Paper—Development of Integrated Curricula for the Master of Engineering Programs Using the CDIO Development of Integrated Curricula for the Master of Engineering Programs Using the CDIO Framework https://doi.org/10.3991/ijep.v9i3.10112 Harold Jan R. Terano Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines haroldterano@cspc.edu.ph Abstract—This research presents the revision of the current curriculum of the Master of Engineering program at Camarines Sur Polytechnic Colleges in the Philippines through series of consultations and focus group discussions with the faculty and students of the graduate program and industry practitioners, and the development of integrated curricula using the CDIO framework. Standards 1, 2, 3, 4 and 5 and syllabus v2.0 of the CDIO framework were used in the de- velopment of the integrated curricula. Graduate attributes were developed, and the result of the industry needs survey served as one of the bases in the integra- tion of various skill sets in the integrated curricula for the master of engineering programs. Keywords—CDIO, CDIO framework, CDIO standards, CDIO syllabus, curric- ulum, integrated curriculum, Master of Engineering 1 Introduction The outcomes of the student learning can be determined by how well an education- al institution design and to implement the entire curriculum for a specific program. The development of curriculum for educational programs can be influenced by a number of sources. The goals of the program could be defined based on the funding source, the community, government departments of education (state and federal lev- el), or by the educator who is designing the activity [1]. CDIO is an international initiative in reforming education. CDIO framework has been the current trend, and it influences the reformation of engineering education. It is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamen- tal set in the context of Conceiving-Designing Designing – Implementing – Operating (CDIO) real-world systems and products [2]. The current educational setup must be aligned to the current needs of the industry and skills gap is a common problem be- tween university products and industry needs [3]. To cope in this competitive world, a well-designed curriculum must be designed to satisfy with the international standards of engineering education that focus on the attainment of the needs of the industry. In the Philippines, CDIO was first to introduced with the partnership of Singapore Polytechnic and Temasek Foundation. One of the nine State Universities and Colleges 44 http://www.i-jep.org