Integrated Curriculum Design

As discussed in the previous chapters, there are compelling reasons for university engineering programs to educate students in a broad set of personal and interpersonal skills, and product, process, and system building skills, as well as to instruct them in the technical disciplines. We argued that the best way to accomplish this is to stress the fundamentals, and to set the education in the context of conceiving-designing-implementing-operating products, processes, and systems (the essence of CDIO Standard 1); that students are expected to achieve a comprehensive set of learning outcomes, as defined by the CDIO Syllabus; and that learning outcomes should be comprehensive, be consistent with program goals, and be validated by program stakeholders (the essence of Standard 2). The first three chapters have laid out a process to answer the first of the two central questions.

Keywords

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