SUMMARY

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SUMMARY Ed Crawley Johan Malmqvist CDIO External
Review 19 June 2003
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SUMMARY

• We have begun a major, long-term effort to change
  the nature and the fundamental culture of
  engineering education
• In three years, the CDIO Initiative has led to
• Major changes to the program of instruction at
  all four universities
• New learning environments/workshops at all
  universities
• A preliminary set of curriculum, teaching and
  learning, workshop and assessment products that
  facilitate the adoption of the CDIO model by
  other universities
• The adoption of the CDIO principles by several
  new partner universities
• A foundation for future reforms within and beyond
  our universities

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OUTLINE

• Review of vision and major deliverables
• Impact on our programs, students, faculty,
  industry and other universities
• The benefits of our collaboration
• Plans for Years 4 to 6
• Funding
• Closing

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CDIO INITIATIVE IMPACT AND OUTPUTS
Impact on student education worldwide
ULTIMATEGOAL
Impact on other programs
Impact on our programs
INTERMEDIATE GOAL
EDUCATIONAL GOALS
Curriculum
T L
W/L
Assessment
OUTPUTS
DELIVERABLES
Faculty Competence
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CDIO INITIATIVE OUTPUTS
Educational Goals
Curriculum
T L
W/L
A E
Models for the design and utilization of
workshops/labs
Authentic experiences that support disciplinary
and CDIO skills
Models for curriculum structure and design
Tools and processes for program evaluation
Program
Curricular materials and introductory courses for
CDIO education
Tools and processes for assessing student
achievement
Design - build educational experiences
Active, experiential learning with enhanced
feedback
Student Experience
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1. Principle that CDIO is the Context
Existing faculty TL competence
Existing learning spaces
Existing curriculum
Existing assessment evaluation
2. CDIO Syllabus survey and learning objectives
Survey of assessment and program evaluation
Faculty survey on teaching, learning and
assessment
Curriculum benchmarking
Lab/workshop space survey
Identify best practice and possible innovation
Identifying opportunities to improve TL
Design curricular assignment of CDIO topics
Design workshops and usage mode
Design assessment evaluation framework
10. Enhance faculty competence in teaching and
learning, and in assessment
9. Enhance faculty competence in personal,
interpersonal and system building
6. Workshop development
12. Program evaluation
3. Curricular Design
7. Authentic learning experiences
4. Introductory course
8. Active learning
11. Student assessment
5. Design-build Courses
Program operation and student learning
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IMPACT CHAIN
Impact on oureducationalprograms
Impact on our students
Impact on industry
Plan develop
Impact on our faculty
Impact on other programs
Impact on other students
Impact on other faculty
Impact on educational agencies
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IMPACT ON OUR PROGRAMS

• Substantial reform of the curriculum at the four
  universities
• Learning objectives have been set based on the
  CDIO Syllabus
• Learning experiences to meet these objectives
  have been integrated into the curricula
• Strong presence of project-based learning,
  including teamwork skills and project management
• Introductory project courses and capstone
  projects have been developed and implemented
• Systematic introduction of improved teaching and
  learning methods
• Thorough investigation of teaching and learning
  in CDIO programs
• Innovative teaching methods, such as concept
  questions, dialogue-based learning have been
  introduced
• Strong student involvement, investigations of
  student learning, teaching learning workshops
  for students, statement of 10 requests from
  students

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IMPACT ON OUR PROGRAMS (cont.)

• Creation of new workshops/laboratories and
  hands-on educational models
• New workshops/laboratories built at the four
  universities
• A large number of design-build learning
  experiences developed
• Creation of assessment processes to demonstrate
  improvement
• New assessment methods have been introduced,
  focusing on both technical understanding and CDIO
  skills
• Entry and exit surveys that specifically address
  CDIO skills
• Longitudinal studies of student learning and
  satisfaction

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IMPACT AND THE CDIO STANDARDS
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IMPACT ON OUR ULTIMATE CUSTOMERS STUDENTS

