Conférences, congrès, colloques, tribunes

Presentation abstracts (Please see now "SomeHandouts" section)

Institutionalizing an educational framework
Kristina Edström, KTH and Skolkovo Tech

A common experience in educational development projects is that the outcomes are smaller than intended, and further, that new practices are short-lived and educational change tends to revert (Graham 2012). To improve our capacity in influencing education programs, we need to understand the properties of higher education as a system. A model is presented to describe the forces that are shaping this system and causing its stability. The explanatory power of the model is tested by analyzing examples from development of engineering education programs in research-intensive institutions. Some light is shed on why it is inherently difficult to sustainably implement certain values in education. It is noted as particularly problematic that some of the goals that are the most desired for professional engineering education (as advocated in CDIO and other educational development communities) are at the same time among the most difficult to provide. Finally, two change strategies for educational development are identified – the force strategy and the system strategy. The two strategies have completely different logic and both can be useful. For each strategy will be discussed strengths, weaknesses, availability, limitations, risks, as well as implications for resource-effectiveness and sustainability of results.

[Graham, R.] (2012). Achieving Sustainable Change in Engineering Education, Royal Academy of Engineering and MIT.


CDIO standards and Quality Assurance: From application to Accreditation
Peter J. Gray, Ph.D, academic assessment

Dr. Gray was Director of Academic Assessment at the United States Naval Academy where he was responsible for coordinating and supporting a broad program of academic and institutional effectiveness assessment. He earned his Ph.D. in Educational Psychology (University of Oregon) and a MS in Curriculum Theory (Cornell University). He is a currently a Fulbright Specialist for an engineering education reform project at Vietnam National University, Ho Chi Minh City. At the time, he is a visiting scholar in assessment at Chalmers University in Gothenberg Sweden (2012 fall  term).  His  over  40  publications  include  most  recently  Engineering  Education  Quality  Assurance:  A  Global Perspective; Assessment that Transforms an Institution; Higher and Engineering Education Quality Assurance: Past, Present,  and  Future;  and  a  special  issue  of  the  International  Journal  of  Quality  Assurance  in  Engineering  and Technical  Education.  He  has  given  approximately  100  workshops,  key  note  addresses  and  presentations  at conferences and has consulted and conducted accreditation reviews at 40 institutions around the world on topics related  to  higher  education  quality  assurance  including  accreditation,  academic  and  institutional  effectiveness assessment, and strategic planning and renewal.


CDIO standards at Telecom Bretagne since 2008
Gabrielle Landrac, Telecom Bretagne

Educational  program  transformation  plays  a  recurrent  and  key role  in  the  future  of  an institution. In order to be continuously prepared for national or international accreditations,  Telecom Bretagne, a French graduate engineering school, has deliberatively chosen to use the CDIO standards as a dynamic tool first under a cascade incremental cycle. Since 2008, our policy of taking standards one step at a time, based on a process model at a slow pace, allows to support peace among educational managers, program developers and teaching staff, so that our  approach  results  in  an  effective adoption  of  the  CDIO  principles. We  are  now  able  to share our experience of using some of the CDIO standards to improve program quality and meet  accreditation  expectations,  where  industrial partners  and  students are  strong  change agents. Our approach instanced in two different programs at Master levels, a medium size full-time  generalist  program  (650  students)  and  a  small  size specialized  apprenticeship program (120 students) will be described. Our results and the lessons learned  will  give  advice  to French HEI leaders to  foster  the  adoption  of   good practices like the ones of the CDIO framework  and  to  be prepared for a continuous improvement so as to align more regularly with accreditation requirements.


An Intercultural Global Village
Alison Gourves, Telecom Bretagne

Every year, international students at Telecom Bretagne celebrate cultural and food differences from their respective countries. Everyone can enjoy excellent meals prepared by the students themselves and available on each country's stand. This event is organized by the Telecom Bretagne - ESN (ERASMUS Student Network) Association with the support of both the International Office and the Language Department. Later in the evening, events continue with a very international party in the Student Union.