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Unformatted text preview: MIT CDIO Report #1 The CDIO Syllabus A Statement of Goals for Undergraduate Engineering Education Edward F. Crawley Department of Aeronautics and Astronautics Massachusetts Institute of Technology January 2001 Executive Summary There are two high level objectives within contemporary engineering education which are in apparent conflict: educating students in an increasing broad range of technologies; while simultaneously developing student’s personal, interpersonal, and system building skills. We are working towards relieving this tension by codifying a set of goals for engineering education, which will provide the basis for curricular improvement and outcome based assessment. The result, after two years of research, is The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education . The specific objectives of the CDIO Syllabus are to create a rational, complete, universal, and generalizable set of goals for undergraduate engineering education. The CDIO Syllabus is rational , in that it reflects the modern practice of engineering. It is complete , in that it presents enough detail for the planning of curricula, the defining of learning outcomes, and their assessment. It is universal , in that it has deliberately been written to be applicable to all engineering disciplines. And it is generalizable , in that it has been structured in a manner to be easily adapted by programs at all schools of engineering. Furthermore, our goal was to create a topical listing that is comprehensive of other principal source documents, and peer-reviewed by experts in the field. In order to make its rationale more clear, our approach was to base the Syllabus on the essential functions of engineering: Graduating engineers should be able to c onceive- d esign- i mplement- o perate complex value-added engineering systems in a modern team-based environment- hence the name CDIO. The graduating engineers are expected to appreciate engineering processes , to be able to contribute to the development of engineering products , and to do so while working in engineering organizations . Implicit is a fourth expectation that university graduates should be developing as whole, mature, and thoughtful individuals. These four high-level expectations map directly to the first level organization of the CDIO Syllabus, as illustrated in Table ES 1. The second-level expansion of these four themes corresponds approximately to the level of definition in the ABET’s EC 2000 Criterion 3, topics a-k, but is slightly more comprehensive. Section 1 of the CDIO Criterion 3, topics a-k, but is slightly more comprehensive....
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This note was uploaded on 01/01/2012 for the course AOE 5984 taught by Professor Devenport during the Fall '08 term at Virginia Tech.
- Fall '08