The information technology engineering curriculum at Tra Vinh University has been designed in the CDIO approach 6 years before. Up to now, we have two cohorts of graduates from this program. Therefore, it is time to review to improve the curriculum. The program evaluation is based on standard 12 of CDIO. The paper focuses on reassessing the importance of intended learning outcomes and levels of competencies. To carry out this task, we have conducted a stakeholder survey including companies, alumni, lecturers, and students. Based on the surveyed results, the current program will be reviewed and improved.
Pages:
Volume 2, pp.185-195
Affiliations:
Tra Vinh University, Vietnam
Keywords:
Information Technology engineering curriculum
Importance of intended learning outcomes
achieved level of proficiency
expected level of proficiency
CDIO Standard 12
Year:
2020
Reference:
ABET. (2019). Criteria for Accrediting Computing Programs. Retrieved from https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-computing-programs-2020-2021/:
Bloom, B. S. (1984). Taxonomy of educational objectives: Book 1 Cognitive domain. New York: Longman.:
CDIO. (2010). CDIO Standards 2.0. Retrieved April 27, 2020, from http://www.cdio.org/implementing-cdio/standards/12-cdio-standards:
CDIO. (2011). CDIO Syllabus. Retrieved from http://www.cdio.org/files/project/file/cdio_syllabus_v2.pdf:
Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D. R., & Edström, K. (2014). The CDIO Approach. Rethinking Engineering Education. Cham: Springer International:
10.1007/978-3-319-05561-9_2
on October 16, 2020 - 08:00 Maria Siiskonen
Conceive
Design
Implement
Operate
