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The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.

The CDIO Initiative responds in an integrated and pragmatic way to the historical context in which engineering education finds itself and to the challenges that lie in the future. The Initiative began with four universities in two countries, and has expanded rapidly in terms of scope and participating universities. The initial programs were typically within the domains of mechanical, vehicular and electronic engineering, but the CDIO approach has now been implemented in programs in chemical engineering, material science and engineering, and bioengineering. The model has been applied to reform initiatives affecting all engineering programs at a university, and as a template for national initiatives and evaluation schemes. The number of universities has now expanded to more than 22 universities in 12 countries on nearly every continent. Development is underway at universities characterized as research-intensive or teaching-focused; large or small; private or public; or historically focused on minority and underrepresented populations. Regional CDIO Centers in North America, the Nordic countries, the United Kingdom and Ireland, and Southern Africa, have been established to provide opportunities for the exchange of ideas and support for implementation in local regions. A number of vehicles, tools, and forums for disseminating and developing the CDIO approach have been created, including the website and the annual international conferences.