1. Ready to Engineer Conceiving- Designing- Implementing – Operating
Edward Crawley

2. We have adopted CDIO as the engineering context of our education
THE NEED
Desired Attributes of an Engineering Graduate
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
We have adopted CDIO as the engineering context of our education

3. DEVELOPMENT OF ENGINEERING EDUCATION
Personal, Interpersonal and Design -System Building
Pre-1950s: Practice
2010s: CDIO
1960s: Science & practice
1980s: Science
Disciplinary Knowledge
Engineers need both dimensions, and we need to develop education that delivers both

4. GOALS OF CDIO
To educate students to master a deeper working knowledge of the technical fundamentals
To educate engineers to lead in the creation and operation of new products and systems

5. VISION
We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products:
A curriculum organised around mutually supporting disciplines, but with authentic activities highly interwoven
Rich with student design-build projects
Featuring active and experiential learning
Set in both classrooms and modern engineering learning workspaces
Constantly improved through robust assessment and evaluation processes

6. PEDAGOGIC LOGIC Most engineers learn from the concrete to the abstract
Manipulate objects to understand abstractions
Students arrive at university lacking personal experience
We must provide dual impact authentic activities to allow mapping of new knowledge
Using CDIO as authentic activity achieves two goals --
Provides education in the creation and operation of systems
Builds the cognitive structure to understand the fundamentals more deeply

7. CDIO APPROACH, STRUCTURE AND RESOURCES
GOOD
PRACTICE
SCHOLARSHIP
CO-
DEVELOPMENT
SHARING
CONTEXT (1)
LEARNING OUTCOMES (2)
LEARNING PLANS & ACTIVITIES (3-8)
SKILLS AND EVALUATION (9-12)
CHANGE PROCESS

8. ENGINEERING EDUCATION CONTEXT
What should be the context of engineering education? - the product/process/system lifecycle
A focus on the needs of the customer
Delivery of products, services and systems
Incorporation of new inventions and technologies
A focus on the solution, not disciplines
Working with others, and within resources
Water Bike Project
Courtesy of Royal Institute of Technology (KTH), Stockholm

9. BENEFITS OF LEARNING IN THIS CONTEXT
Setting the education of engineers in the context of engineering practice gains the benefits of Contextual Learning
Increases retention of new knowledge and skills
Interconnects concepts and knowledge that build on each other
Communicates the rationale for, meaning of, and relevance of, what students are learning

10. EFFECTIVE PRACTICE: CONTEXT
STANDARD ONE
Adoption of the principle that product, process, and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education
It is authentic - what engineers do!
It is the underlying need and basis for the skills lists that industry proposes to university educators
It is the natural context in which to teach these skills to engineering students
It better supports the learning of the technical fundamentals

11. NEED TO GOALS: WHAT WE TEACH
Educate students who:
Understand how to conceive- design-implement-operate
Complex value-added engineering systems
In a modern team-based engineering environment
And are mature and thoughtful individuals
Process
Product
4. CDIO
1. Technical
2. Personal
3. Inter-
personal
Team
Self
The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education

12. THE CDIO REVISED SYLLABUS v2.0 AND UNESCO FOUR PILLARS
1.0 Disciplinary Knowledge & Reasoning: LEARNING TO KNOW
Knowledge of underlying mathematics and sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge, methods and tools
2.0 Personal and Professional Skills & Attributes LEARNING TO BE
Analytical reasoning and problem solving
Experimentation, investigation and knowledge discovery
System thinking
Attitudes, thought and learning
Ethics, equity and other responsibility
3.0 Interpersonal Skills: Teamwork & Communication LEARNING TO WORK
Teamwork TOGETHER
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise, Societal and Environmental Context LEARNING TO DO
External, societal and environmental context
Enterprise and business context
Conceiving, systems engineering and management
Designing
Implementing
Operating

13. VALIDATION WITH KEY STAKEHOLDERS
Stakeholders are individuals or groups who share an interest, and have an investment, in graduates of a particular program. They benefit from the program’s success, and hold programs accountable for results.
Who are the stakeholders of your programs?
Methods to get stakeholder input and support:
Interviews
Focus-group discussions
Surveys
Peer review
Workshops
Examples of stakeholders include students, faculty, alumni, industry, taxpayers, professional associations.
Methods to get stakeholder input and support:
Interviews may be conducted face-to-face or by telephone.
Focus-group discussions, or focus-group interviews, bring groups of 5 to 8 people together to get their input to a series of topics. They are usually conducted in one location to take advantage of the group’s synergy and body language.
Surveys, or written questionnaires, may be conducted by postal mail, electronic mail, or on designated websites.
Peer review solicits input from experts on topics related to the CDIO Syllabus. For example, communication experts may be asked to review Section 3.2 on Communication.
Workshops are sessions in which stakeholders implement the ideas that have been generated by other methods of data collection, that is, they revise the CDIO Syllabus, based on the input of earlier interviews an surveys.

