insights in and results from implementation of challe
In September 2017, the English-taught, 3-year Bachelor Industrial Design Engineering (IDE) programme at The Hague University of Applied Sciences (THUAS) has changed its curriculum from a linear to
Exercises in a laboratory can be a daunting task for students to take on when products are produced using complex processes and hazardous materials.
Concerning profession degree programs, this contribution discusses aspects of curriculum design that arguably will become affected by the ongoing digital transformation of the society.
In this work we present a peer-based Flipped Classroom model used by our UCSC School of Engineering Flipped Classroom teaching community.
CDIO Standard 10 – Enhancement of Faculty Teaching Competence – is important if the implementation of CDIO is to be effective and if the student learning is to be fully realised.
Department of information media of Hokkaido Information University (hereafter HIU) has made four major curriculum revisions and three minor updates since it started in 2001.
The electronics engineering program at Javeriana University has been renovated following the guidelines of the CDIO philosophy.
The paper reports on a study of student satisfaction in CDIO project courses.
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.