778 research outputs found
CDIO Projects In DTU’s B.Eng. In Electronics Study Programme
No full textThis paper describes the four cross disciplinary CDIO semester projects in the B.Eng. in Electronics study at DTU, and – along with similar papers describing the other six B.Eng. programs – provides documentation to accompany an exposition with students demonstrating their projects, furthermore the paper is meant as an inspiration to others working on implementing cross disciplinary projects in their curriculum. In the B.Eng. in Electronics programme each of the first 4 semester contains a cross disciplinary project, two of these are CDIO Design Build courses which are placed in the 1st and 4th semesters. Additionally almost all courses contain projects of various size. The 4 cross disciplinary projects are described with emphasis on the two design build projects, the learning objectives are listed for each of the courses and the results of from the course evaluation (performed at the end every course) are listed for the 1st and 2nd semester courses where sufficient material exist
CDIO Projects in DTU’s B.Eng. in IT Study Program
No full textSince the fall 2008 all B.Eng. study programs at the Technical University of Denmark have been based on the CDIO concept. The adoption of the CDIO standards and principles resulted in new or significantly revised study programs. As part of this effort design-build projects have been introduced on each of the first 4 semesters, and each semester-project spans several courses. The aim of this paper is to describe the four CDIO semester projects in the B.Eng. in IT study, and – along with similar papers describing the other six B.Eng. programs – to provide documentation to accompany an exposition with stands providing additional information and with students demonstrating their projects. The paper is narrowly focused on the IT-study program. At the time of writing this paper the students enrolled in 2008 have completed all four semesters in the new CDIO-based study plan, and the students enrolled in 2009 are currently in the process of finishing the 4th semester. Consequently, the paper is reporting on curriculum development which has been implemented, and for which experiences have gained
CDIO Projects in DTU’s Chemical and Biochemical B.Eng. Study Program
No full textThe aim of this paper is to describe how the CDIO standards [1] have influenced the cross-disciplinary projects that are part of the study plan for the Chemical and Biochemical B.Eng. program. Four projects are described: The 1st semester design-build project on cleaning of waste water from a power plant, the 2nd semester laboratory project concerning antimicrobial resistant E. coli bacteria in retail meats, the 3rd semester project on unit operations in enzyme production, the 4th semester project on the fermentation and purification part of enzyme production
The innovation element of the diploma (b.eng.) programs at DTU
No full textIn September 2014 the first version of the newly developed CDIO-based diploma (B.Eng) programs were launched at DTU (Nyborg et al., 2015). The programs are the result of a comprehensive merger process of former diploma programs, namely the programs at Engineering College of Copenhagen (now DTU Diploma) and the Technical University of Denmark.The most significant new activity in the programs is the introduction of a common 10 ECTS compulsory course in innovation in the later part of the programs. The idea behind this course is to give students the opportunity to collaborate on interdisciplinary real-life projects. This course strengthens not only innovation skills but personal and interpersonal skills as well. In this paper we will discuss the organization of the Innovation Pilot course. In particular wefocus on:- Structure of programmes- Organization of the Innovation Pilot course- The didactical considerations- Scaling up the course from 50 to 500 student
CDIO as the educational and cultural structuring element in the DTU B.Eng. in Electronics education
No full textThe aim of this paper is to describe how a CDIO based four semester study can
be documented in such a way that a homogeneous quality can be maintained over
time. Also when teaching staff changes, the purpose is to help new teachers to
fully understand their role and obligations, not only in their particular
course, but also as a part of the complex CDIO based education. A master
document has been developed to document the CDIO course interfaces together
with all other relevant information about the B.Eng education in Electronics at
DTU
Cdio as the educational and cultural structuring element in the dtu b.eng. in electronics programme
No full textThe aim of this paper is to describe how a CDIO based four semester study can be documented in such a way, that a homogeneous quality can be maintained over time. One purpose is to help new teachers to fully understand their role and obligations, not only in their particular course, but also as a part of the complex CDIO based education. The case used is the B.Eng. study in Electronics at the Technical University of Denmark (DTU) Implementing CDIO calls for many changes in the way that we build and document an program, having implemented CDIO at the B.Eng. program in electronics, it has been found that the normal public and internal course documentation platforms are insufficient to keep the large amount of information needed to describe the program as a whole, and the large amount of interaction between the individual courses, a master document describing the program has been developed to cover the first 4 semesters in the program, this paper is meant as an inspiration to others that might find this method beneficial. In todays modern and constantly changing society it must be expected that staff is constantly moving in and out between different research projects, while at the same time teaching courses at levels ranging from very advanced topics to introductory courses. In most cases a course will be given by the same teacher every semester, but for some courses (often the introductory courses) teachers change frequently. In this dynamic system the master document proposed helps in conveying crucial information from prior to new teachers, that otherwise could be lost in the teacher exchange process
