USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS

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USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM
GOALS EXPERIENCES AND COMPARISONS Svante
Gunnarsson, Helena Herbertsson, Annalena
Kindgren, Ingela Wiklund Linköping
University Louise Willumsen, Martin E.
Vigild Technical University of Denmark
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Main messages

• The CDIO Syllabus and related tools are very
  useful and valuable in formulation of program
  goals.
• Local adaptation of the CDIO Syllabus can be
  needed.
• The development process is closely related to the
  internal organization of the university.
• Support from management, faculty members, and
  students is essential.
• The development processes within Linköping
  University (LiU) and Technical University of
  Denmark (DTU) show many similarities, but also
  interesting differences.

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The CDIO Syllabus

• The CDIO Syllabus is the foundation for the
  formulation of program goals and learning
  outcomes
• Technical knowledge and reasoning
• Personal and professional skills and attributes
• Interpersonal skills Teamwork and communication
• Conceiving, designing, implementing and operating
  systems in the enterprise and societal context

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LiU-adaptation of the CDIO Syllabus

• Stronger emphasis in Section 4.1 on sustainable
  development.
• Extension of the scope in Section 4 of the
  enterprise context.
• Alternative version of Section 4 for programs in
  natural sciences.

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DTU-adaptation of the CDIO Syllabus

• Simplified, compared to the original document.
  The most detailed level of the skills were left
  out.
• Considers only Sections 2 4 (first round
  implementation)
• Adapted to six B Eng programs
• civil, architectural, IT, electrical, chemical
  and mechanical engineering.

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Additional tools

• Motivation
• Tools to describe the structure and level of
  proficiency.
• Approaches
• LiU ITU-matrices
• DTU Skill progression matrices

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ITU-matrix

• ITU-matrices can be formed for courses as well as
  for programs
• A way to describe which parts of the CDIO
  Syllabus that are covered in a course
• An approach to characterize the progression
  between courses

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ITU-matrix (cont)

• I Introduce. New topics are presented in the
  course. Not examined.
• T Teach. Topics subject to specified learning
  outcomes. Basis for examination.
• U Utilize. Knowledge and skills from previous
  courses. Indirectly part of the examination.

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Course level ITU-matrix
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Program level ITU-matrix
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Skill progression matrix

• Main idea Describe the progression using Blooms
  taxonomy

Bloom level 0 1 2 3 4 5
Color
Know Understand Apply Analyse Synthesise
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Skill progression matrix part I
DTU Syllabus 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5 4.6
Calculus and algebra 1 1 1 1 1
Structural elements and their function (1) 2 2 1 1/2 1 1
Urban Planning and Design 2 2 2 1 1/2 1 1
CAD, sketching and 3D-modelling 1 1
Theory and Practice of Architectural Engineering 2 2 2 2 1 1/2 1
Material science 2 1/2 1 1
CDIO project 3 2 2 1
Calculus and algebra 2 2 2 2
CAD, sketching and 3D-modelling 2 2
Theory and Practice of Architectural Engineering 3 2 2 3 2 2
Structural elements and their function (2) 3 3 2 3 2 2 1 2
House Building and Building Design 2/3 3 2 2 2 2/3 2 2 1 1 2 1
CDIO project 3 2 2 2
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Skill progression matrix part II
Physics 3 3 3
Structural design and models (1) 4 3 2 3 2 3
Urban context large structures 4 3 4 3/4 3 3
Planning and Visualization 3 1
Architectural engineering backgr. 4 4 3 4 3 3
Basic building design 4 3 3 3
Geometry 4 4 4
CDIO project 4 3 2 3/4 2 3
Systematical planning with CAD-system and Visualization 4 4
Background for architectural engineering 3 4 3 4 4 4
Structural Design and Models (2) 4 4 4 4 2 4
A concert hall 4 3 4 4 4 4 1
Basic building design indoor environment, services and energy 4 3 3 4 4 4 4 1
CDIO project 4 3 3 4 2 4
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Observations and comparison

• Alternative approaches for describing progression
  Bloom levels vs. ITU
• A way to characterize complexity of engineering
  tasks would be useful
• Inclusion or exclusion of Section 1 of the CDIO
  Syllabus in the work
• Different approaches for 3 years B Eng programs
  and 5 years M Sc programs

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Conclusions

• The CDIO Syllabus and related tools are very
  useful when formulating program goals and
  learning outcomes.
• The documents and tools enable a systematic way
  to connect program and course goals.
• Future activities involves ways to include the
  various types of assessments.
• Large scale use and maintenance require a well
  developed organization.