1. 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

2. 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.

3. 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

4. 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.

5. 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.

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

7. 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

8. 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.

9. Course level ITU-matrix

10. Program level ITU-matrix

11. Skill progression matrix Main idea: Describe the progression using Bloom´s taxonomy Bloom level 012345 Color KnowUnderstandApplyAnalyseSynthesise

12. Skill progression matrix – part I DTU Syllabus 2.12.22.32.42.53.13.23.34.14.24.34.44.54.6 Calculus and algebra 1 1111 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 222211/21 Material science 21/211 CDIO project3221 Calculus and algebra 2 222 CAD, sketching and 3D-modelling 22 Theory and Practice of Architectural Engineering 322322 Structural elements and their function (2) 33232212 House Building and Building Design 2/33222 221121 CDIO project3222

13. Skill progression matrix – part II Physics 333 Structural design and models (1) 432323 Urban context & large structures 4343/433 Planning and Visualization 31 Architectural engineering backgr. 443433 Basic building design 4333 Geometry 444 CDIO project4323/423 Systematical planning with CAD-system and Visualization 44 Background for architectural engineering 343444 Structural Design and Models (2) 444424 A concert hall 4344441 Basic building design: indoor environment, services and energy 43344441 CDIO project433424

14. 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

15. 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.