UNIVERSITY AND CONTINOUS ENGINEERING EDUCATION – PERSPECTIVES ON INTEGRATING STUDENTS

UNIVERSITY AND CONTINOUS ENGINEERING EDUCATION – PERSPECTIVES ON INTEGRATING STUDENTS

C. Rösiö, M. Zetterlind, S. Brolin, P. Cannmo (2022).  UNIVERSITY AND CONTINOUS ENGINEERING EDUCATION – PERSPECTIVES ON INTEGRATING STUDENTS. 714-724.

Practical and relevant competence ready to apply in an industrial setting is of crucial importance for University Engineering Education (UEE). However, what is considered as industrial relevant knowledge and skills are changing in an increasing pace and the gap between the research front and application in industry is decreasing. Within manufacturing industry, engineers must be able to jointly optimize the design and operation of manufacturing systems and products, transferring newest research, knowledge, and technology into the business at fast pace. Continuous Engineering Education (CEE) commonly involves development of theoretical skills together with the practical work in a company setting. In this paper, learning activities comprising both CEE and UEE students are studied. By mixing students from the two groups potential benefits could be achieved within each group. The purpose with the paper is to describe how learning activities integrating CEE and UEE can be achieved to strengthen the CDIO goals as well as exploring the benefits and challenges related to the mixed student group. Learning activities combining the student groups were studied in 4 CEE courses. Several types of learning activities gathering the student groups were identified including project work in industrial settings, lecture discussions, and project presentation seminars. Challenges identified related to e.g., the differences in background knowledge and skills in the areas affecting the design of project works as well as practical factors such as scheduling.

Authors (New): 
Carin Rösiö
Madelene Zetterlind
Stefan Brolin
Patrik Cannmo
Pages: 
714-724
Affiliations: 
Jönköping University, Sweden
Keywords: 
Continuous engineering education
lifelong learning
Mixed student groups
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
Year: 
2022
Reference: 
Andersen, A.-L., & Rösiö, C. (2021). Continuing Engineering Education (CEE) in Changeable and Reconfigurable Manufacturing using Problem-Based Learning (PBL). Procedia CIRP, 104, 1035–1040.: 
Bennedsen, J., Georgsson, F., & Kontio, J. (2016). Updated Rubric for Self-Evaluation. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences.: 
Bridgwood, I., & Sørensen, J. A. (2020). Strengthening CDIO in B.Eng. final projects with an industry roadmap. Proceedings of the 16th International CDIO Conference. Gothenburg, Sweden: Chalmers University of Technology..: 
Brodeur, B., & Crawley, E. F. (2005). Program Evaluation Aligned with the CDIO Standards. Proceedings of the 2005 ASEE Conference.: 
Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D., & Edström, K. (2014). Rethinking Engineering Education – The CDIO Approach (2nd ed). Springer-Verlag.: 
Fink, F. K. (2001). Modelling the context of continuing professional development. Proceedings - Frontiers in Education Conference, 1, 19–24.: 
Fink, Flemming K. (2002). Continuing Engineering Education: a New Task for Universities in Denmark. Global Journal of Engineering Eductaion, 6(2).: 
Grishmanovskiy, P., Grishmanovskaya, O., & Zapevalov, A. (2020). Project training in the implementation of practice-priented disciplines. Proceedings of the 16th International CDIO Conference, June, 8–10. Gothenburg, Sweden: Chalmers University of Technology.: 
Martins, Â., Bragança, A., Bettencourt, N., & Maio, P. (2019). Project -based learning approach in a collaboration between Academia and Industry. Poster Presentation at the 15th International CDIO Conference. Aarhus, Denmark: Aarhus University.: 
Medini, K. (2018). Teaching customer-centric operations management–evidence from an experiential learning-oriented mass customisation class. European Journal of Engineering Education, 43(1), 65–78.: 
Muñoz, M., Martínez-araneda, C., Basso, M., Oyarzo, C., Cea, P., Bizama, M., & González, H. (2019). Senior-year internships impact assessment in engineering programs at UCSC. Proceedings of the 15th International CDIO Conference. Aarhus, Denmark: Aarhus University.: 
Uhomoibhil, J., & Ross, M. (2019). The Five Stage Framework for Life Long Learning in Engineering Education and Practice. INSPIRE XXIV, Twenty-Fourth International Conference on Software Process Improvement Research, Education and Training: Global Connectivity and Learning Across the Nations., 11.: 
Go to top
randomness