World Transactions on Engineering and Technology Education (WTE&TE)

 

CONTENTS


  Inside Pages
247

Z.J. Pudlowski

Editorial

251

J. Malmqvist Guest Editorial
253
U.P. Wyss, J.T.B. Bryant, N. Kubrick, C. Mechefske, P.H. Oosthuizen, D. Strong & B.W. Surgenor The CDIO-based survey as a useful tool in the monitoring and evolution of the curriculum in the Department of Mechanical and Materials Engineering at Queen’s University, Canada
255
J. Malmqvist, S. Östlund & K. Edström Using integrated programme descriptions to support a CDIO programme design process
259
P. Armstrong, J. Bankel, S. Gunnarsson, J. Keesee & P. Oosthuizen Meeting the CDIO requirements: an international comparison of engineering curricula
263
P. Gu, X. Lu, G. Xiong, S. Li & M. Shen The development of design directed engineering curriculum based on the CDIO framework
267
A. Albers, N. Burkardt & T. Düser Competence-profile oriented education with the Karlsruhe Education Model for Product Development (KaLeP)
271
E.G. Salerud, M.A. Ilias & E. Häggblad Design-build courses and student-centred-learning in biomedical engineering education
275
J. Wetterö, S. Pettersson & K. Holmgren Peterson A cellular imaging CDIO project for 2nd semester students in engineering biology
279
P. Lin, Y. Wang, G. Xiong, W. Wu & H. Huang Adoption of CDIO elements in the final year civil engineering design project
283
C. Fortin, G. Huet, B. Sanschagrin & S. Gagné The CAMAQ project: a virtual immersion in aerospace industry practices
287
R. Karlsson, D. Törnqvist, A. Hansson & S. Gunnarsson Automatic Control Project Course: a positioning and control application for an unmanned aerial vehicle
291
P.S. Perfect, S.A. Kendrick, R.A. Armstrong & H.A. Lockett A student’s perspective on the progression of a Problem-Based Learning module for final year aerospace students
295
P. Armstrong, R. Kee, R. Kenny & G. Cunningham The development of a capstone project course based on CDIO principles
299
J.D. Tedford, R.H.A. Seidel & M.A. Islam Team-based learning in engineering design courses
303
G. Tansley & M. Johnson The value of indeterminate design tasks in teaching undergraduate engineers
307
J. D’heer, P. Raes, C. Vandenplas & P. Van Torre Design-build projects and assessment at Hogeschool Gent
311
S.H. Pee & H. Leong-Wee Introducing design-build experiences at Singapore Polytechnic
315
D.S. Strong & J.D. McCowan The Integrated Learning Centre at Queen’s University in Kingston: a new facility for engineering education
319
G. Cunningham, P. Armstrong & T. McNally Design-build experiences and student safety
325
M. Enelund & S. Larsson A computational mathematics education for students of mechanical engineering
329
A. Van Deynse, B. Nouwen & I. Claeys An integrated learning experience in the work session physics
333
M. McCarthy, J.D. Tedford & R.H.A. Seidel Enhancing student engagement in manufacturing engineering courses
337
R.J. Niewoehner Applying a critical thinking model for engineering education
341
P.H. Oosthuizen Using the works of Nevil Shute in engineering education
345
P. Goodhew Asking culturally neutral questions in engineering
349
E. Edvardsson Stiwne Situated conceptions of learning and the reforming of an engineering programme
353
T. Jungert The effects of the CDIO curriculum on engineering students’ experiences of their study environment
357
J. Malmqvist, K. Edström, S. Gunnarsson & S. Östlund The application of CDIO Standards in the evaluation of Swedish engineering degree programmes
361

 

 

 

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