Abstract
A new strategy for engineering education has been developing since the early 1960s as a reaction to the new era after the World War II. By the 1980s, the new educational system has evolved with a strong emphasis on technical fundamentals. Accordingly, a list of new Learning Outcomes became the cornerstone as a result of many years of surveying, considering, and modifying the old engineering educational system. Conceive, Design, Implement, and Operate (abbreviated as CDIO) constitute the fundamentals and the cornerstone of the new system. These CDIO initiatives are not merely concepts but also are a measurable concept. Throughout this paper, a new stratum of mapping will be added in addition to the current mapping implemented in the School of Engineering at Taylor’s University. Currently, for graduate students, there are Programme Outcomes (POs) and Learning Outcomes (LOs) – both are mapped to each other. In order to make quantitative results, these mapping are measured using the School of Engineering software, End-of-Semester Assessment Tool (ESAT), which is developed and implemented locally. The results show that the LOs’ and POs’ attainment for each module could help in providing new or modified strategy only to improve a specific module. CDIO initiatives go beyond that to show the area of growth in what field (C, D, I, or O) rather than a specific module in this first 2 years. Involving quantitative assessment of CDIO in the early stage of engineering education will absolutely shed the light to provide opportunity to close the loop of gaps available, not the module but the whole system.
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Nassir, M.H., Chong, C.H. (2015). CDIO Attainment for Taylor’s Undergraduate Chemical Engineering Programme. In: Tang, S., Logonnathan, L. (eds) Taylor’s 7th Teaching and Learning Conference 2014 Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-287-399-6_22
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DOI: https://doi.org/10.1007/978-981-287-399-6_22
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