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《crawleyetalcdiosyllabus2.0paper_29may2016》.pdf
The CDIO Syllabus v2.0
An Updated Statement of Goals for Engineering Education
Edward F. Crawley Johan Malmqvist
Massachusetts Institute of Technology Chalmers University of Technology
Cambridge, Massachusetts, USA Göteborg, Sweden
William A. Lucas Doris R. Brodeur
Massachusetts Institute of Technology Massachusetts Institute of Technology
Cambridge, Massachusetts, USA Cambridge, Massachusetts, USA
ABSTRACT
Modern engineering education programs seek to impart to the students a broad base of
knowledge, skills, and attitudes necessary to become successful young engineers. This
array of abilities is represented in the CDIO Syllabus, an attempt to create a rational,
complete, consistent, and generalizable set of goals for undergraduate engineering
education. This paper examines the content and structure of the Syllabus, as well as the
roles played by the Syllabus in the design and operation of educational programs.
The paper begins by examining the content and structure of the Syllabus, and then
contrasts the Syllabus with other important taxonomies of educational outcomes. The
CDIO Syllabus is first compared with the UNESCO Four Pillars of Learning, with which if
is aligned at a high level. The Syllabus is then compared with national accreditation and
evaluation standards of several nations. The finding is that the CDIO Syllabus is
consistent and more detailed and comprehensive than any of the individual standards.
Based on these comparisons, as well as other input received over the last decade since
the Syllabus was originally written in 2001, a revised and updated Syllabus is presented,
in part to add missing skills and in part to clari
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