CDIO: Overview, Standards,

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

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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?

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DEVELOPMENT OF ENGINEERING EDUCATION IN THE U.S.
Personal, Interpersonal and System Building
Pre-1950sPractice
2000CDIO
1960sScience practice
1980sScience
DisciplinaryKnowledge
Engineers need both dimensions. We need to
develop education that delivers both
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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

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THE CHALLENGE -TO TRANSFORM THE CULTURE

• CURRENT
• Engineering Science
• RD Context
• Reductionist
• Individual

• DESIRED
• Engineering
• Product Context
• Integrative
• Team

... yet still based on a rigorous treatment of
engineering fundamentals
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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-operat
  e
• 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.
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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

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NEED TO GOALS

• Educate students who
• Understand how to conceive- design-implement-opera
  te
• Complex value-added engineering systems
• In a modern team-based engineering environment
• And are mature and thoughtful individuals

Process
Product
4. CDIO
1. Technical
3. Inter- personal
2. Personal
Team
Self
The CDIO Syllabus - a comprehensive statement of
detailed goals for an engineering education
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THE CDIO SYLLABUS

• 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

CDIO Syllabus contains 2-3 more layers of detail
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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
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SYSTEM BUILDING SKILLS

C D I O 4.3 4.4 4.5 4.6
4.2 Enterprise Context
4.1 Societal Context
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THE CDIO SYLLABUS (3rd Level)
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THE CDIO SYLLABUS 4th Level
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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

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

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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.
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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
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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?

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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

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1. CURRICULUM STRUCTURE
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2. SAMPLE LEARNING OUTCOMES
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3.-4. SAMPLE SEQUENCE AND MAPPING
3.2 Communications
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5. SAMPLE INTEGRATION INTO COURSES
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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

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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
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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

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DESIGN-BUILD EXPERIENCESAND 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

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

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

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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