• CDIO programs
• Develop a deeper working knowledge of the
  technical fundamentals
• Develop CDIO skills
• Are motivating, stimulating, and fun
• Scope of effects of CDIO programs
• As of June 2003 our four programs ( 500
  students/year)
• By September 2004 current partners ( 800
  students/year)
• By September 2006 early adopters (2000-3000
  students/year)

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QUOTATIONS FROMEND-OF-COURSE SURVEYS

• I think CDIO is an extremely valuable way for us
  to learn about lab experiments, teamwork, and
  being a part of a large complex systems
  engineering project. (MIT SEF Fall 02)
• The course managed to tie up our specialization
  in Mechatronics in a splendid way, one of the
  main goals with the course. The fact that we had
  to use our knowledge from different areas within
  the program, such as modeling, simulation,
  programming, electronics, was highly appreciated
  (Chalmers, Mechatronics project course)
• Finally, I would just like to add that this is
  the most rewarding courseI have ever done as a
  student!! (KTH, Vehicle Engineering capstone
  course)
• We have understood the importance of a well
  working communication and cooperation and that
  you must trust each other It is a positive
  experience to find out that you can use your
  knowledge to design an advanced computer
  controlled machine(LiU, Electronics project
  course)

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EXIT INTERVIEWS WITH MIT GRADUATES

• Graduates from 2000 and 2001 reported major
  growth during their education in their abilities
  to
• Function on multidisciplinary teams
• Communicate using oral progress reports
• Give technical briefings with competence, poise,
  and confidence
• Graduates from 2002 and 2003
• Described CDIO activities as major highlights of
  their programs and overall MIT experience
• Reported that they had developed the requisite
  skills for working on a team from project
  conception through operation
• Recognized the value of the new laboratory
  facilities in fostering a strong sense of
  community

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IMPACT ON INDUSTRY

• Voices from industry having MSc thesis students
  from Chalmers project course in Mechatronics
• Excellent students and excellent work! Send more
  of that caliber! (SKF-ERC, The Netherlands)
• The result was far beyond our expectations.
  (Teleca, Sweden(
• Fourth-year design-build experience products at
  MIT are viewed by industry reviewers as being
  comparable to professional design studies.
• Mats Öberg, senior project manager, Flextronics
  on Linköpings Electronics project course
• It is very valuable that the students take part
  in a design project already during the education,
  where they learn how a development project is
  controlled and executed in a group with a
  significant number of people It is evident that
  the electronics project course creates a great
  personal engagement, by the content of the task,
  but also by the way of work. Project management
  skills have earlier often been missing among new
  engineers.

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IMPACT ON FACULTY

• Implementing a CDIO education requires actions to
  enhance faculty competence in
• Personal, interpersonal and product/system
  building skills
• Active and experiential teaching and learning,
  and assessment
• A large number of workshops for faculty education
  have taken place, addressing aspects such as
  Assessment, Writing Learning Objectives,
  Reflective Teaching using Critical Friends, the
  LIPS project model and Teamwork
• Faculty quotes
• The students are more motivated. (Chalmers)
• "The (vehicle engineering) project generated an
  urge for knowledge. (KTH)
• Much closer contact with the students, More
  engaged students. (LiU)
• Workshop experiences provide better
  faculty-student communication and interactions.
  (MIT)

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INTEREST AND ACTION BY OTHERS NEW PARTNERS

• New partner universities have formally joined the
  CDIO Initiative
• The Technical University of Denmark, Mechanical
  EngineeringLars Hein, Head of Department We
  need the focus, the dialogue, to know about tips
  and tricks, and help with a number of tasks (but
  you have the starter kits for that!) We would
  like to offer what we do, to compare, and to
  contribute .... and we would like to join you in
  the search for proof of the effects of CDIO.
• United States Naval Academy, Aerospace
  EngineeringCapt. Rob Niewoehner, Head of
  Department We began to move haphazardly
  towards a CDIO-like program before hearing of
  CDIO. We join the CDIO Initiative because it
  provides a framework for systematic development
  and expansion of activities
• South Africa has expressed considerable interest
• Zola Mbanguta, National Chief Engineering and
  Technology Education Specialist, SA National
  Department of Education, Pretoria
• A number of potential new partners have
  participated in CDIO meetings

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IMPACT ON EDUCATIONAL AGENCIES

• The National Agency of Higher Education at KTH
  (2002)
• 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.
• The National Agency for Higher Education at LiU
  (2002)
• CDIO is one of the real highlights of higher
  education at LiU.
• The American Board of Engineering and Technology
  at MIT (2001)
• an outstanding set of published educational
  goals, objectives, and outcomes The CDIO
  approach is a significant program strength.

