CDIO: Overview, Standards, and Processes (Part 1)

Doris R. Brodeur, dbrodeur@mit.edu

November 2005

TODAY’S OBJECTIVES

Determine ways in which CDIOmay be adapted to

your own courses and programs

Share your ideas and experiences about plans to reform your programs

Explain the CDIO model in terms of 12 standards

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

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?

DEVELOPMENT OF ENGINEERING EDUCATION IN THE U.S.

Personal, Interpersonal and System Building

DisciplinaryKnowledge

Pre-1950s:Practice

1960s:Science & practice

1980s:Science

2000:CDIO

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

... yet still based on a rigorous treatment of engineering fundamentals

DESIRED• Engineering• Product Context• Integrative• Team

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….

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

NEED TO GOALS

Educate students who:

•Understand how to conceive-design-implement-operate

•Complex value-added engineering systems

•In a modern team-basedengineering environment

•And are mature and thoughtful individuals

The CDIO Syllabus - a comprehensive statement of detailed goals for an engineering education

1. Technical3. Inter-personal

2. Personal

4. CDIO

Process

Team

Product

Self

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 theEnterprise & 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

2.4 Personal Skills

2.5 Professional Skills

2.1 Problem Solving2.2 Knowledge Discovery2.3 System Thinking

3.1 Teamwork

3.2 Communication

PERSONAL AND INTERPERSONAL SKILLS

3.3 Foreign Languages

SYSTEM BUILDING SKILLS

4.1 Societal Context

C D I O

4.3 4.4 4.5 4.6

4.2 Enterprise Context

1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYING

SCIENCES1.2. CORE ENGINEERING FUNDAMENTAL

KNOWLEDGE1.3. ADVANCED ENGINEERING

FUNDAMENTAL KNOWLEDGE

2 PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES2.1. ENGINEERING REASONING AND

PROBLEM SOLVING2.1.1. Problem Identification and Formulation2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation

2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY

2.2.1. Hypothesis Formulation2.2.2. Survey of Print and Electronic

Literature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense

2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions in

Systems2.3.3. Prioritization and Focus2.3.4. Tradeoffs, Judgment and Balance in

Resolution2.4. PERSONAL SKILLS AND ATTITUDES

2.4.1. Initiative and Willingness to TakeRisks

2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs Personal

Knowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management

2.5. PROFESSIONAL SKILLS ANDATTITUDES

2.5.1. Professional Ethics, Integrity,Responsibility and Accountability

2.5.2. Professional Behavior2.5.3. Proactively Planning for OneÕs Career2.5.4. Staying Current on World of Engineer

3 INTERPERSONAL SKILLS: TEAMWORK ANDCOMMUNICATION3.1. TEAMWORK

3.1.1. Forming Effective Teams3.1.2. Team Operation3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming

3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication3.2.5. Graphical Communication3.2.6. Oral Presentation and Interpersonal

Communication

3.3. COMMUNICATION IN FOREIGNLANGUAGES

3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the European

Union

4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERATING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT

4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective

4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Different Enterprise

Cultures4.2.2. Enterprise Strategy, Goals and

Planning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations

4.3. CONCEIVING AND ENGINEERINGSYSTEMS

4.3.1. Setting System Goals andRequirements

4.3.2. Defining Function, Concept andArchitecture

4.3.3. Modeling of System and EnsuringGoals Can Be Met

4.3.4. Development Project Management4.4. DESIGNING

4.4.1. The Design Process4.4.2. The Design Process Phasing and

Approaches4.4.3. Utilization of Knowledge in Design4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design

4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Software Integration4.5.5. Test, Verification, Validation and

Certification4.5.6. Implementation Management

4.6. OPERATING4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution4.6.5. Disposal and Life-End Issues4.6.6. Operations Management

THE CDIO SYLLABUS

(3rd Level)

THE CDIO SYLLABUS4th Level

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

REMARKABLE AGREEMENT!

PROFICIENCY EXPECTATIONS

1

1.5

2

2.5

3

3.5

4

4.5

5

Faculty

Industry

Y. Alum

O. Alum

Proficiency Expectations at MIT Aero/Astro

Exposure

Participate

Understand

SkilledPractice

Innovate

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

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.

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

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?

CURRICULUM DESIGN ISSUES

1. Curriculum structure organized around the disciplines, with skills and projects interwoven

2. Learning outcomes derived from CDIO Syllabus and stakeholder surveys

3. Sequences of learning experiences

4. Mapping of personal, interpersonal and system building skills onto curriculum structure

5. Integration of personal, interpersonal and system building skills into courses

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

2. SAMPLE LEARNING OUTCOMES

SAMPLE LEARNING OUTCOME

CDIO SYLLABUS

Explain the links between engineering theory and practice.

CDIO 2.5.4

Formulate solutions to problems using creativity and good decision making skills.

CDIO 2.1.5

Lead and facilitate teams. CDIO 3.1.4

Appraise operation systems and recommend improvements.

CDIO 4.6.4

3.-4. SAMPLE SEQUENCE AND MAPPING

SEQUENCE MAPPING

Write short individual structured reports. Create sketches,charts and simple graphics. Practice simple interpersonalcommunications.

Unified Engineering(16.01 - 16.04)

Write and present individual or small team short reports,such as lab reports.

Thermal Energy (16.05)Controls (16.06)Dynamics (16.08)

Create and use discipline-specific graphical communications. Professional Area Subjects(PAS)

Write large, individual or collaborative reports of conferencequality. Present collaborative oral reports of conferencequality. Use appropriate research resources. Implementappropriate communication strategy based on audience andgenre.

Experimental Methods(16.621 - 16.622)Capstone Courses(16.821 - 16.822)(16.830 - 16.832)

Write large, collaborative reports of a briefing nature. Presentcollaborative oral report of conference quality. Useappropriate research resources. Implement appropriatecommunication strategy based on audience and genre.

Capstone Courses(16.82)(16.83)

3.2 Communications

5. SAMPLE INTEGRATION INTO COURSES

x3.3 Communication in foreign languages .

x3.2 Communications .

x3.1 Teamwork .

x2.5 Professional skills and attributes .

x2.4 Personal skills and attributes .

xx2.3 System thinking .

xxx2.2 Experimenting and knowledge discovery.

xx2.1 Engineering reasoning and problem solving

UTICDIO SyllabusTopic

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

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)

Disciplines

Intro

Capstone

Sciences

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

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

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

OTHER EXAMPLES

Beam Design Lab at QUB

Waterbike at KTH Robot Design at MIT

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

Community Building

Knowledge Discovery

System Building

Reinforcing Disciplinary Knowledge

WORKSPACE USAGE MODES

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Hangaren

Learning Lab

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

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