1. Introductory Workshop THE CDIO APPROACH TO ENGINEERING EDUCATION
This workshop is based on
Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. R. (2007). “Rethinking Engineering Education: The CDIO Approach.” New York: Springer.
In the workshop notes, it will be referred to as “Rethinking Engineering Education”.It is STRONGLY RECOMMENDED that workshop facilitators have at least one copy of this book -- and have read relevant parts.
The “Handbook: Materials To Supplement Slides”, referred to as “Handbook” in the slide notes, accompanies these slides. It should be reproduced for each workshop participant, along with the slides. Slides and handouts may be reproduced on double-sided pages, and spiral bound or inserted into 1.5 inch binders.
Other required materials:
3x5 ruled index cards in four colors - ideally enough so that each participant has one of each color
3” square or larger Post-It notes -- 1 pad per 5 participants
Easel with easel pad - at least one; two would be great
Masking tape
Felt-tip markers - wide enough for writing on easel pads - four colors
1 package of 3/4” adhesive circles in four colors (optional)
A deck of playing cards (optional)
Laser pointer (optional)

2. WORKSHOP OBJECTIVES Explain the CDIO approach to engineering education
Determine ways in which the
CDIO approach may be adapted
to your own programs
These are the overall objectives for the entire workshop. They will be re-visited at the end of the day.
Emphasize the idea of “adapted”. The CDIO approach and materials can be customized for different engineering disciplines, institutional structures, and countries.
CDIO is a way of changing, and a way of learning together.
Share your ideas and experiences
of engineering education reform

3. PLAN FOR TODAY’S WORKSHOP
MORNING
AFTERNOON
INTRODUCTION
THE CDIO SYLLABUS
WHY
CDIO
AS THE CONTEXT
WHAT
INTEGRATED
CURRICULUM
PRO-GRAM
EVALU-ATION
LEARNING
DESIGN-IMPLEMENT
EXPERIENCES
HOW
WORKSPACES
ASSESSMENT
INTRO TO ENGINEERING
The rectangles in the diagram represent the twelve CDIO Standards. In this workshop, CDIO Standards 1, 2, 3, 5, 8, and 11 are highlighted. This diagram appears at the beginning of each of the five sessions.
The complete descriptions of the CDIO Standards are found:
In the Handbook, pp. 3-15
As an appendix in “Rethinking Engineering Education” At
HOW
WELL
FACULTY
COMPETENCE
IMPLEMENTATION

4. SCHEDULE FRIDAY 09:45 - 10:30 1. CDIO Essentials I – Ready to Engineer
10: :30
2. CDIO Essentials II – Teaching & Learning
11: :00
BREAK
12: :00
Regional Meeting
13: :00
Networking Lunch
14: :50
3. CDIO for Program and Faculty Development
14: :00
4. CDIO and Continuous Improvement
16: :30
Workgroup Reports and Tasking
17: :00
Concluding Remarks
The schedule is set in collaboration with the workshop hosts.
Briefly introduce yourself and other workshop facilitators who are present.

5. Reason(s) you are participating in this workshop
INTRODUCTIONS
Name
University
Department or Program
Principal role in the program, e.g, department head, faculty, instructional support staff
Reason(s) you are participating in this workshop
Use four different colored cards and distribute them randomly. Let participants keep their cards. The color can be used to group participants for some of the activities. These cards can also facilitate introductions during the group activities.
Alternately, collect these cards and use them throughout the day to call on participants or put them into groups. Be sure to pass the cards along to the other workshop facilitators.
Be sure to introduce yourself, and give participants your address.
Take about 5 minutes to share reasons for participating in the workshop. Do this as a whole group or in groups of three -- without having people get up from their seats.
OPTIONAL ACTIVITY: The Parking Lot
Introduce the “Parking Lot”. It is a sheet of newsprint or a section of a display board where you can “park” questions that you want to defer answering to a later time. Participants write their questions, one to a Post-It, and post them. When their questions are answered during the day, they remove the questions from the Parking Lot.
At the end of the day, re-visit the Parking Lot. Either answer the questions then, or suggest that if participants want answers to their questions, they write their addresses on the Post-It notes and leave them with you.
(Workshop facilitators can decide who the best person is to answer specific questions, as a follow up.)