APPLYING THE CDIO FRAMEWORK FOR PROGRAMME MODERNIZATION: TPU EXAMPLE
The CDIO approach to engineering programmes modernization provides the innovative framework for producing the new generation of engineers. Implementation of the CDIO approach in practice requires significant changes in programme development, realization and assessment. To design and implement new programmes the university faculty have to improve their competences in curriculum development in compliance with the CDIO Syllabus, in integrated learning experiences, in active and experiential learning, and assessing student learning.
The paper presents the experience of Tomsk Polytechnic University (TPU) in engineering programmes modernization in accordance with the CDIO framework. The focus of the paper is the continuous professional development programme (CPD) on implementation of the CDIO approach in engineering education. This CPD programme was developed to enhance competences of the university faculty who are in process of modernization of educational programmes according to the CDIO Standards.
The authors describe the CPD programme, its objectives, learning outcomes, module structure and content as well as analyze the results of programme implementation and trainees feedback. The CPD programme is aimed at development of the faculty CDIO- skills necessary for successful reformation of their programmes and modules in line with the changes in higher education. As the result of the training for the programme, the faculty are ready to go through all stages of educational programme improvement: starting with identifying programme objectives and learning outcomes to evaluating its quality.
The key research questions are the impact of the CPD programme to development of the faculty CDIO-skills as well as its influence to reformation of the TPU educational programmes according to the CDIO Standards. The experience of modernization of the three pilot programmes (Mechanical Engineering, Electrical Engineering and Chemical Engineering) including comparative analysis of programmes self-evaluation before and after changes is also highlighted in this paper.