1. CDIO: Overview, Standards, and Processes (Part 1)
Doris R. Brodeur,
November 2005

2. Explain the CDIO model in terms of 12 standards
TODAY’S OBJECTIVES
Explain the CDIO model in terms of
12 standards
Determine ways in which CDIO
may be adapted to
your own courses and programs
Share your ideas and experiences
about plans to reform your programs

3. OUTLINE Part One CDIO as Context CDIO Syllabus Outcomes
Integrated Curriculum
Introduction to Engineering
Design-Build Experiences
CDIO Workspaces
____________________________
Part Two
Integrated Learning Experiences
Active and Experiential Learning
CDIO Skills Assessment
Enhancement of Faculty Skills
CDIO Program Evaluation

4. CENTRAL QUESTIONS FOR ENGINEERING EDUCATION
What knowledge, skills and attitudes should students possess as they graduate from university?
How can we do better at ensuring that students learn these skills?

5. DEVELOPMENT OF ENGINEERING EDUCATION IN THE U.S.
Personal, Interpersonal and System Building
Pre-1950s: Practice
2000: CDIO
1960s: Science & practice
1980s: Science
Disciplinary Knowledge
Engineers need both dimensions. We need to develop education that delivers both

6. VISION
We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products:
A curriculum organized around mutually supporting disciplines, with CDIO activities highly interwoven
Rich with student design-build experiences
Featuring active and experiential learning
Set in both classrooms and modern learning laboratories and workspaces
Constantly improved through robust assessment and evaluation processes

7. THE CHALLENGE - TO TRANSFORM THE CULTURE
CURRENT
Engineering Science
R&D Context
Reductionist
Individual
DESIRED
Engineering
Product Context
Integrative
Team
... yet still based on a rigorous treatment of engineering fundamentals

8. THE NEED Desired Attributes of an Engineering Graduate
Deep understanding of fundamentals
Understanding of design and manufacturing process
Possess a multi-disciplinary system perspective
Good communication skills
High ethical standards, etc.
Underlying Need
Educate students who:
Understand how to conceive-design-implement-operate
Complex value-added engineering systems
In a modern team-based engineering environment
To say we have adopted CDIO as the engineering context of our education means that….

9. STANDARD 1 -- CDIO AS CONTEXT
Adoption of the principle that product and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education
A model of the entire product lifecycle
The cultural framework, or environment, in which technical knowledge and other skills are taught
Adopted when there is explicit agreement among faculty to initiate CDIO, a plan to transition to a CDIO program, and support from program leaders to sustain reform initiatives

10. NEED TO GOALS Understand how to conceive- design-implement-operate
Educate students who:
Understand how to conceive- design-implement-operate
Complex value-added engineering systems
In a modern team-based engineering environment
And are mature and thoughtful individuals
Process
Product
4. CDIO
1. Technical
2. Personal
3. Inter-
personal
Team
Self
The CDIO Syllabus - a comprehensive statement of detailed goals for an engineering education

11. THE CDIO SYLLABUS CDIO Syllabus contains 2-3 more layers of detail
1.0 Technical Knowledge & Reasoning:
Knowledge of underlying sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge
2.0 Personal and Professional Skills & Attributes
Engineering reasoning and problem solving
Experimentation and knowledge discovery
System thinking
Personal skills and attributes
Professional skills and attributes
3.0 Interpersonal Skills: Teamwork & Communication
Multi-disciplinary teamwork
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise & Societal Context
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating
CDIO Syllabus contains 2-3 more layers of detail

12. PERSONAL AND INTERPERSONAL SKILLS 2.4 Personal Skills
2.5 Professional Skills
3.1 Teamwork
2.1 Problem
Solving
2.2 Knowledge
Discovery
2.3 System
Thinking
3.2 Communication
3.3 Foreign Languages

13. SYSTEM BUILDING SKILLS
C D I O
4.2 Enterprise Context
4.1 Societal Context

14. THE CDIO SYLLABUS
(3rd Level)

15. THE CDIO SYLLABUS
4th Level

16. SYLLABUS LEVELS OF PROFICIENCY
Surveyed 6 groups:
1st and 4th year students, alumni 25 years old, alumni 35 years old, faculty, leaders of industry
Question:
For each attribute, please indicate which of the five levels of proficiency you desire in a graduating engineering student:
1 To have experienced or been exposed to
2 To be able to participate in and contribute to
3 To be able to understand and explain
4 To be skilled in the practice or implementation of
5 To be able to lead or innovate in

17. PROFICIENCY EXPECTATIONS
Innovate
Proficiency Expectations at MIT Aero/Astro
Skilled
Practice
Understand
Participate
Exposure
REMARKABLE AGREEMENT!

