Document Type

Conference Proceeding

Publication Date

6-2015

Keywords

Undergraduate engineering education, hands-on-experience, CDIO implementation, project based learning, CDIO standards: 3, 4, 5, 6, 7.

Abstract

In order to graduate globally capable engineers who are not only technically savvy, but socially competent and business smart, Sheridan’s School of Engineering has found both a process and a ‘place’ to meet these goals and align with their vision to create curricula that inspire innovation and creativity. The process: the CDIO methodology that helps graduate “ready to work” engineers. The place: Sheridan’s Centre for Advanced Manufacturing and Design Technologies (CAMDT).

In the fall of 2013 Sheridan unveiled its new visual identity with a tag line that challenges people to "get creative." It's a bold and courageous statement that reflects Sheridan's belief that creativity is, among other things, an essential life skill. Our focus on creativity, which can best be described as 'creativity with purpose' or 'practical creativity,' extends across all programs. It's about challenging students to re-imagine ideas, experiment, collaborate, take risks and build a resourceful, resilient and flexible mind. How realistic and authentic is this Creative Campus philosophy at Sheridan? How did this notion of creativity make its way into our mission, values and strategic goals?

For the CDIO methodology to translate into outcomes, students need the creative space to get the real world practice that makes CDIO such a powerful learning strategy. Operating like a research and development arm for small and medium sized enterprises, CAMDT unites engineering students, faculty and community partners to solve real world challenges and produce solutions that benefit the local economy. At Sheridan, CAMDT is not just a physical space, it’s a creative space where the collaboration between engineering students, educators, industry and community partners not only benefits enterprise partners, but helps Sheridan shape engineering education.

In travelling down the road to university recognition, Sheridan has engaged its academic community to describe the characteristics that best represent the Sheridan University of the future. It is through this process that the plan for the Creative Campus emerged. The paper reviews Sheridan’s Creative Campus Strategy and draws parallels to the four high-level expectations in the CDIO syllabus.

Faculty

Faculty of Applied Science & Technology

School

School of Mechanical and Electrical Engineering and Technology

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Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Publication Citation

Zabudsky, J., Rayegani, F., & Katz, Y. (2015). The power of creative space in engineering education. Paper presented at the 11th International CDIO Conference, Chengdu University of Information Technology, Chengdu, Sichuan, P.R. China,. Retrieved from http://www.cdio.org/files/document/cdio2015/8/8_Paper.pdf

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