Queensland University of Technology CRICOS No. 000213J AN EXTENDED CDIO SYLLABUS FRAMEWORK WITH PREPARATORY ENGINEERING PROFICIENCIES Duncan Campbell Les

Queensland University of Technology

CRICOS No. 000213J

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. 000213Ja university for the worldrealR

CDIO 2009 - Singapore

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Introduction

• Drivers:– Engineering education reform– Globalisation and mobility– Pathways

• Engineers for the Future: - Addressing the supply and quality of Australian engineering graduates for the 21st century, (King, 2008):– 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:– 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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Washington Accord Graduate Attributes

Attributes, Capabilities, Outcomes and Other Things

Engineers Australia (EA) Graduate AttributesAccreditation Board for Engineering and Technology (ABET)Student Outcomes

Queensland University of Technology (QUT)Graduate Capabilities



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CDIO Syllabus Mapping



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QSA Senior Engineering Technology Curriculum

• 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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Curriculum Definitions and Relationships

Corporate Reporting Learning

Management System

Mobility Conduit

Curriculum DesignPortal

Student Enquiry Portal

Curriculum MaintenancePortal

ePortfolio

Portal

Student Management

System

Integrated Curriculum Information System Concept

Documents

Queensland University of Technology CRICOS No. 000213J AN EXTENDED CDIO SYLLABUS FRAMEWORK WITH PREPARATORY ENGINEERING PROFICIENCIES Duncan Campbell Les