1. CURRICULUM DESIGN Ed Crawley Sören Östlund Mats Hanson Kristina Edström External Review 18 June 2003

2. CDIO CURRICULUM DESIGN Outline: –Goals of design process –Design issues –Design and implementation process –KTH example –Impact at other universities

3. GOALS OF DESIGN PROCESS Create curricula which support a deeper working knowledge of the technical fundamentals, and allow learning of the CDIO Syllabus outcomes Demands on design process: – Curriculum must be owned by the faculty (commitment) – Integration of multiple learning objectives in disciplinary courses – CDIO Syllabus topics covered with approximate correlation to expected level of proficiency – Flexible process which can be adapted to various national and disciplinary programs

4. DESIGN ISSUES Before launching into implementing the CDIO curriculum design, it is important to identify, understand and specifically address four issues: –Learning outcomes derived from CDIO Syllabus and stakeholder survey: Technical knowledge (1.X), Personal (2.X), Interpersonal (3.X) and System Building (4.X) –Course structure and topology –Sequence of learning experiences –Mapping of CDIO 2.X - 4.X onto course structure

5. COURSE STRUCTURE & TOPOLOGY Conventional Alternatives to conventional modular curricular structure Linked/merged Sequential BusBlock

6. SEQUENCE OF LEARNING EXPERIENCES How do we sequence and coordinate learning experiences? In traditional technical disciplines, a sequence is often well established: –Zeroeth law of thermodynamics –First law of thermodynamics –Second law of thermodynamics In CDIO skills 2.X - 4.X, this sequence is less obvious.

7. MAPPING ONTO COURSE STRUCTURE Introduce (I): spend a little time, no explicit learning objective, assignment or grading Teach (T): really try to teach, spend some time, have a related learning objective, include in assignments and in assessment – Primary teaching (T 1 ): a larger commitment of importance and time – Secondary teaching (T 2 ): a smaller commitment of time and importance Utilize (U): assume the students possess this skill, and use it to reach some other learning objective Need to create a mapping of the CDIO Syllabus topics onto the modified course structure

8. DESIGN AND IMPLEMENTATION PROCESS 1.Validate syllabus with stakeholders (survey) 2.Benchmark of present achievement of outcomes (also gives info on what faculty is willing & able to do) 3.Broader discussion (exposure, buy-in, commitment) 4.Develop framework (Approximate structure & sequence -> x.x mapping) 5.Commissions to course coordinator/owner 6.Course coordinators develop detailed plan of course (learning objectives etc) 7.Feedback & convergence -> Final mapping 8.Implementation 9.Evaluation/assurance Iterative process

9. "MMT 2003" PROJECT AT KTH MMT = School of Mechanical and Materials Engineering – Main goal to adopt the Bologna structure – Funded by the KTH University board (USD 1,2 million over 3 years) – CDIO-inspired redesign also of non-CDIO member programs in MMT Scope: Core curriculum (first 3 years) correspond to 52 courses given by 17 departments Zero base approach – No courses in database from fall 2003 – Four (more or less) new programs

10. BOLOGNA CONSISTENT MODEL 180 ECTS (3 years) 120 ECTS (2 years) XXX ECTS Bachelor degreeMaster degreePhD degree Undergraduate level Advanced level Doctorate level ECTS = European credits (60 ECTS per year)

11. PROJECT ORGANISATION A large number of people were invited to do some work in the project Working group consisted of – Project leader (a faculty member) – Dean – All program chairmen – Learning designer – Student representative (employed part time) – Administrators Seven committees (groups of faculty + student rep) Faculty representatives from 17 departments (often the department heads) Reference group from industry

12. EARLY DESIGN PROCESS Working group and committees developed a framework: – Course structure and topology of the four programs – Preliminary CDIO mapping (what CDIO learning outcomes in which courses)

13. MAPPING ONTO COURSE STRUCTURE Note: Only small part of document translated here for illustration purpose. Full MMT documentation available in Swedish.

14. VEHICLE ENGINEERING Year 1 Year 2 Year 3 Physics Perspectives on Vehicle Eng. Numerical Methods Mechanics I Thermodynamics Mechanics II Solid Mechanics Sound and Vibrations Mathematics II Fluid mechanics Product development SEQUENCE OF LEARNING EXPERIENCES Mathematics I Mathematics III Control Theory Signal analysis StatisticsElectrical Eng. Teamwork Communi- cation

15. COMMISSION PROCESS Faculty were commissioned to propose courses to the new programs according to specifications & instructions Support to faculty (workshops & individual consultations) offered until deadline Faculty submit course proposals Working group gives feedback & approval when specifications are met Course development with funding (range USD 0-30.000) and continuing support

16. DEMANDS AND SUPPORT FOR FACULTY Specifications include: – How the course fits in program (prerequisites, follow-up) – Details like # of students, # of credits etc – What CDIO learning outcomes to include in this course – Full CDIO mapping for overview – Deadline Instructions (17 pages) include: – How to write learning objectives – Quotes from laws (Högskolelagen §9, 5, Högskoleförordningen 3.11) and policies (KTH, CF) – How to define prerequisites – Valid assessment Half-day workshops cover: –Learning objectives –Assessment

17. STATUS Increased application competition to the new programs Students enter the new programs in fall 2003 Evaluation: Delivery according to proposals?

18. LESSONS LEARNED Full management support, legitimacy, funding, high-profile Powerful methods and ideas (and added legitimacy) from CDIO Creating support & commitment for change process with faculty in 17 departments, decision bodies at all levels, student bodies, industry reference group etc. New formats for information & discussion have been established as needed Active student participation in all activities (one student working part- time in project group for nearly 2 years) Project management (phases with clear deadlines, the right decision in the right body at the right time) Pedagogical control instruments used (CDIO Syllabus, objectives formulated as intended learning outcomes etc)

19. IMPACT AT KTH 2002 evaluation of quality development at KTH. The National Agency of Higher Education quotes the Students Union's view: – "On the other hand, the development in [MMT 2003] is a success story. Good and clear reporting and a very well working dialogue with students and all concerned both within and outside the university. Bravo!" – "[Regarding objectives] interesting things are happening through the changes in the MMT area, where increased importance is given to developing objectives. For other areas work is more sluggish, both when it comes to formulating and follow-up." [Translated from Högskoleverkets rapportserie 2002:16 R page 52]

20. IMPACT AT OTHER UNIVERSITIES Chalmers: Redesign of the Master level of the Mechanical Engineering program completed. Bachelor level is being redesigned aiming for students starting in fall '04. LiU: Redesign of the Y program largely completed. Implementation of "CDIO Backbone", consisting of introductory, electronic project and advanced capstones close to completion. MIT: Complete redesign of Aero/Astro curriculum with full CDIO Syllabus mapping. Implementation begun in Fall 2002.