14. SYLLABUS LEVEL OF PROFICIENCY
6 groups surveyed: 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

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

16. EFFECTIVE PRACTICE: OUTCOMES
STANDARD 2
Specific, detailed learning outcomes for personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders
“Resolves” tensions among stakeholders
Allows for the design of curriculum
Basis of student evaluation
Tells us what to teach

17. HOW CAN WE DO BETTER?
Make better use of current assets and resources in:
Curriculum
Laboratories and workspaces
Teaching and learning
Assessment and evaluation
Faculty competence
Evolve to a model in which these resources are: Better employed to promote student learning,
More efficiently developed by sharing resources

18. THE CDIO STANDARDS: EFFECTIVE PRACTICE FRAMWORK
1. CDIO as Context*
Adoption of the principle that product and system lifecycle development and deployment are the context for engineering education
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
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
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
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
6. CDIO Workspaces
Workspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning
7. Integrated Learning Experiences*
Integrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and product and system building skills
8. Active Learning
Teaching and learning based on active experiential learning methods
9. Enhancement of Faculty CDIO Skills*
Actions that enhance faculty competence in personal, interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Skills
Actions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning
11. CDIO Skills Assessment*
Assessment of student learning in personal, interpersonal, and product and system building skills, as well as in disciplinary knowledge
12. CDIO Program Evaluation
A system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement
*essential

19. EFFECTIVE PRACTICE: RE-TASK CURRICULUM
Standard 3: Create mutually-supportive disciplinary courses integrating personal, interpersonal and product, process and system building skills

20. CURRICULAR ORGANIZATIONS
Disciplines run vertically,
Skills and projects run horizontally
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
An Integrated curriculum
Organized around disciplines, but with skills and projects interwoven

21. SEQUENCING THE CURRICULUM
THE BLACK-BOX EXERCISE
OUTPUT:
”Final” learning outcomes, competence for the engineer
INPUT: Previous knowledge and skills
Course
(black box)
Input to following courses
All courses or modules in the program are presented through their input and output only
Enables efficient discussions
Makes connections visible (as well as lack thereof)
Serves as a basis for improving coordination between courses
Courtesy of KTH - The Royal Institute of Technology.
Refer to “Rethinking Engineering Education”, Box 4.2 on p. 97.
If time permits, ask participants to sketch this exercise on an index card.

22. OVERLAY DESIGN
For each Syllabus topic, need to develop an appropriate cognitive progression
For example, for design:
Design process
Design by redesign
Disciplinary design
Design for implementation
Multidisciplinary design
Then identify where content will be taught

23. INTEGRATING SKILLS Call them engineering skills
Problem solving, critical thinking, communicating and working in teams, and design are ways to express and apply technical knowledge. Therefore, these are engineering skills
Provide opportunities to develop skills - not to “add more content”
Learning is best achieved through practicing, reflecting, and giving and receiving feedback, rather than lecturing on the underlying psychological and social principles of these skills.
Integrate learning - do not “append” skills modules
Practicing personal, interpersonal, product, process, and system building skills is the way to apply and express technical knowledge. Engineering skills are learned in the technical context.
Terminology here is both important and difficult. Throughout the CDIO Standards, we use the phrase “personal, interpersonal, and product, process, and system building skills”, This is a more exact description of the learning outcomes we expect of students, but it is difficult to use this phrase in discussions. We, then, refer to these as “engineering skills”.
Avoid using the terms “soft skills” or “generic skills”. The group of skills we integrated into the curriculum are intrinsic to engineering, and therefore, “engineering skills”.

24. EFFECTIVE PRACTICE: RE-TASK LABS AND WORKSPACES
Standard 5: Ensure that students participate in two or more design-implement experiences, including one at a basic level and one at and advanced level

25. CAPSTONE DESIGN-BUILD EXPERIENCES
Provide authentic activities onto which more abstract learning can be mapped
Provide the natural context in which to teach many CDIO syllabus skills (teamwork, etc.)
Reinforce by application previously learned abstract knowledge, to deepen comprehension

26. SUSAN AMBROSE’S 7 PRINCIPLES OF LEARNING AND IMPACT ON TEACHING
Students prior knowledge can help or hinder teaching
Have to provide knowledge
Have to build upon it and activate it
Early projects create knowledge, later project activate
How students organize knowledge influences how they learn and apply what they know
Absent structure, knowledge decays quickly
Experts’ structure is different from early learner
Projects provide knowledge and structure
Student’s motivation determines, directs and sustains what they do to learn
Values and self efficacy create motivation
Leads to behavior and eventually performance
Projects motivate students

27. INTRODUCTORY COURSE To motivate students to study engineering
To provide “prior knowledge” - system building and some early and essential skills (e.g., teamwork)
To provide a set of personal experiences which will students to understand structure, and therefore better learn fundamentals
Capstone
Disciplines
Intro
Sciences

28. EFFECTIVE PRACTICE: RE-TASK TEACHING AND LEARNING
Standard 8: Teaching and learning based on active and experiential learning

