Umeå University's logo

umu.sePublications
Planned maintenance
A system upgrade is planned for 10/12-2024, at 12:00-13:00. During this time DiVA will be unavailable.
Change search
Refine search result
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Brink, Suzanne
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Leiden University, Netherlands.
    Carlsson, Carl Johan
    Chalmers University of Technology, Sweden.
    Enelund, Mikael
    Chalmers University of Technology, Sweden.
    Edström, Kristina
    KTH Royal Institute of Technology, Sweden.
    Keller, Elizabeth
    KTH Royal Institute of Technology, Sweden.
    Lyng, Reidar
    NTNU Norwegian University of Science and Technology, Norway.
    McCartan, Charles
    Queen’s University, Belfast, United Kingdom.
    Curriculum agility as optional CDIO standard2023In: 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 (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.

  • 2.
    Brink, Suzanne
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). ICLON, Leiden University Leiden, the Netherlands.
    Carlsson, Carl Johan
    Chalmers University of Technology, Department of Communication and Learning Science, Gothenburg, Sweden.
    Enelund, Mikael
    Chalmers University of Technology, Department of Communication and Learning Science, Gothenburg, Sweden.
    Georgsson, Fredrik
    Umeå University.
    Keller, Elizabeth
    Chalmers University of Technology, Department of Communication and Learning Science, Gothenburg, Sweden.
    Lyng, Reidar
    Chair Center for Science Engineering Education Development, NTNU Norwegian University of Science Technology, Trondheim, Norway.
    McCartan, Charles
    School of Mechanical Aerospace Engineering, Queen's University Belfast, Belfast, United Kingdom.
    Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education2021In: 2021 IEEE Frontiers in Education Conference (FIE 2021), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference 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.

  • 3.
    Brink, Suzanne Cecilia
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Curriculum Agility principles for transformative innovation in engineering education.
    de Hei, Miranda
    Research Group Sustainable Talent Development, The Hague University of Applied Sciences, Hague, The Netherlands.
    Sjoer, Ellen
    Research Group Sustainable Talent Development, The Hague University of Applied Sciences, Hague, The Netherlands.
    Carlsson, Carl Johan
    Department of Communication and Learning in Science, Chalmers University of Technology, Gothenburg, Sweden.
    Georgsson, Fredrik
    Planning Office, Umeå University, Umeå, Sweden.
    Keller, Elizabeth
    Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    McCartan, Charles
    School of Mechanical & Aerospace Engineering, Queen’s University Belfast, Belfast, Northern Ireland.
    Enelund, Mikael
    Department of Mechanics and Maritime Sciences, Chalmers University of Technology, Gothenburg, Sweden.
    Lyng, Reidar
    Center for Science & Engineering Education Development, NTNU Norwegian University of Science & Technology, Trondheim, Norway.
    Admiraal, Wilfried
    Centre for the Study of Professions, Oslo Metropolitan University, Kjeller, Norway.
    Curriculum Agility principles for transformative innovation in engineering education2024In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed)
    Abstract [en]

    Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context.

    Download full text (pdf)
    fulltext
  • 4.
    Brink, Suzanne
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Leiden University, Leiden, the Netherlands.
    Schedin, Staffan
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Vikström, Susanne
    Umeå University.
    Mejtoft, Thomas
    Umeå University, Faculty of Science and Technology, Department of Applied Physics and Electronics.
    Sjoer, Ellen
    The Hague University of Applied Sciences, The Hague, The Netherlands.
    Curriculum agility at faculty, department, program and course level2022In: 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 (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.

  • 5.
    Svedmark, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Informatics. Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Larsson, Lars
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Nilsson Sandin, Per
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Lundmark Weinz, Julia
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Brink, Suzanne
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Undervisning i Covid-tider: erfarenheter från Umeå universitet2021Report (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf