Ingen bildrubrik

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MIT June 2002 Y-program Curriculum
DesignLinköping UniversityLinköping Institute
of Technology Karl-Fredrik BerggrenIngela
Wiklund
The Wallenberg CDIO Program
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Mind and heart
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Y-PROGRAM

• WHY?

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Balanced scorecard

• Web
• //sukura.unit.liu.se/
• Not available yet

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Y-PROGRAM

• Applied Physics and Electrical Engineering
• Unique combination of engineering programs at
  Linköping University, Linköping Institute of
  Technology
• Industrial environment
• SAAB Technologies
• Ericsson
• Sectra
• (Bio)Science Parks..

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CHARACTERISTICS

• Mathematics
• Physics
• Computer and Information Sciences
• Systems
• Electronics
• Foreign languages in addition to English (Yi)

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Y-PROGRAM

• Broad program (YYi)
• 180 (15030) students admitted each year
• 4 1/2 years
• 160 credit points
• 20 p Master Thesis, usually in industry
• (one credit is 40 hours of work)

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Y-international (Yi)

• New program (3.3.2)
• Three languages branches French, German, Spanish
• 4 1/2 years
• Third year abroad according to language
  specialisation (40 credits)
• 160 credit points
• 20 p Master Thesis, usually in industry

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In depth profiles, fourth year

• Applied Mathematics
• Signal and Image processing
• Electronics
• Applied Physics (3 nya)
• Mechanics and Control
• Biomedical Engineering
• Environmental Technology
• Software Engineering
• Communication
• Control- and Information Systems
• Socware-Integrated Systems for Communication and
  Media

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In depth profiles

• Restructuring of specialisations within CDIO
  initiative

25 credits
20 credits
Elective courses
Mandatory courses
5-8 credits
CDIO-Project course
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Y-program

• SYLLABUS

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Syllabus
LiTH
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Y-PROGRAM

• ASSESSMENT

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Expectancies and realityhttp//www.ibv.liu.se/y.

• Department of Behavioural Sciences (IBV), (Elinor
  Edvardsson Stiwne)
• 31 Study group 2000 background, expectancies
  and their experiences of the first semester
• 32 Background, expectancies and experiences of
  their first semester- a comparison between three
  study groups, 1998 1999 and 2000.
• 33 Study group 1999 their first year
• 34 Their first year a comparison between two
  study groups, 1998 and 1999
• 35 Study group 1998 two years in the study
  programme
• 36 Study group 1998 three years in the study
  programme. Interviews with 8 students
• Unique possibility to assess the crossover to
  CDIO

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Y-PROGRAM

• CURRICULUM CHANGES

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Year
CDIO Y-program
Masters Thesis
Project Software Engineering Embedded Systems
Project Biomedical Sensors
Project System Design
Project Applied Mathematics
Project Advanced Physical Applications
Year 4
Project Systems Engineering
Project Mechanical Engineering Systems
Project Control Communication Systems
Electives
Electronics Project Course
Year 3
Year 2
CDIO
Compulsory courses
Introductory Project Course
Natural Science
Technology
Mathematics
Year 1
17
Year
CDIO Y-program
Masters Thesis
Project Software Engineering Embedded Systems
Project Biomedical Sensors
Project System Design
Project Applied Mathematics
Project Advanced Physical Applications
Year 4
Project Systems Engineering
Project Mechanical Engineering Systems
Project Control Communication Systems
Electives
CDIO
Electronics Project Course
Year 3
Year 2
Compulsory courses
Introductory Project Course
Natural Science
Technology
Mathematics
Year 1
18
Year
Project management
Project Software Engineering Embedded Systems
Project Biomedical Sensors
Project System Design
Project Applied Mathematics
Project Advanced Physical Applications
Year 4
Project Systems Engineering
Project Mechanical Engineering Systems
Project Control Communication Systems
Electronics Project Course
Year 3
Year 2
CDIO
Introductory Project Course
Year 1
Together with SAAB Technologies and Ericsson
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Y-PROGRAM

•  

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Y1http//www.ifm.liu.se/svens/tfyy51/
Introductory Engineering Projects

• Project manager Sven Stafström
• Introductory project course, 4 credits (13)
• Implemented 2002, first autumn semester, in
  parallel with mathematics
• 1 credit Communication (3.2)
• Group dynamics (3.1)
• LIPS,Case studies of project management given by
  people from Industry (4.3)
• Societal context (4.1, 2.5)

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Y1
Introductory Engineering Projects

• 3 credits
• Projects aimed at presenting the engineering
  working situation (2.1, 4.3-4.6CDIO)
• Give students training in team work and
  communication (3.1, 3.2)
• Groups of 5-6 students. Each project takes 2-4
  groups (3.2)
• Model for project work at LiTH, LIPS (3.2)

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Y1 Engineering projects

• Hearing aid, an mechanical aid or an engineering
  product
• Application of design for the environment-redesign
  of an electronic product
• How could frost formation on heat exchangers
  surfaces in heat pumps for heating houses be
  detected and removed.
• Weather station
• How do we adapt to the surrounding in order to
  assure the desired deep body temperature.
• SmartCar-the intelligent car
• Industrial process control- from mathematics to
  computer engineering
• A glimpse into computer vision
• Control system for optimal vehicle function
• Optimization in telecommunications

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Nervous?

• Complexity of the course, interdisciplinary, many
  departments, many students (160)
• Education of teachers in LIPS (4x2h)during spring
  2002
• Projects ready in June 2002
• Contract between Y-board and project leaders
• Assessment, Expectations and .... (Magnus H)

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Y3
Y-PROGRAM

• Electronics project
• To be implemented 2003, quarter 1

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Electronics, project course for Y3
Design example A computer
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Electronics project for Y3 at LiTH, 5p Tomas
Svensson 020525

• One of the main goals is to increase the
  practical engineering parts on the Y line. In
  this course, the students will use their design
  spirit.
• Prerequisities are the basic courses in
  electronics, digital design and computer
  architecture
• Course start spring 2003
• The students will, in groups of 6 persons, design
  a relatively advanced computer controlled
  machine. The design will include a number of
  computers, discrete digital circuits,
  programmable logic, analogue interfaces,
  different displaysand a number of sensors. The
  design will be built on a circuit board with
  wiring technique.
• The project includes new theory, that the
  students have not met before. For example new
  processors, new development environments,VHDL and
  programmable logic. The students can gain this
  knowledge by several seminar series and mandatory
  laboratory work.

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Ethics

• Interdisciplinary reading (4.1)
• Ethics
• Lectures,seminars, reading list and report
• Gender, Technology, Culture (4.1)
• Analyze scientific and popular culture fenomena.
  Understand how technolgy and scientific knowledge
  envolves in a societal and cultural context.
• Lecturesreport

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Follow-up actions

• Syllabus joint article
• Balanced scorecard, Magnus Holmström, Y-board
• Teaching practices, Madelaine E, joint report
  with Chalmers and KTH
• Learning practices, student project, Åsa Wiklund,
  Niclas Svenzen
• Interdisciplinary reading, Sabrina, IW, KFB
• Ethics- Instruction guides,with KTH, Collste
• Communication, start-up with MIT
• LIPS, course for teachers, Tomas Svensson,
  Christian Krysander
• Finished developing Introductory course and
  Electronics course
• Restructuring of in depth profiles
• Workshop for students and teachers about CDIO
• Meeting with study group from University of
  Maryland