Integrated assessment of functional disciplinary knowledge and personal and interpersonal performance is discussed in the context of a final-year design-build course.
Integrated assessment of functional disciplinary knowledge and personal and interpersonal performance is discussed in the context of a final-year design-build course.
To prepare our students for the knowledge economy, a new education model which aims to provide our students with a more balanced and holistic education integrating the teaching of (i) domain knowle
The purpose of this thesis work is to change and develop the Product Development course, given to master level students at Chalmers, in line with the requirements CDIO and the examiner have set up
Chalmers University of Technology has an objective to be on the front line in the area of distributed engineering.
This paper describes the methodology and key results from the first 3 years of operation of ‘Flight Handling Qualities’ (FHQ), a Problem-Based-Learning core module for 4th year Master of Engineerin
This paper presents a part of the ongoing Conceive – Design – Implement – Operate (CDIO) Program for Engineering Education Reform, which is run by Chalmers University of Technology, the Royal Insti
This paper describes the changes made to an introductory course in Mechanical Engineering at Chalmers University of Technology to transform it from a project design course into a project design-bui
This paper presents the second offering of a new undergraduate design and rapid prototyping course in the Department of Aeronautics and Astronautics at MIT.
Chalmers is developing a product realization lab consisting of two basic facilities: the IDE studio which supports teams working with virtual prototypes, and a physical prototyping lab that enables
Linkoping University has been participating in the CDIO Initiative from the beginning (2000), through the Applied Physics and Electrical Engineering program (Y).
The mission of the design group is to teach students mechanical engineering design with an innovative and practical approach to ensure that the students is adequately equipped to apply their mechan
It has been observed that 70 percent of product costs are decided at the design stage.
This paper details how a team at MIT identified and codified a set of goals for engineering education, which can serve as the basis for curricular improvement and outcome based assessment.
A general evaluation of any education shall be based on the educations ability to meet defined goals and objectives.
By HP Wallin and Sören Östlund
This paper describes a unique international collaboration among four universities to reform engineering education.
By M. Enqvist, S. Gunnarsson, M. Norrlöf, E. Wernholt and A. Hansson
CDIO based courses have traditionally been implemented into education programs with predominatly mechanical, aeronautics and electrical/physical content.
The principles and standards of CDIO are being implemented in the MEng programme in Mechanical and Manufacturing Engineering at Queen’s University Belfast.
As with most engineering schools, the Department of Mechanical and Materials Engineering at Queen’s University in Kingston, has a final year capstone design course.
Four internationally–renowned universities — Chalmers University of Technology, Linköping University, and the Royal Institute of Technology, of Sweden; and the Massachusetts Institute of Technology
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.