CDIO DISSEMINATION

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CDIO DISSEMINATION Ed Crawley Plenary 2 09
October 2003
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Dissemination Group

• We are the voice of the beneficiary
• We need a few more voices, particularly from
  the students
• We have to work in a quick and orderly way

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Elements of Dissemination Plan
Increasing awareness of CDIO
Supporting new collaborators
Attracting potential collaborators
Mailings
Presentation by Univ. Leader
Presentation by CDIO Visitor
Startup Guidance
Mentoring
Web
Awareness Visits
Symposium to Excite Key Adopters
Starter Kits
Quick Successes
SEFI ASEE UNESCO
Book
Symposium For Broad Faculty
Policy and Practice of Attracting
Students Industry??
Government Policy??
Educational Admin/Policy??
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Broad Dissemination at Conferences

• Target three conferences in the spring summer
  of 2005
• UNESCO April 2005
• ASEE June 2005
• SEFE Sept 2005
• Request to organize an entire session on CDIO
• Put together about 5 dynamite papers which
  will be recycled at the three meetings

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Book

• Target audience is policy makers and thought
  leaders in universities, government, industry and
  other professional disciplines
• Objective is to create policy level awareness and
  support for CDIO
• Fairly high level rationale, philosophy and
  approach, in a historical and social context
• NOT (explicitly) a handbook for adopters

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Very Very Tentative Book Outline

• Inside cover - Syllabus, 10 things students want,
  Adoption flowchart
• Goals of CDIO, overview
• Historical context
• Essential skills (syllabus)
• Overview of curriculum, teaching and learning,
  workshops and assessment
• Cultural and organizational change
• Many anecdotes of success spread throughout
• Comfortable reading

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Policy for Attracting New Collaborators

• There are reasons to add perhaps one or two new
  addition members in this round
• Perhaps one large US university
• Perhaps one additional UK university
• Probably the South African Center for CDIO acting
  as a collaborator
• Beyond this, it is difficult to imagine
  expansion in our current format without diluting
  effort
• Yet at least several more schools are likely
  to want to join in the next year or two
• So we need something positive to say to them
  in the interim.

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Options for Organization

• Hold expanded collaborators at a distance
  strategy
• First send intro package of material
• Then invite to get excited workshop
• Then invite to how to workshop
• But never invite to main CDIO meeting
• Dual-use current meeting
• Above plus
• Restructure current meeting to be, say, four days
• Mon, Tues for our normal, non- plenary business
• Wed, Thurs for plenary of our presentations, plus
  those from expanded collaborators
• Potentially invite strong contributors from
  expanded collaborators to attend core group
  meeting
• Perhaps distinguish between Contributors and
  Adopters

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Options, Continued

• Create in near term regional clusters
• Europe
• North America
• Africa
• Latin America
• Asia/Pacific or Asia and Pacific
• We select or recruit lead university in each
  new region (what about existing regions?)
• Have this meeting for
• The executive committee or center of the
  regions
• This group plus above

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Presentation to Faculty by University Leader

• Ready to Engineer with supporting text
• CDIO handouts (mail-out package) for each faculty
• CDIO Syllabus (2.xx, 3.xx, 4.xx)
• CDIO FAQs

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The Excite Workshop

• Target group
• Interested people / programs / schools
• Purpose
• Motivate the participants to implement
  educational innovations at their university
• Empower the participants to initiate educational
  change
• Prototype
• The IVA Workshop, November 12-14

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Iva Engineers of Tomorrow

• IVA - The Royal Swedish Academy of Engineering
  Sciences
• "Swedish engineering education needs to be
  more attractive, flexible and competitive. IVA
  wants to stimulate this process with the
  Engineers of Tomorrow project."
• One sub-project was to initiate a CDIO
  inspirational workshop at MIT for a group of
  Swedish engineering faculty.
• IVA's vision for the workshop
• Creativity
• Forming strong network among participants
• Active learning
• Feedback / See and be seen
• Preparations and Follow-up

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Details

• PARTICIPANTS
• Two participants are invited by IVA from each
  engineering school in Sweden (makes maximum 2x15
  participants).
• There will be some additional participants from
  Canada and US.
• SCHEDULE
• A pre-workshop meeting is arranged in Stockholm
  on October 23.
• The workshop is at MIT on November 12 - 14.
• INFORMATION
• See www.cdio.org - Meetings - Tomorrow's Engineer
  for agenda and detailed information.

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Start Up Guidance

• New members have asked for a guide to the start
  up process
• Old members have to remember what they did or
  make this up
• Who is going to do it???

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Mentoring Plan

• Each new director will have co-mentors
• DTU
• USNA Crawley
• QUB
• QUC Crawley
• Theme representatives should have a (single)
  theme mentor
• New directors will present transition to CDIO
  plans in January for critique

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How-to Type Workshops

• Target group
• Faculty and staff at programs which are
  committed, and just about to implement CDIO
• Purpose
• Empower the participants to implement CDIO at
  their university
• Concrete planning initiating work
• Excite and commit a larger part of faculty and
  staff
• Prototypes (tentative)
• Workshop at US Naval Academy, June 2004
• Workshop at Queen's University, Belfast,
  September 2004
• We suggest primarily scheduling how-to workshops
  in conjunction to a CDIO meeting at a new
  collaborator's site, as we then can have many
  experienced CDIO people available on-site.

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Starter Kits

• Each theme will propose content for the
  starter kit
• Dissemination will review, critique, offer
  suggestions for improvement, index against the
  start up flow chart
• Will eventually create covering text
• Need a Starter Kit Liason from each theme

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1. Principle that CDIO is the Context
Existing faculty TL competence
Existing learning spaces
Existing curriculum
Existing assessment evaluation
2. CDIO Syllabus survey and learning objectives
Survey of assessment and program evaluation
Faculty survey on teaching, learning and
assessment
Curriculum benchmarking
Lab/workshop space survey
Identify best practice and possible innovation
Identifying opportunities to improve TL
Design curricular assignment of CDIO topics
Design workshops and usage mode
Design assessment evaluation framework
10. Enhance faculty competence in teaching and
learning, and in assessment
9. Enhance faculty competence in personal,
interpersonal and system building
6. Workshop development
12. Program evaluation
3. Curricular Design
7. Authentic learning experiences
4. Introductory course
8. Active learning
11. Student assessment
5. Design-build Courses
Program operation and student learning
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Quick Successes

• The new collaborators have asked that we
  identify a handful of things we have done at the
  four original schools that lead to quick
  successes, interesting the faculty and motivating
  them to become further involved in the CDIO
  effort
• What worked well???
• Please form groups of 3-5, ideally with a few
  old and new participants, and discuss for 10 min.
• Then write a short note on a piece of paper
  for submission at the end of this presentation

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Exercise

• What are your best one or two quick
  successes???
• How do your starter kits map to flow chart??
• Who is your starter kit liaison??

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ACTIVE WORKSHOP
Total number of hours 27
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THE 8 INSPIRATIONAL PRESENTATIONS

• CDIO Syllabus and Learning Objectives Ed
  Crawley and Doris Brodeur
• Active Learning Ian Waitz
• Conceptual Understanding Dave Darmofal
• Student Misconceptions Steve Hall
• Project-based Learning Charles Coleman
• Engineering Spaces Ed Crawley
• Assessment Techniques Doris Brodeur
• Curriculum Change Strategies Ed Crawley
• Presentations are 1 hr each