LIPS model at LiU

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Fourth year project courses within the Y program
at Linköping University Svante Gunnarsson 14
January 2004
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OUTLINE

• Program structure
• Develoment process
• Courses
• Challenges
• Economy

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THE Y AND Yi PROGRAMS

• Y applied physics and electrical engineering
• Yi - applied physics and electrical engineering,
  international
• 150 (Y) 30 (Yi) students admitted each year
• 4 ½ years (180 units)
• 160 units courses 20 units Master Thesis
• 115 units mandatory, 25 units specialization and
  20 units elective
• The Yi-students study language (French, German or
  Spanish) and spend year three abroad

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SPECIALIZATIONS DURING YEAR 4

• Applied mathematics
• Organic systems and sensors
• Theory, modeling and visualization
• Materials, electronics and photonics
• Electronics
• SoC-ware
• Mechatronics
• Control and information system
• Signal and image processing
• Communication
• Software engineering
• Biomedical engineering

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MANDATORY PROJECT COURSES
DBT courses (year 4)
DBT courses (year 4)
DBT courses (year 4)
DBT courses (year 4)
DBT courses (year 4)
DBT courses (year 4)
DBT courses (year 4)
Electronics project (year 3)
Engineering project (year 1)
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THE LIPS PROJECT MODEL
After
During
Before
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DEVELOPMENT PROCESS (1)

• Revision of the structure of the specializations
  
• Mandatory courses
• Elective courses
• One project course
• Totally 20-25 units
• Three new specializations in and two old ones out

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DEVELOPMENT PROCESS (2)

• Course specification
• Minimum four students in each project group
• At least four units spent on the project
• Project carried out using LIPS
• Call for course proposals, fall 2002
• Selection of courses and decision about funding
• Course development and LIPS education
• Several meetings and workshops

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DEVELOPMENT PROCESS (3)

• Writing of course objectives
• Result objectives vs. Process objectives
• Common objective vs. Course specific
  objectives

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DEVELOPMENT PROCESS (4)

• Common result objectives
• The result shall have high technical quality
  and be based on modern knowledge and methods.
• Assessed within each individual course or
  project.
• Common process objectives
• The project work shall be carried out in a
  professional and industrially relevant way and
  develop the participants skills in the following
  areas ......
• Required common tools for assessment Project
  and time plan, project reflection, documentation,
  and oral presentation.

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DEVELOPMENT PROCESS (5)

• Course specific result objectives (Examples)
• VLSI circuit
• Simulation model
• Control system
• .....
• Assessed within each individual course or project
• Course specific process objectives (Examples)
• Use of a specified development methodology
• ....
• Assessed within each individual course or project

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COURSES

• In each specialization the students can choose
  from one or several possible project courses.
• In each project course there can be students from
  several specializations, but also from other
  programs, including international masters
  programs.

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CHALLENGES

• Program level
• Organization of the development process
• Unified view on course objectives and course
  organization
• Adoption of the use of the project model
• Information
• Course level
• Course organization
• Formation of project groups
• Skill of the involved teachers
• Selection of project tasks
• Information

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ECONOMY

• CDIO-funding used only for course development,
  including faculty education, and equipment.
• Course budget calculated according to the normal
  formula.
• Project courses are allowed to have higher
  cost/unit than lecture based courses.