Abstract
The aim of the paper is to propose Rubrics for self-evaluation of graduate and postgraduate engineering programs based on the FCDI (Forecast, Conceive, Design, Implement) Standards and FFCD (Foresight, Forecast, Conceive, Design) Standards by analogy with Rubrics for self-evaluation of undergraduate engineering programs based on the CDIO (Conceive, Design, Implement, Operate) Standards. The FCDI Standards and FFCD Standards were developed for Master’s and Doctoral engineering programs as a result of the CDIO approach evolution and by analogy with the CDIO Standards originally developed for Bachelor’s engineering programs. The CDIO/FCDI/FFCD Standards are recommended for the design and implementation of three-cycle engineering programs to train graduates for complex, innovative and research engineering activities, respectively, taking into account the features of the division of labor in the engineering profession. The 6-level scale Rubrics are helpful for evaluation the degree of Bachelor’s, Master’s and Doctoral engineering programs compliance with the recommendations of the CDIO, FCDI and FFCD Standards, respectively.
Highlights
At the turn of the 20th and 21st centuries, the CDIO concept of improving engineering education was developed, taking into account the realities of time and providing a balance between theory and practice
From the very beginning each of the 12 CDIO Standards was accompanied by Description, Rationale and Rubric for engineering program evaluation aligned with the CDIO Standards [2]
The Rubric is a table with the help of which on a 6-level scale it is possible to determine the degree of compliance of an engineering program with the recommendations of one or another CDIO Standard
Summary
At the turn of the 20th and 21st centuries, the CDIO concept of improving engineering education was developed, taking into account the realities of time and providing a balance between theory and practice This concept was aimed at training engineers capable of working on the CDIO (Conceive, Design, Implement, Operate) stages of the life cycle of products, processes and systems. Adoption of the principle that innovative product, process, and system design and development lifecycle – Forecasting, Conceiving, Designing and Implementing are the context for graduate engineering education (Master’s cycle). Adoption of the principle that creation of scientific basis for the development and design of innovative product, process, and system lifecycle – Foreseeing, Forecasting, Conceiving and Designing are the context for postgraduate engineering education (Doctoral cycle)
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