Duncan Campbell
Les Dawes, Hilary Beck, Sam Wallace
(Queensland University of Technology)
Carl Reidsema (University of New South Wales)
Brenton Dansie (University of South Australia)
Australia and New Zealand Regional Group
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Queensland University of Technology

CDIO 2009 - Singapore
• Drivers:
– Engineering education reform
– Globalisation and mobility
– Pathways
• Engineers for the Future: - Addressing the supply and quality of Australian engineering graduates for the 21 st century , (King, 2008):
– Raise the public perception of engineering (“…including within primary and secondary schools …”)
– Implement best-practice engineering education (“…define curricula more strongly around engineering problem solving, engineering application and practice, and develop the themes of design ...”)
• Two Federally funded projects:
– Design Based Curriculum Reform within Engineering Education (Australian Learning and Teaching Council)
– Australian Technology Network (ATN) Engineering in Schools (Collaboration and
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• CDIO Syllabus linked into the Australian context
– Engineers Australia Graduate Attributes
– Washington Accord Graduate Attributes
– Queensland University of Technology Graduate
Capabilities
• Extended CDIO framework recognising preparatory levels of proficiency
• Resources and tools a university for the real world
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Attributes, Capabilities, Outcomes and Other Things a university for the real world
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• Apply knowledge to unfamiliar and/or complex engineering problems
• Use mathematical concepts and techniques in preparing and interpreting engineering data
• Investigate and analyse engineering problems, and identify and prioritise their critical elements
• Propose and validate possible solutions to engineering problems
• Select suitable engineering solutions by drawing conclusions based on the evidence gathered
• Evaluate proposed solutions in terms of their capacity to solve engineering problems,
• Meet environmental and societal needs, and comply with appropriate benchmarks and standards.
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• Highly controlled in a highly supervised environment
• Limited scope and context of topics, and learning activities
• Outcomes are generally aligned with graduate attribute statements, however the levels of proficiency are somewhat limited in comparison a university for the real world
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• Summary
– CDIO Syllabus (v 4.2.3) linked into the Australian context for mobility
– Extended CDIO framework recognising preparatory levels of proficiency (Bloom’s v1)
– Curriculum mapping demonstrator
• Looking Forward
– Link to Revised CDIO Syllabus
– Integrated Curriculum Information System (ICUS) a university for the real world
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CDIO 2009 - Singapore
Integrated Curriculum Information System Concept
Student
Management
System
Corporate
Reporting Learning
Management
System ePortfolio
Portal
Curriculum Definitions and Relationships
Curriculum
Maintenance
Portal
Student
Enquiry
Portal
Curriculum
Design
Portal
Mobility
Conduit a university for the real world
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