Activating teaching methods, studying responses and learning

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.Peer Reviewe

Toward CDIO Standards 3.0

The topic of this paper is the CDIO Standards, specifically the formulation of CDIO Standards version 3.0. The paper first reviews the potential change drivers that motivate a revision of the Standards. Such change drivers are identified both externally (i.e., from outside of the CDIO community) and internally. It is found that external change drivers have affected the perceptions of what problems engineers should address, what knowledge future engineers should possess and what are the most effective teaching practices in engineering education. Internally, the paper identifies criticism of the Standards, as well as ideas for development, that have been codified as proposed additional CDIO Standards. With references to these change drivers, five areas are identified for the revision: sustainability, digitalization of teaching and learning; service; and faculty competence. A revised version of the Standards is presented. In addition, it is proposed that a new category of Standards is established, “optional standards”. Optional Standards are a complement to the twelve “basic” Standards, and serve to guide educational development and profiling beyond the current Standards. A selected set of proposed optional Standards are recommended for further evaluation and possibly acceptance by the CDIO community

Mapping the CDIO Syllabus to the UNESO Key Competences for Sustainability

In this paper a framework of key competencies for sustainability defined by UNESCO is used\ua0to evaluate the relevance of the CDIO Syllabus for promoting engineering education for\ua0sustainable development. The evaluation is performed in two steps. First, topics, terms and\ua0concepts in the CDIO Syllabus that corresponds to the different UNESCO key competencies\ua0are identified. The second step is a qualitative discussion where areas of strong mapping are\ua0highlighted and aspects that could be better visualized or strengthened in, or added to, the\ua0Syllabus are identified. Differences in definitions of various concepts between the CDIO\ua0Syllabus and the UNESCO key competencies and the overall relation between the two\ua0frameworks are discussed. It is concluded that the CDIO Syllabus is rather well aligned with\ua0the UNESCO framework, however several opportunities (not to say needs) for strengthening\ua0the Syllabus in relation to the key competencies are identified. The UNESCO key\ua0competencies are found to be useful instruments for scrutinizing and updating the CDIO\ua0Syllabus. Other opportunities for knowledge and methods transfer between the Education for\ua0Sustainable Development (ESD) domain and the Engineering Education domain are\ua0identified. The paper is proposed to be used as basis for updating the CDIO Syllabus into a\ua0version 3.0 for maintaining its relevance in a changing world

Optical Properties of Gyroid Structured Materials: From Photonic Crystals to Metamaterials

The gyroid is a continuous and triply periodic cubic morphology which possesses a constant mean curvature surface across a range of volumetric ll fractions. Found in a variety of natural and synthetic systems which form through self-assembly, from buttery wing scales to block copolymers, the gyroid also exhibits an inherent chirality not observed in any other similar morphologies. These unique geometrical properties impart to gyroid structured materials a host of interesting optical properties. Depending on the length scale on which the constituent materials are organised, these properties arise from starkly di erent physical mechanisms (such as a complete photonic band gap for photonic crystals and a greatly depressed plasma frequency for optical metamaterials). This article reviews the theoretical predictions and experimental observations of the optical properties of two fundamental classes of gyroid structured materials: photonic crystals (wavelength scale) and metamaterials (subwavelength scale).This work was supported by the EPSRC through the Cambridge NanoDTC EP/G037221/1, EP/G060649/1, EP/L027151/1, and ERC LINASS 320503.This is the accepted manuscript version of the article. The final version is available from Wiley via http://dx.doi.org/10.1002/adom.20140033