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BENEFITS OF THE COLLABORATION

• Built a firm base for educational reform through
  development of surveys and benchmarks
• Created a number of transferable results
  Starter Kits, models, processes
• Helped sharpen our definitions of key concepts,
  such as the CDIO Standards, and the associated
  tools for continuous improvement
• Raised the level of ambition for educational
  development at our universities and fostered
  friendly competition toward common goals
• Provided arguments for the anchoring of the new
  ideas at our universities, i.e. We are not alone
  in doing this.

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PLANS FOR YEAR 4

• Continue implementation of the CDIO model at our
  universities, emphasizing measurement of effects,
  continuous improvement, and faculty competence
  development
• Take action on areas needing improvement
  identified through CDIO self-certification
• Launch major dissemination effort
• Use the Starter Kits as a basis for outreach
  workshops
• Engage new partner universities by
• actively involving them in hosting meetings and
  leading theme groups
• using the CDIO curriculum design tools to start
  their transition process
• beta testing new materials and processes
• Introduce the CDIO model to the South African
  educational system
• Document and publish the results of our
  experiences

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PLANS FOR YEARS 5 and 6

• Follow up and continuously improve the CDIO model
  at all partner universities
• Continue development from transitional to
  established CDIO programs
• Gather assessment data to prove the effectiveness
  of the CDIO model
• Develop and incorporate continuous improvements
  in the CDIO materials
• Plan, develop and implement the CDIO model at new
  partner universities and future adopter schools
• Document and publish our CDIO approach to
  reforming engineering education
• Start a number of new projects
• Gender-inclusive engineering education
• Integration between mathematics and technical
  subjects
• Application of the CDIO model to graduate
  education
• Entrepreneurship, business opportunities,
  startups
• Assessment of difficult-to-measure CDIO learning
  outcomes

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WIDESPREAD ADOPTION PLAN
MIT
Chalmers, KTH LiU
New partners
Future adopters
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WALLENBERG FUNDING

• Is a critical element of the CDIO Initiative
  support, supplemented by major contributions from
  university funding and other sources
• Extends scope and expands activities far beyond
  what universities and small grants could
  accomplish in educational change
• Without the funding, neither the renewal of the
  curriculum, in particular the new project
  courses, nor the building of the
  workshops/laboratories would have been possible.
• Yields distinct benefits to Sweden
• Education of product-focused engineers and
  engineering scientists to work on complex system
  development
• Close cooperation among engineering schools and
  with IVA
• Leadership in the world educational community

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CONTINUED FUNDING

• First-year startup funding provided for Chalmers,
  LiU and MIT
• Subsequent funding financed initiatives at the
  four universities for Years 2 and 3
• Funding for Year 4 will make it possible to
• Advance the curriculum, teaching and learning,
  workshop, assessment development
• Continue the creation of the deliverables, e.g.,
  processes, Starter Kits, IRMs
• Beta test new models, processes, and products at
  new partner universities
• Funding for Years 5 and 6 will make it possible
  to
• Follow up and continuously improve the CDIO model
  at all partner universities and prove the
  effectiveness of the CDIO model
• Address a number of new issues, including
  gender-inclusive engineering education
• Disseminate our approaches to additional
  universities
• Document and publish our CDIO approach to
  reforming engineering education

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CLOSING

• Major changes in engineering education are
  critical to our technology-based future.
• We have developed the CDIO model to address these
  issues.
• Adoption of the CDIO model has the potential of
  fundamentally changing the culture of engineering
  education at leading universities.
• We have formed an effective international team
  and made substantial progress towards this goal.
• A great deal of effort lies ahead if we are to
  have lasting widespread impact.