29. ACTIVE AND EXPERIENTIAL LEARNING
ACTIVE LEARNING
Engages students directly in manipulating, applying, analyzing, and evaluating ideas
Examples:
Pair-and-Share
Group discussions
Debates
Concept questions
EXPERIENTIAL LEARNING
Active learning in which students take on roles that simulate professional engineering practice
Examples:
Design-build projects
Problem-based learning
Simulations
Case studies
Dissections

30. CONCEPT QUESTIONS
A black box is sitting over a hole in a table. It is isolated in every way from its surroundings with the exception of a very thin thread which is connected to a weight.
You observe the weight slowly moving upwards towards the box.
1) This situation violates the First Law of Thermodynamics
2) Heat must be transferred down the thread
3) The First Law is satisfied, the energy in the box is increasing
4) The First Law is satisfied, the energy in the box is decreasing
5) The First Law is satisfied, the energy in the box is constant
(Original problem due to Levenspiel, 1996)

31. Responses from sophomores
PEER INSTRUCTION
Responses from sophomores

32. EDUCATION AS AN INPUT-OUTPUT PROCESS
noise
noise X0 X2 X1
Reflecting, Integrating,Forgetting Dynamics
Learning Dynamics
curricular
pedagogy Cy Cz
noise z y
goals
assessment
knowledge
skills
attitudes
X =
X1 - X0 = learning

33. EFFECTIVE PRACTICE: RE-TASK ASSESSMENT AND EVALUATION
Standard 11: Assess student knowledge and skills in personal, interpersonal, and product, process and system building, as well as disciplinary knowledge

34. SELF-EFFICACY BASED ASSESSMENT
Intention & Action
Self-efficacy is the specific confidence that you have that you can execute a task
With successful performance of tasks, self-efficacy increases and encourages the individual to take on tasks of greater difficulty, which increases self-efficacy further
Performance and self are closely correlated
Self-efficacy, which can be easily measured, is a good basis of pre/post test assessment
We are developing a battery of self-efficacy based leaning assessment instruments across that spectrum of CDIO Syllabus skills
Self-efficacy
Performance
Self-efficacy
Performance
Self-efficacy 34

35. EFFECTIVE PRACTICE: RE-TASK ASSESSMENT AND EVALUATION
Standard 12: Evaluate programs against these twelve standards, and provide continuous feedback to students, faculty, and other stakeholders for continuous improvement

36. CONTENT OF THE STANDARDS
For each of the 12 Standards, there is:
The Standard itself
A Description, Rationale
A set of six ranking rubrics, both in a generic template, and specialized set for each of the 12 Standards
The Rubrics suggest the evidence that would backup the ranking
A questionnaire that guides you though self evaluation and helps to identify how you would improve

37. GENERIC RUBRICS, AND SPECIALIZED RUBRICS FOR STANDARD 3
Specialized for Standard 3 – Integrated Curriculum 5
Evidence related to the standard is regularly reviewed and used to make improvements
Stakeholders regularly review the integrated curriculum and make recommendations and adjustments as needed. 4
There is documented evidence of the full implementation and impact of the standard across program components and constituents
There is evidence that personal, interpersonal, product, process, and system building skills are addressed in all courses responsible for their implementation. 3
Implementation of the plan to address the standard is underway across the program components and constituents
Personal, interpersonal, product, process, and system building skills are integrated into one or more years in the curriculum. 2
There is a plan in place to address the standard
A curriculum plan that integrates disciplinary learning, personal, interpersonal, product, process, and system building skills is approved by appropriate groups. 1
There is an awareness of need to adopt the standard and a process is in place to address it
The need to analyze the curriculum is recognized and initial mapping of disciplinary and skills learning outcomes is underway.
There is no documented plan or activity related to the standard
There is no integration of skills or mutually supporting disciplines in the program.

38. CONTENT OF THE STANDARDS
For each of the 12 Standards, there is:
The Standard itself
A Description, Rationale
A set of six ranking rubrics, both in a generic template, and specialized set for each of the 12 Standards
The Rubrics suggest the evidence that would backup the ranking
A questionnaire that guides you though self evaluation and helps to identify how you would improve
Are you a CDIO Program?? Try rating yourself on this standard?

39. EDUCATIONAL PRODUCT DEVELOPMENT
Typical:
Professor identifies need
Gets idea
Not familiar with literature or other practice
Tries something
It works
Is replaced or gets tired
Back to status quo
Improved:
University/Industry team identifies need
Idea developed
Informed by literature and other practice
Parallel experimentation
Good evaluation
Recognition and reward
Institutionalized reform
Transformation requires: resources, coordination,
expertise, mechanism for sharing, incentives

40. CDIO RESOURCES Visit www.cdio.org!
Published papers and conference presentations
Implementation support
Support for change process
Book: Rethinking Engineering Education - The CDIO Approach
Local and regional workshops
CDIO International Conference – MIT/Harvard June 2013, Barcelona 2014
Visit