Developing merged CDIO based curricula for diploma (B.Eng.) IT study programs at DTU
No full textStarting 2007, the Danish government drew up a new map of universities through a process of mergers of a number of universities and research institutions (UFM 2007), as part of the national innovation strategy. In the beginning of 2013, the Engineering College Copenhagen (IHK, now DTU Ballerup) merged with the Technical University of Denmark (DTU Lyngby). The goal of the merger was to educate ever more innovative diploma engineers to fulfill the needs by Danish industry through combining a practice-oriented development environment and a research-oriented environment. Merging a university with an engineering college implies merging two different cultures: established teaching staff, different study lines; a difficult undertaking at best. Existing study lines must be merged, overlaps and differences identified and handled, and in general a common understanding and language must be established. The two institutions represented before the merger well 3500 B.Eng. students. The goal of the merger was to combine the best of the existing educations rooted in a practice-oriented development environment and a research-oriented environment. At the same time, the merger was supposed to contribute to the national innovation strategy. In this paper we describe the process of developing new, merged B.Eng curricula in the IT field (Diploma IT), as part of the merger between DTU Lyngby and IHK. Particular attention will be given to the following subjects: • The design process used to develop the new merged study programs; • Involvement of stakeholders in designing the new curricula; • Introduction of a common interdisciplinary innovation course in the programs; and • Education of teaching staff: Integration into one organization
Strengthening CDIO in B.Eng. Final Projects with an Industry Roadmap
No full textThe increasing demands from industry present students undertaking their internships and final projects with a correspondingly steepening learning curve. Upon completion of internships and final projects, when the student may leave the company, the true potential value of the activities is often not fully realized due to the limited exchange of information between the company, the university and the student. This paper presents a roadmap for improving knowledge dissemination and value creation for both university and industry along with developing the engineering competencies of the student. Regular evaluations of the design build experiences with the students, industry and academic supervisors (CDIO Standard 5) are essential elements in the process along with the revision of outcomes according to industry stakeholders’ needs (CDIO Standard 2). The process establishes a continuous flow of students undertaking internships and subsequent final projects. An overlap of students, i.e. an intern along with a final project student, combined with strategic meetings ensures knowledge transfer and continued value creation. Furthermore, upon completion of the final project, the student is encouraged to propose a technical profile status report for development efforts for the coming years for the company, including the most important technological elements to support this. This proposal is also used as reference material for the subsequent internship and/or final project. The roadmap has been successfully applied for several semesters within a company producing polymer products for the medical industry and is further detailed in the paper. Students who have undertaken their industrial placement and B.Eng. final project following the roadmap have been required to communicate their findings and conclusions to their peers and supervisors to a greater extent than previously which has strengthened the inherently integrated learning experience (Standard 7)
Performance impairments in single-mode radio-over-fiber systems due to MAC constraints
No full textPerformance Impairments in Single-Mode Radio-Over-Fiber Systems Due to MAC Constraints
Kalantari-Sabet, B.; Mjeku, M.; Gomes, N.J.; Mitchell, J.E.;
Lightwave Technology, Journal of
Volume 26, Issue 15, Aug.1, 2008 Page(s):2540 - 2548
Abstract:
This paper investigates performance impairments due to constraints imposed by the MAC layer when single-mode fiber (SMF) is used to extend the reach of an IEEE 802.11 network. It is shown that data throughput decreases as fiber length increases. It is also noted that the network fails long before physical layer limitations set in due to the timeout values defined within the MAC protocol. This study is based on both variants of the IEEE 802.11 Distributed Coordination Function. Moreover, both UDP and TCP packet transmissions are taken into account. An experimental enquiry is initially developed to provide a set of validation points before extending these results by simulations using the OPNET platform. Finally, an analytical approximation is presented to these results that allows designers of Radio-over-fiber (RoF) systems to quickly and accurately predict the data throughput given the specific parameters of their network. To our knowledge, this is the first analysis of this kind for a long reach fiber system
Amtliches Mitteilungsblatt der BTU Cottbus–Senftenberg, 2025,25 (30.06.2025)
No full text1. Zweite Änderungssatzung zur Prüfungs- und Studienordnung für den Bachelor-Studiengang Medizintechnik (B.Eng.) vom 30. Juni 2025
2. Lesefassung: Fachspezifische Prüfungs- und Studienordnung für den Bachelor-Studiengang Medizintechnik (B.Eng.) vom 04. Oktober 2022 (AMbl. 23/2022) i. d. F. der Zweiten Änderungssatzung zur Prüfungs- und Studienordnung für den Bachelor-Studiengang Medizintechnik (B.Eng.) vom 30. Juni 202
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