18. STANDARD 2 - CDIO SYLLABUS OUTCOMES
Specific, detailed learning outcomes for personal, interpersonal, and product and system building skills, consistent with program goals and validated by program stakeholders
Learning outcomes codified in The CDIO Syllabus
Details of what students should know and be able to do at the conclusion of their engineering programs
Learning outcomes are classified as personal, interpersonal, and product and system building skills
Validated by groups who share an interest in the graduates of engineering programs

19. ACTIVITY
Using the condensed version of the CDIO Syllabus and the 5 levels of proficiency:
Rate your own proficiency of each CDIO learning outcome at the x.x level.

20. Re-task current assets and resources in:
HOW CAN WE DO BETTER?
Re-task current assets and resources in:
Curriculum
Laboratories and workspaces
Teaching, learning, and assessment
Faculty competence
Evolve to a model in which these resources are better employed to promote student learning

21. INTEGRATED CURRICULUM
How can we design:
Mutually-supportive disciplinary subjects integrating personal, professional and product/system building skills?
A framework for engineering education and an early exposure to system building?

22. CURRICULUM DESIGN ISSUES
Curriculum structure organized around the disciplines, with skills and projects interwoven
Learning outcomes derived from CDIO Syllabus and stakeholder surveys
Sequences of learning experiences
Mapping of personal, interpersonal and system building skills onto curriculum structure
Integration of personal, interpersonal and system building skills into courses

23. 1. CURRICULUM STRUCTURE A strict disciplinary curriculum
Organized around disciplines, with no explicit introductions or skills
An apprenticeship model
Based on projects, with no organized introductions of disciplines
A Problem Based curriculum
Organized around problems, but with disciplines interwoven
A CDIO based curriculum
Organized around disciplines, but with skills and projects interwoven
Disciplines run vertically, projects and skills run horizontally

24. 2. SAMPLE LEARNING OUTCOMES

25. 3.-4. SAMPLE SEQUENCE AND MAPPING
3.2 Communications

26. 5. SAMPLE INTEGRATION INTO COURSESx
3.3 Communication in foreign languages .
3.2 Communications
3.1 Teamwork
2.5 Professional skills and attributes
2.4 Personal skills and attributes
2.3 System thinking
2.2 Experimenting and knowledge discovery.
2.1 Engineering reasoning and problem solving U T I
CDIO SyllabusTopic

27. STANDARD 3 - INTEGRATED CURRICULUM
A curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal, interpersonal, and product and system building skills
Disciplinary subjects make explicit connections among related and supporting content and learning outcomes
Explicit plan identifies ways in which the integration of CDIO skills and multidisciplinary connections are to be made

28. INTRODUCTION TO ENGINEERING
An introductory course or experience provides the FRAMEWORK:
To motivate students to study engineering
To provide a set of personal experiences that will allow early fundamentals to be more deeply understood
To provide early exposure to system building
To teach some early and essential skills (e.g., teamwork)
Capstone
Disciplines
Intro
Sciences

29. STANDARD 4 - INTRODUCTION TO ENGINEERING
An introductory course that provides the framework for engineering practice in product and system building, and introduces essential personal and interpersonal skills
One of the first required courses in a program
A broad outline of the tasks and responsibilities of an engineer and the use of disciplinary knowledge in executing those tasks
Students engage in the practice of engineering

30. DESIGN-BUILD EXPERIENCES AND WORKSPACES
How can we:
Ensure that students participate in repeated design-build experiences
Use existing resources to re-task workspaces so that they support hands-on learning of product and system building, disciplinary knowledge, knowledge discovery, and social learning

31. DESIGN-BUILD EXPERIENCES
Provide authentic activities that foster the learning of more abstract ideas and principles
Provide the natural context in which to teach many CDIO Syllabus skills (teamwork, communications, designing, implementing)
Reinforce by application previously learned abstract knowledge to deepen comprehension
DTU Design & Innovation Lightweight Shelter Project

32. OTHER EXAMPLES Beam Design Lab at QUB Waterbike at KTH
Robot Design at MIT

33. STANDARD 5 - DESIGN-BUILD EXPERIENCES
A curriculum that includes two or more design-build experiences, including one at a basic level and one at an advanced level
Range of engineering activities central to the process of developing new products and systems
Basic or advanced based on scope, complexity, sequence in program

34. WORKSPACE USAGE MODES Reinforcing Disciplinary Knowledge
Knowledge Discovery
Learning Lab
System Building
Community Building
Hangaren

35. STANDARD 6 - CDIO WORKSPACES
Workspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning
Students are directly engaged in their own learning
Settings where students learn from each other
Newly created or remodeled from existing spaces

36. Ways in which you might add at least one more design-build experience
ACTIVITY
With a partner or in a small group, discuss:
The kind of design-build experiences you currently offer in your programs
Ways in which you might add at least one more design-build experience