An extended CDIO syllabus framework with preparatory engineering proficiencies
Campbell, Duncan Andrew, Dawes, Les A., Beck, Hilary, Wallace, Sam, Dansie, Brenton, & Reidsema, Carl (2009) An extended CDIO syllabus framework with preparatory engineering proficiencies. In 5th International CDIO Conference, 7-10 June 2009, Singapore Polytechnic, Singapore.
The CDIO Initiative has been globally recognised as an enabler for engineering education reform. With the CDIO process, the CDIO Standards and the CDIO Syllabus, many scholarly contributions have been made around cultural change, curriculum reform and learning environments. In the Australasian region, reform is gaining significant momentum within the engineering education community, the profession, and higher education institutions. This paper presents the CDIO Syllabus cast into the Australian context by mapping it to the Engineers Australia Graduate Attributes, the Washington Accord Graduate Attributes and the Queensland University of Technology Graduate Capabilities. Furthermore, in recognition that many secondary schools and technical training institutions offer introductory engineering technology subjects, this paper presents an extended self-rating framework suited for recognising developing levels of proficiency at a preparatory level. The framework is consistent with conventional application to undergraduate programs and professional practice, but adapted for the preparatory context. As with the original CDIO framework with proficiency levels, this extended framework is informed by Bloom’s Educational Objectives. A proficiency evaluation of Queensland Study Authority’s Engineering Technology senior syllabus is demonstrated indicating proficiency levels embedded within this secondary school subject within a preparatory scope. Through this extended CDIO framework, students and faculty have greater awareness and access to tools to promote (i) student engagement in their own graduate capability development, (ii) faculty engagement in course and program design, through greater transparency and utility of the continuum of graduate capability development with associate levels of proficiency, and the context in which they exist in terms of pre-tertiary engineering studies; and (iii) course maintenance and quality audit methodology for the purpose of continuous improvement processes and program accreditation.
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|Item Type:||Conference Paper|
|Additional Information:||This is the final accepted paper for the CDIO Conference Proceedings. The Proceedings will be available at the conference in Singapore June 7 to June 10, 2009.|
|Keywords:||CDIO Syllabus, Graduate attributes, HERN, Engineering in Schools, Curriculum mapping|
|Subjects:||Australian and New Zealand Standard Research Classification > ENGINEERING (090000) > OTHER ENGINEERING (099900) > Engineering not elsewhere classified (099999)|
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Past > Schools > School of Engineering Systems
Past > Schools > School of Urban Development
|Copyright Owner:||Copyright 2009 CDIO Initiative|
|Copyright Statement:||Authors must agree to transfer the copyright for the paper to the CDIO Initiative, should it be accepted for presentation and/or publishing at the 2009 International CDIO Conference. However, authors retain the rights to the fair use of the paper, such as in teaching and other non-profit uses. Authors may also post their papers on their personal websites.|
|Deposited On:||18 Dec 2009 01:16|
|Last Modified:||24 Feb 2015 06:03|
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