USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela.

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USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS Svante Gunnarsson, Helena Herbertsson, Annalena Kindgren, Ingela Wiklund Linköping University Louise Willumsen, Martin E. Vigild Technical University of Denmark

Main messages  The CDIO Syllabus and related tools are very useful and valuable in formulation of program goals.  Local adaptation of the CDIO Syllabus can be needed.  The development process is closely related to the internal organization of the university.  Support from management, faculty members, and students is essential.  The development processes within Linköping University (LiU) and Technical University of Denmark (DTU) show many similarities, but also interesting differences.

The CDIO Syllabus The CDIO Syllabus is the foundation for the formulation of program goals and learning outcomes: 1.Technical knowledge and reasoning 2.Personal and professional skills and attributes 3.Interpersonal skills: Teamwork and communication 4.Conceiving, designing, implementing and operating systems in the enterprise and societal context

LiU-adaptation of the CDIO Syllabus  Stronger emphasis in Section 4.1 on sustainable development.  Extension of the scope in Section 4 of ”the enterprise context”.  Alternative version of Section 4 for programs in natural sciences.

DTU-adaptation of the CDIO Syllabus  Simplified, compared to the original document. The most detailed level of the skills were left out.  Considers only Sections 2 – 4 (first round implementation)  Adapted to six B Eng programs  civil, architectural, IT, electrical, chemical and mechanical engineering.

Additional tools Motivation:  Tools to describe the structure and level of proficiency. Approaches:  LiU: ITU-matrices  DTU: Skill progression matrices

ITU-matrix  ITU-matrices can be formed for courses as well as for programs  A way to describe which parts of the CDIO Syllabus that are covered in a course  An approach to characterize the progression between courses

ITU-matrix (cont)  I – Introduce. New topics are presented in the course. Not examined.  T – Teach. Topics subject to specified learning outcomes. Basis for examination.  U – Utilize. Knowledge and skills from previous courses. Indirectly part of the examination.

Course level ITU-matrix

Program level ITU-matrix

Skill progression matrix Main idea: Describe the progression using Bloom´s taxonomy Bloom level Color KnowUnderstandApplyAnalyseSynthesise

Skill progression matrix – part I DTU Syllabus Calculus and algebra Structural elements and their function (1) 2211/211 Urban Planning and Design 22211/211 CAD, sketching and 3D-modelling 11 Theory and Practice of Architectural Engineering /21 Material science 21/211 CDIO project3221 Calculus and algebra CAD, sketching and 3D-modelling 22 Theory and Practice of Architectural Engineering Structural elements and their function (2) House Building and Building Design 2/ CDIO project3222

Skill progression matrix – part II Physics 333 Structural design and models (1) Urban context & large structures 4343/433 Planning and Visualization 31 Architectural engineering backgr Basic building design 4333 Geometry 444 CDIO project4323/423 Systematical planning with CAD-system and Visualization 44 Background for architectural engineering Structural Design and Models (2) A concert hall Basic building design: indoor environment, services and energy CDIO project433424

Observations and comparison  Alternative approaches for describing progression – Bloom levels vs. ITU  A way to characterize complexity of engineering tasks would be useful  Inclusion or exclusion of Section 1 of the CDIO Syllabus in the work  Different approaches for 3 years B Eng programs and 5 years M Sc programs

Conclusions  The CDIO Syllabus and related tools are very useful when formulating program goals and learning outcomes.  The documents and tools enable a systematic way to connect program and course goals.  Future activities involves ways to include the various types of assessments.  Large scale use and maintenance require a well developed organization.