Transcript Document

AN EXTENDED CDIO SYLLABUS
FRAMEWORK WITH
PREPARATORY ENGINEERING
PROFICIENCIES
Duncan Campbell
Les Dawes, Hilary Beck, Sam Wallace
(Queensland University of Technology)
Carl Reidsema (University of New South Wales)
Brenton Dansie (University of South Australia)
Australia and New Zealand Regional Group
CRICOS No. 000213J
Queensland University of Technology
CDIO 2009 - Singapore
Introduction
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Drivers:
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Engineers for the Future: - Addressing the supply and quality of Australian
engineering graduates for the 21st century, (King, 2008):
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Engineering education reform
Globalisation and mobility
Pathways
Raise the public perception of engineering (“…including within primary and secondary
schools …”)
Implement best-practice engineering education (“…define curricula more strongly around
engineering problem solving, engineering application and practice, and develop the themes
of design...”)
Two Federally funded projects:
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Design Based Curriculum Reform within Engineering Education (Australian Learning
and Teaching Council)
Australian Technology Network (ATN) Engineering in Schools (Collaboration and
Structural Reform)
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Key Contributions
• CDIO Syllabus linked into the Australian context
– Engineers Australia Graduate Attributes
– Washington Accord Graduate Attributes
– Queensland University of Technology Graduate
Capabilities
• Extended CDIO framework recognising
preparatory levels of proficiency
• Resources and tools
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CDIO Syllabus and Proficiencies
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Attributes, Capabilities, Outcomes and Other Things
Washington
Graduate
Accreditation
Queensland
Engineers
Board
Australia
University
forAccord
Engineering
(EA)
of
Graduate
Technology
andAttributes
Technology
Attributes
(QUT) (ABET)
Graduate
StudentCapabilities
Outcomes
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CDIO Syllabus Mapping
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QSA Senior Engineering Technology
Curriculum
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Apply knowledge to unfamiliar and/or complex engineering problems
Use mathematical concepts and techniques in preparing and interpreting
engineering data
Investigate and analyse engineering problems, and identify and prioritise
their critical elements
Propose and validate possible solutions to engineering problems
Select suitable engineering solutions by drawing conclusions based on
the evidence gathered
Evaluate proposed solutions in terms of their capacity to solve engineering
problems,
Meet environmental and societal needs, and comply with appropriate
benchmarks and standards.
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Preparatory Context
• Highly controlled in a highly supervised environment
• Limited scope and context of topics, and learning
activities
• Outcomes are generally aligned with graduate attribute
statements, however the levels of proficiency are
somewhat limited in comparison
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Proficiencies in Context
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Sample Prep Mapping
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Extended CDIO Syllabus Framework
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Conclusions
• Summary
– CDIO Syllabus (v 4.2.3) linked into the Australian
context for mobility
– Extended CDIO framework recognising preparatory
levels of proficiency (Bloom’s v1)
– Curriculum mapping demonstrator
• Looking Forward
– Link to Revised CDIO Syllabus
– Integrated Curriculum Information System (ICUS)
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Integrated Curriculum Information System Concept
Corporate
Reporting
Student
Management
System
ePortfolio
Portal
Learning
Management
System
Curriculum Definitions
and Relationships
Curriculum
Maintenance
Portal
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Student
Enquiry
Portal
Mobility
Conduit
Curriculum
Design
Portal
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