1 / 36

CDIO: Overview, Standards, and Processes (Part 1) Doris R. Brodeur, dbrodeur@mit

CDIO: Overview, Standards, and Processes (Part 1) Doris R. Brodeur, dbrodeur@mit.edu November 2005. TODAY’S OBJECTIVES. Explain the CDIO model in terms of 12 standards. Determine ways in which CDIO may be adapted to your own courses and programs. Share your ideas and experiences

lhiggs
Download Presentation

CDIO: Overview, Standards, and Processes (Part 1) Doris R. Brodeur, dbrodeur@mit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CDIO: Overview, Standards, and Processes (Part 1) Doris R. Brodeur, dbrodeur@mit.edu November 2005

  2. TODAY’S OBJECTIVES Explain the CDIO model in terms of 12 standards Determine ways in which CDIO may be adapted to your own courses and programs Share your ideas and experiences about plans to reform your programs

  3. OUTLINE Part One • CDIO as Context • CDIO Syllabus Outcomes • Integrated Curriculum • Introduction to Engineering • Design-Build Experiences • CDIO Workspaces ____________________________ Part Two • Integrated Learning Experiences • Active and Experiential Learning • CDIO Skills Assessment • Enhancement of Faculty Skills • CDIO Program Evaluation

  4. CENTRAL QUESTIONS FOR ENGINEERING EDUCATION What knowledge, skills and attitudes should students possess as they graduate from university? How can we do better at ensuring that students learn these skills?

  5. DEVELOPMENT OF ENGINEERING EDUCATION IN THE U.S. Personal, Interpersonal and System Building Pre-1950s:Practice 2000:CDIO 1960s:Science & practice 1980s:Science DisciplinaryKnowledge Engineers need both dimensions. We need to develop education that delivers both

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

  7. DESIRED • Engineering • Product Context • Integrative • Team THE CHALLENGE -TO TRANSFORM THE CULTURE CURRENT Engineering Science R&D Context Reductionist Individual ... yet still based on a rigorous treatment of engineering fundamentals

  8. Desired Attributes of an Engineering Graduate Deep 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 THE NEED To say we have adopted CDIO as the engineering context of our education means that….

  9. STANDARD 1 -- CDIO AS CONTEXT Adoption of the principle that product and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education • A model of the entire product lifecycle • The cultural framework, or environment, in which technical knowledge and other skills are taught • Adopted when there is explicit agreement among faculty to initiate CDIO, a plan to transition to a CDIO program, and support from program leaders to sustain reform initiatives

  10. 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 NEED TO GOALS 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

  11. THE CDIO SYLLABUS 1.0 Technical Knowledge & Reasoning: • Knowledge of underlying sciences • Core engineering fundamental knowledge • Advanced engineering fundamental knowledge 2.0 Personal and Professional Skills & Attributes • Engineering reasoning and problem solving • Experimentation and knowledge discovery • System thinking • Personal skills and attributes • Professional skills and attributes 3.0 Interpersonal Skills: Teamwork & Communication • Multi-disciplinary teamwork • Communications • Communication in a foreign language 4.0 Conceiving, Designing, Implementing & Operating Systems in the Enterprise & Societal Context • External and societal context • Enterprise and business context • Conceiving and engineering systems • Designing • Implementing • Operating CDIO Syllabus contains 2-3 more layers of detail

  12. PERSONAL AND INTERPERSONAL SKILLS 2.4 Personal Skills 3.1 Teamwork 2.5 Professional Skills 2.1 Problem Solving 2.2 Knowledge Discovery 2.3 System Thinking 3.2 Communication 3.3 Foreign Languages

  13. SYSTEM BUILDING SKILLS C D I O 4.3 4.4 4.5 4.6 4.2 Enterprise Context 4.1 Societal Context

  14. THE CDIO SYLLABUS (3rd Level)

  15. THE CDIO SYLLABUS 4th Level

  16. SYLLABUS LEVELS OF PROFICIENCY Surveyed 6 groups: 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

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

  18. STANDARD 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 • Learning outcomes codified in The CDIO Syllabus • Details of what students should know and be able to do at the conclusion of their engineering programs • Learning outcomes are classified as personal, interpersonal, and product and system building skills • Validated by groups who share an interest in the graduates of engineering programs

  19. ACTIVITY Using the condensed version of the CDIO Syllabus and the 5 levels of proficiency: Rate your own proficiency of each CDIO learning outcome at the x.x level.

