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WORK shop Enhancement of Faculty CDIO Skills

WORK shop Enhancement of Faculty CDIO Skills. Jens Bennedsen, ASE Birgitte Lund Christiansen, DTU Solbritt Christiansen, IHK Lisbeth Lindbo Larsen, IHK Jørgen Bundgaard Nielsen, ASE . Standard 9 — Enhancement of Faculty CDIO Skills*.

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WORK shop Enhancement of Faculty CDIO Skills

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  1. WORKshopEnhancement of Faculty CDIO Skills Jens Bennedsen, ASE Birgitte Lund Christiansen, DTUSolbritt Christiansen, IHK Lisbeth Lindbo Larsen, IHK Jørgen Bundgaard Nielsen, ASE 

  2. Standard 9 — Enhancement of Faculty CDIO Skills* Actions that enhance faculty competence in personal, interpersonal, and product and system building skills Description: CDIO programs provide support for faculty to improve their own competence in the personal, interpersonal, and product and system building skills described in Standard 2. They develop these skills best in contexts of professional engineering practice...

  3. From the standard ... Examples of actions that enhance faculty competence include: professional leave to work in industry, partnerships with industry colleagues in research and education projects, inclusion of engineering practice as a criterion for hiring and promotion, and appropriate professional development experiences at the university. • Sounds good - but does it happen?

  4. Outline of the WORKshop • 15 min introduction  • 30 min groupwork • swap • 30 min groupwork • wrap-up • Continuation?!

  5. Challenges • 20-60-20% • How do we recognize the excellent CDIO lecturer? • What kind of management support is needed? • How do we engange the industry? • How can we miminze dependency on one lecturer? • ...

  6. Internship The students have one madatory semester in industry - working as a "junior" engineer The students love it A lecturer is associated with the student and visit the firm once

  7. STUDY PROGRAM, SO 2008Building, Infrastructure and Civil Engineering Copenhagen University College of Engineering

  8. STUDY PROGRAM, SO 2008Building, Infrastructure and Civil Engineering Copenhagen University College of Engineering

  9. Faculty background • Some faculty members are not engineers! • other kinds of education / degree • Some faculty members have not worked as engineers! 

  10. Faculty competencies • Faculty members are not (necessarily) educated in • ethics and social responsibility • effective teamwork • communications • project management • or other skills and attributes defined            in the CDIO syllabus § 2, 3 and 4

  11. Faculty policy • Which requirements to experience? • Minimum 3 years of industrial experience required (+)

  12. Faculty organazation • How isthe faculty organized? • Formally responsibility for programmes is separated (+) • Too dependent on key persons (-)

  13. Program setup • How are the programs set up? • Much attention on single subjects (-)

  14. Questions • Educational structure • Are there (internal) constraints in terms of e.g. ”crowded curriculum”? • Are there (external) requirements to course content  (accreditation)? • What sort of study programs should be developed in order to, support development of the lecturers personal skills, interpersonal skills, product and system building skills ? • Hiring of staff • What are the formal procedures and possibilities of hiring staff? • What are the challenges when having part-time lecturers?  • Transfer of knowledge • How can faculty members without an engineering background develop competencies within "product and system building skills" in an authentic engineering context? • How do we ensure transfer of CDIO skills from part-time to the full-time lecturers? • How do we ensure transferring of CDIO skills from internships? • Personal and interpersonal skills • How can faculty members develop competencies in communications, ethics, project management etc. ? to help their students develop these skills....and to make a qualified assessment of the students acquirement of these skills.. • Organization • Is there a strategic division between research and teaching?

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