CDIO STANDARDS, CERTIFICATION AND CONTINUOUS IMPROVEMENT

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CDIO STANDARDS, CERTIFICATION AND CONTINUOUS
IMPROVEMENT Ed Crawley CDIO External Review 19
June 2003
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OUTLINE

• CDIO Standards purposes, features, and analysis
• Self-evaluation rubrics
• Self-certification
• Status of progress toward CDIO certification
• Next steps

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PURPOSES OF CDIO STANDARDS

• CDIO Standards ...
• Define the distinguishing features of a CDIO
  program
• Are a tool for program adoption
• Are a framework for continuous improvement
• Are a basis for self-certification
• Are a basis for academics and employers to
  clearly distinguish CDIO programs and their
  graduates

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CDIO DISTINGUISHING FEATURES

• Adoption of the principle that the product/system
  life cycle is the context of engineering
  education, and goals for student learning in
• Implementation of curriculum, pedagogy and
  workshops to ensure student learning in
• Improvement in the competence of the teaching
  staff in
• Evaluation of student learning in

...personal, interpersonal and product/system
building knowledge, skills and attitudes
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CDIO STANDARDS

• 1. Adoption of a mission statement that includes
  the principle that product/system life-cycle
  development and deployment Conceiving,
  Designing, Implementing and Operating - is the
  context of the engineering education
• 2. Specific, detailed goals for personal,
  interpersonal and product/system building skills,
  consistent with program mission and validated by
  program stakeholders
• 3. A curriculum designed with mutually supporting
  disciplinary subjects, with an explicit plan to
  integrate personal, interpersonal and
  product/system building skills
• 4. An introductory engineering course that
  provides the framework for engineering practice
  in product/system building, and introduces
  essential personal and interpersonal skills

Essential CDIO Standard
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CDIO STANDARDS (cont.)

• 5. A curriculum that includes two or more design-
  build experiences, including one at a basic level
  and one at an advanced level
• 6. Workshops and laboratories that support and
  encourage hands-on learning of product/system
  building, disciplinary knowledge, knowledge
  discovery and social learning
• 7. Authentic experiences that support the
  learning of technical knowledge as well as
  personal, interpersonal and product/system
  building skills
• 8. Teaching and learning methods based on active
  and experiential learning models

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CDIO STANDARDS (cont.)

• 9. Actions to enhance faculty competence in
  personal, interpersonal and product/system
  building skills.
• 10. Actions to enhance faculty competence in
  active and experiential teaching and learning
  methods, and in assessment
• 11. Assessment of student learning in personal,
  interpersonal and product/system building skills,
  as well as in technical knowledge
• 12. Evaluation of program effectiveness in light
  of these standards

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CDIO STANDARDS ANALYSIS

• Seven standards are considered essential to
  distinguish a CDIO program because they deal
  explicitly with personal, interpersonal and
  product/system building skills (marked with )
• Complementary standards are highly desirable and
  reflect best educational practice
• Standards reflect
• Principles and goals (1, 2)
• Curriculum (3, 4)
• Workshops and laboratories (5, 6)
• Teaching and learning (7, 8)
• Competence of the teaching staff (9, 10)
• Assessment and evaluation (11, 12)

CDIO STANDARDS
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CDIO STANDARDS LINKS

• CDIO Standards are linked to ...
• More detailed descriptions
• Comparisons with standards of national
  accrediting bodies
• CDIO program outputs
• The Transition to CDIO process
• Rubrics for program self-evaluation
• Benchmarks for CDIO program identification

Rubrics
Transition to CDIO
Benchmarks
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CDIO STANDARDS EXPLANATION

• Each standard is explained by
• The statement of the standard, e.g.,
• A curriculum that includes two or more design-
  build experiences, including one at a basic level
  and one at an advanced level
• A detailed description of the standard, e.g.,
• The curriculum features experiences that include
  design and implementation in either hardware or
  software or both. These design-build experiences
  can also include conceive and operate aspects,
  but these aspects are not required (for example,
  students may be given the requirements for a
  product or system) . However, the design-build
  experiences should include testing and evaluation
  of a designed and implemented product or system.
• A comparison with national governing standards,
  e.g.,
• ABET Criterion 4. Curriculum to culminate in a
  major design experience, based on knowledge and
  skills acquired in earlier coursework.

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CDIO INITIATIVE OUTPUTS
Educational Goals CDIO Syllabus Survey process
and learning objectives
Curriculum
T L
W/L
A E
Models for the design and utilization of
workshops/labs
Authentic experiences that support disciplinary
and CDIO skills
Models for curriculum structure and design
Tools and processes for program evaluation
Program
Curricular materials and introductory courses for
CDIO education
Tools and processes for assessing student learning
Design-build educational experiences
Active, experiential learning with enhanced
feedback
Student Experience
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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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CDIO SELF-EVALUATION RUBRICS

• A 5-level rating scale indicating progress
  toward the planning, implementation, and adoption
  of the CDIO Standards

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EVALUATION RUBRICS RATIONALE

• Planning, implementation, and adoption of the
  CDIO Standards will not be a linear process, but
  will involve iteration and spiralling.
• Rubrics have been designed to
• Encourage planning
• Allow various styles of implementation and
  adoption

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STANDARDS AS SELF-EVALUATION

• Evaluations were completed at the four
  universities
• Status at approximately the start of the CDIO
  effort (September 2000)
• Current status (June 2003)
• Status at the end of Year 4 (September 2004)
• Projected status at the end of Year 6 (September
  2006)
• Evaluations were also completed of starting point
  status (June 2003) at two new partner
  universities
• Numerical ratings are useful as general
  indicators, but qualitative comments and
  identification of actions for improvement are
  also very valuable
• Self-evaluations form the basis of continuous
  improvement in all areas of the standards

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EXCERPT SELF-EVALUATION WORKSHEET

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CDIO SELF-CERTIFICATION

• The CDIO Standards are deliberately high and
  challenging for university programs, and
  complement national accreditation standards that
  establish minimum standards
• The CDIO Standards are appropriate measures for
  certification as a CDIO program
• The partners have decided that
• CDIO certification will not be conducted by any
  centralized body
• Programs can become CDIO programs through their
  own efforts
• There should be a process for self-certification
  as a CDIO program
• Quality assurance can be provided by
  demonstrating self-certification to the
  established external evaluators

CERTIFICATION AS A CDIO PROGRAM
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CDIO STANDARDS STATUS
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CDIO SELF-CERTIFICATION

• Tentative Self-Certification Levels

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NEXT STEPS

• Further develop and describe the CDIO Standards
  and link to standards for national evaluation
• More thoroughly complete self-evaluations
• Review and revise rubrics, if necessary
• Encourage new partners to use CDIO Standards as
  part of their transition process
• Prepare a report on CDIO Standards
• Beta test standards to get potential stakeholder
  perspectives
• Eventually establish the CDIO Standards as the
  benchmark for employers to distinguish CDIO
  programs and their graduates

New Partners
CDIO Standards
Stakeholders
Self-Evaluation
Bench marks