  20. HOW CAN WE DO BETTER? Re-task current assets and resources in: • Curriculum • Laboratories and workspaces • Teaching, learning, and assessment • Faculty competence Evolve to a model in which these resources are better employed to promote student learning

  21. INTEGRATED CURRICULUM How can we design: • Mutually-supportive disciplinary subjects integrating personal, professional and product/system building skills? • A framework for engineering education and an early exposure to system building?

  22. CURRICULUM DESIGN ISSUES • Curriculum structureorganized around the disciplines, with skills and projects interwoven • Learning outcomes derived from CDIO Syllabus and stakeholder surveys • Sequences of learning experiences • Mapping of personal, interpersonal and system building skills onto curriculum structure • Integration of personal, interpersonal and system building skills into courses

  23. Disciplines run vertically, projects and skills run horizontally A strict disciplinary curriculum Organized around disciplines, with no explicit introductions or skills A CDIO based curriculum Organized around disciplines, but with skills and projects interwoven A Problem Based curriculum Organized around problems, but with disciplines interwoven An apprenticeship model Based on projects, with no organized introductions of disciplines 1. CURRICULUM STRUCTURE

  24. 2. SAMPLE LEARNING OUTCOMES

  25. 3.-4. SAMPLE SEQUENCE AND MAPPING 3.2 Communications

  26. CDIO SyllabusTopic I T U 2.1 Engineering reasoning and problem solving x x 2.2 Experimenting and knowledge discovery. x x x 2.3 System thinking . x x 2.4 Personal skills and attributes . x 2.5 Professional skills and attributes . x 3.1 Teamwork . x 3.2 Communications . x 3.3 Communication in foreign languages . x 5. SAMPLE INTEGRATION INTO COURSES

  27. STANDARD 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 • Disciplinary subjects make explicit connections among related and supporting content and learning outcomes • Explicit plan identifies ways in which the integration of CDIO skills and multidisciplinary connections are to be made

  28. INTRODUCTION TO ENGINEERING An introductory course or experience provides the FRAMEWORK: • To motivate students to study engineering • To provide a set of personal experiences that will allow early fundamentals to be more deeply understood • To provide early exposure to system building • To teach some early and essential skills (e.g., teamwork) Capstone Disciplines Intro Sciences

  29. STANDARD 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 • One of the first required courses in a program • A broad outline of the tasks and responsibilities of an engineer and the use of disciplinary knowledge in executing those tasks • Students engage in the practice of engineering

  30. DESIGN-BUILD EXPERIENCESAND WORKSPACES How can we: • Ensure that students participate in repeated design-build experiences • Use existing resources to re-task workspaces so that they support hands-on learning of product and system building, disciplinary knowledge, knowledge discovery, and social learning

  31. DESIGN-BUILD EXPERIENCES • Provide authentic activities that foster the learning of more abstract ideas and principles • Provide the natural context in which to teach many CDIO Syllabus skills (teamwork, communications, designing, implementing) • Reinforce by application previously learned abstract knowledge to deepen comprehension DTU Design & Innovation Lightweight Shelter Project

  32. OTHER EXAMPLES Beam Design Lab at QUB Waterbike at KTH Robot Design at MIT

  33. STANDARD 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 • Range of engineering activities central to the process of developing new products and systems • Basic or advancedbased on scope, complexity, sequence in program

  34. WORKSPACE USAGE MODES Reinforcing Disciplinary Knowledge Knowledge Discovery Learning Lab Community Building System Building Hangaren

  35. STANDARD 6 - CDIO WORKSPACES Workspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning • Students are directly engaged in their own learning • Settings where students learn from each other • Newly created or remodeled from existing spaces

  36. ACTIVITY With a partner or in a small group, discuss: • The kind of design-build experiences you currently offer in your programs • Ways in which you might add at least one more design-build experience

More Related