Creating the CDIO Syllabus, a universal template for engineering education
Creating the CDIO Syllabus, a universal template for engineering education
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创建 CDIO 教学大纲，工程教育的通用模板
DOI：
10.1109/fie.2002.1158202
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Edward F. Crawley
中科院分区：
文献类型：
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作者：
Edward F. Crawley
本文详细介绍了麻省理工学院的一个团队如何确定并编纂了一套工程教育目标，这些目标可以作为课程改进和基于结果的评估的基础。两年的学习成果，这些目标体现在CDIO教学大纲，本科工程教育的目标声明。CDIO（构思-设计-实施-操作）教学大纲的具体目标是为本科工程教育创造合理、完整、普遍和可推广的目标。教学大纲侧重于个人、人际关系和系统构建技能，并为任何特定工程领域的学科基础留了一席之地。它补充并显著扩展了ABET的标准。将教学大纲调整到学位课程的过程包括一个调查步骤，以确定指定技能的期望熟练程度，这是通过共识，期望项目的毕业生。CDIO教学大纲具有理论基础、细节和广泛的适用性，其主要价值在于它可以概括为一种模型，任何大学的工程课程都可以从中获得具体的学习成果。一个正在进行的工作，我们鼓励审查，评论和潜在的采用。《教学大纲》的广泛采用将有助于分享最佳的课程和教学方法，并将促进标准化评估工具的发展。
This paper details how a team at the Massachusetts Institute of Technology identified and codified a set of goals for engineering education, which can serve as the basis for curricular improvement and outcome based assessment. The result of two years of scholarship, these goals are embodied in the CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education. The specific CDIO (conceive-design-implement-operate) Syllabus objective is to create rational, complete, universal and generalizable goals for undergraduate engineering education. The Syllabus focuses on personal, interpersonal and system building skills, and leaves a placeholder for the disciplinary fundamentals appropriate for any specific field of engineering. It complements and significantly expands on ABET's criteria. The process of adapting the Syllabus to a degree program includes a survey step to determine the desired level of proficiency in the designated skills that is, by consensus, expected of program's graduates. With rationale, detail and broad applicability, the CDIO Syllabus' principal value is that it can be generalized to serve as a model from which any university's engineering programs may derive specific learning outcomes. A work in progress, we encourage examination, comment and potential adoption. Widespread adoption of the Syllabus will facilitate sharing of the best curricular and pedagogic approaches, and it will promote the development of standardized assessment tools.