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Brink, Suzanne
Publications (4 of 4) Show all publications
Brink, S., Carlsson, C. J., Enelund, M., Edström, K., Keller, E., Lyng, R. & McCartan, C. (2023). Curriculum agility as optional CDIO standard. In: Lyng R., Bennedsen J., Bettaieb L., Bodsberg N.R., Edstrom K., Guojonsdottir M.S., Roslof J., Solbjorg O.K., Oien G. (Ed.), Proceedings of the 19th International CDIO Conference: . Paper presented at 19th CDIO International Conference, CDIO 2023, Trondheim, Norway, 26-29 June 2023 (pp. 18-28). NTNU SEED
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2023 (English)In: Proceedings of the 19th International CDIO Conference / [ed] Lyng R., Bennedsen J., Bettaieb L., Bodsberg N.R., Edstrom K., Guojonsdottir M.S., Roslof J., Solbjorg O.K., Oien G., NTNU SEED , 2023, p. 18-28Conference paper, Published paper (Refereed)
Abstract [en]

The concept of Curriculum Agility has been co-created in a series of sessions at CDIO meetings and conferences since 2018. Deliverables were a jointly generated definition, characteristics, a set of principles, and a self-mapping process on these principles. Using the Curriculum Agility concept offers guidance for CDIO programs and institutions in increasing the adaptability of their curricula based on the latest insights and developments in their discipline, continuously fulfilling the need of an ever more diverse student population and anticipating sudden societal changes. Curriculum Agility takes a holistic approach to considering conditions for proactive and timely curriculum development, including but not limited to enhancement of faculty competence. Although the success of CDIO implementation depends on this wider set of conditions that can drive, enable, or hinder change, this is currently not addressed in the CDIO standards. This paper proposes Curriculum Agility as an optional standard in the CDIO framework. It is a widely applicable, program-level concept including both educational and organisational aspects that addresses an important need in engineering education, and it is co-created within the CDIO community. Curriculum Agility is currently not sufficiently present or addressed in the existing standards. Therefore, this paper argues that Curriculum Agility as an optional standard and rubric will be a new useful tool in the CDIO toolbox.

Place, publisher, year, edition, pages
NTNU SEED, 2023
Series
CDIO International Conference, E-ISSN 2002-1593
Keywords
Curriculum Agility, Futureproof Engineering Education, Optional Standard, Standards: 1-12, Transformative Curriculum Change
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-217887 (URN)2-s2.0-85177042465 (Scopus ID)9788230361863 (ISBN)
Conference
19th CDIO International Conference, CDIO 2023, Trondheim, Norway, 26-29 June 2023
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2023-12-12Bibliographically approved
Brink, S., Schedin, S., Vikström, S., Mejtoft, T. & Sjoer, E. (2022). Curriculum agility at faculty, department, program and course level. In: Hannu-Matti Järvinen; Santiago Silvestre; Ariadna Llorens; Balàzs Nagy (Ed.), 50th annual conference of the European society for engineering education: Proceedings. Paper presented at SEFI 2022, 50th annual conference of the European society for engineering education, Barcelona, Spain, September 19-22, 2022 (pp. 1872-1877).
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2022 (English)In: 50th annual conference of the European society for engineering education: Proceedings / [ed] Hannu-Matti Järvinen; Santiago Silvestre; Ariadna Llorens; Balàzs Nagy, 2022, p. 1872-1877Conference paper, Published paper (Refereed)
Abstract [en]

This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect the willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.

National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-204337 (URN)10.5821/conference-9788412322262.1417 (DOI)2-s2.0-85147493782 (Scopus ID)978-84-123222-6-2 (ISBN)
Conference
SEFI 2022, 50th annual conference of the European society for engineering education, Barcelona, Spain, September 19-22, 2022
Available from: 2023-02-01 Created: 2023-02-01 Last updated: 2023-02-20Bibliographically approved
Brink, S., Carlsson, C. J., Enelund, M., Georgsson, F., Keller, E., Lyng, R. & McCartan, C. (2021). Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education. In: 2021 IEEE Frontiers in Education Conference (FIE 2021): . Paper presented at 2021 IEEE Frontiers in Education Conference, FIE 2021, 13-16 October 2021, Lincoln, Nebraska, USA.. Institute of Electrical and Electronics Engineers (IEEE)
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2021 (English)In: 2021 IEEE Frontiers in Education Conference (FIE 2021), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper, Published paper (Refereed)
Abstract [en]

This special session, within the conference theme of Incorporating Convergence into Programs, Curricula, and Continuing Education, focuses on Curriculum Agility in engineering education. It will introduce the concept of Curriculum Agility and its current trends, as well as further co-develop the concept behind it. This is done following an iterative design thinking approach, by co-creating guiding principles that engineering institutions can use to make their study programs more responsive, dynamic, and flexible. Curriculum Agility is particularly important in engineering education in order to keep pace with the rapid development of new technologies and materials. In addition, the concept aims to meet students' expectations and needs for more individualized study plans, as well as society's need for forward-thinking engineers equipped to contribute to finding solutions to current and future societal challenges. Thus, to anticipate and meet these challenges, institutions for engineering education need to have an organizational and management structure with the capacity to act within a much shorter timeframe than traditionally seen in universities. Curriculum Agility is a framework for introducing necessary changes in operations to be able to act responsibly and rapidly on change and expectations. This work presents seven principles for Curriculum Agility that have emerged from a series of sessions at international conferences and network meetings. The seven principles currently include: Stakeholder Involvement, Organization and Governance, Decision Making, Program and Course Design, Innovation of Education, and Pedagogy and Didactics. This special session brings educators together to discuss the 'what, how and why' with regard to Curriculum Agility. The overall aim is to further develop a shared vision on Curriculum Agility and build upon the intention of assessing it at different levels in the organization of engineering education institutions. The expected outcome of the special session is a collection of refined, redefined, and perhaps even newly defined principles for Curriculum Agility.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2021
Series
IEEE Frontiers in Education Conference, ISSN 15394565
Keywords
Co-creation, Curriculum Agility, Curriculum Innovation, Engineering Education, Flexible Education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-192245 (URN)10.1109/FIE49875.2021.9637287 (DOI)000821947700176 ()2-s2.0-85123861078 (Scopus ID)9781665438513 (ISBN)
Conference
2021 IEEE Frontiers in Education Conference, FIE 2021, 13-16 October 2021, Lincoln, Nebraska, USA.
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2023-09-05Bibliographically approved
Svedmark, E., Larsson, L., Nilsson Sandin, P., Lundmark Weinz, J. & Brink, S. (2021). Undervisning i Covid-tider: erfarenheter från Umeå universitet. Umeå universitet
Open this publication in new window or tab >>Undervisning i Covid-tider: erfarenheter från Umeå universitet
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2021 (Swedish)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Umeå universitet, 2021. p. 31
Keywords
Högskolepedagogik, Covid, Undervisning, Examination
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-187682 (URN)
Available from: 2021-09-17 Created: 2021-09-17 Last updated: 2021-09-20Bibliographically approved
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