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This paper details how a team at MIT identified and codified a set of goals for engineering education, which can serve as the basis for curricular improvement and outcome based assessment. The result of two years of scholarship, these goals are embodied in The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education. The specific CDIO (Conceive - Design - Implement - Operate) Syllabus objective is to create rational, complete, universal and generalizable goals for undergraduate engineering education. The Syllabus focuses on personal, interpersonal and system building skills, and leaves a placeholder for the disciplinary fundamentals appropriate for any specific field of engineering. It complements and significantly expands on ABET's criteria. The process of adapting the Syllabus to a degree program includes a survey step to determine the desired level of proficiency in the designated skills that is, by consensus, expected of program's graduates. With rationale, detail and broad applicability, the CDIO Syllabus' principal value is that it can be generalized to serve as a model from which any university's engineering programs may derive specific learning outcomes. Written for presentation to the ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002. Available here through the courtesy of the American Society of Engineering Education.

AbstractsAmong statements about educational goals found in the engineering literature, two - the CDIO Syllabus and the Taxonomy of Engineering Competencies - stand out in regard to range and level of detail.  The two statements have been formulated independently and each presents a different perspective on the goals of engineering education.  This paper takes advantage of the unique opportunity afforded by having two well-worked but different perspectives on the goals of engineering education.  A comparison of the two statements reveals their respective strengths and weaknesses, provides mutual endorsement of their comprehensiveness and quality, and gives deeper insight into the dynamics and difficulties associated with the formulation of statements about the goals of engineering education.  In addition, it develops a rationale for the formulation of a universal document on the goals of engineering education, discusses the merits and limitations of such a document and makes some recommendations about how it might be compiled

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Industry oriented education is an approach to learning from an industry perspective. With traditional technical teaching methodologies in educational environments, the conventional pathway is to build the foundation learning through subject based teaching of maths, physics and science independently. Subjects based on the knowledge required for the discipline usually follow on from this. The problem with this traditional methodology of learning is that there is no close relationship with industry requirements.

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