The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.

1. Rethinking Engineering Education The CDIO ApproachWEEF2014 DUBAI
António Costa, ISEP, Portugal
Original version by Edward Crawley, MIT
December 2014
This work is licensed under a Creative Commons Attribution 4.0 International License.

2. 2
PRESENTATION AGENDA
Introduction
The challenges of engineering education
CDIO Initiative vision, mission and goals
CDIO Initiative today and the future
Conclusion

3. 3
ABOUT ISEP AND ME
ISEP
160 years old public engineering school
6600 students, 400 teachers, 130 staff
Adopted CDIO practices in 2006
Accepted as CDIO collaborator in 2008
12 engineering 3-year bachelor programs
11 engineering 2-year master programs
Many programs achieving the EUR-ACE® seal
António Costa (CDIO mentor and advisor)
Accreditation and certification coordinator

4. 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?
We are all working on this! Can we work together?

5. 5
THE NEED
Desired Attributes of an Engineering Graduate
•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
We have adopted CDIO as the engineering context of our education

6. 6
DEVELOPMENT OF ENGINEERING EDUCATION
Personal and Interpersonal Skills, and Product, Process, and System Building Skills
DisciplinaryKnowledge
Pre-1950sPractice
1960sScience & practice
1980sScience
2000sCDIO
Engineers need both dimensions, and we need to develop education that delivers both

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

8. 8
GOALS OF CDIO
•To educate students to master a deeper working knowledge of the technical fundamentals
•To educate engineers to lead in the creation and operation of new products and systems
•To educate all to understand the importance and strategic impact of research and technological development on society
And to attract and retain students in engineering

9. 9
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 authentic CDIO activities highly interwoven
•Rich with student design-implement experiences
•Featuring active and experiential learning
•Set in both classrooms and modern learning laboratories and workspaces
•Constantly improved through robust assessment and evaluation processes

10. 10
BEST PRACTICE
Standard 1 -- The Context
Adoption of the principle that product and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education
It is what engineers do!
It provides the framework for teaching skills
It subtly allows deeper learning of the fundamentals
It attracts, excites and retains students

11. 11
FROM NEED TO GOALS
Educate students who:
•Understand how to conceive- design-implement-operate
•Complex value-added engineering systems
•In a modern team-basedengineering environment
•And are mature and thoughtful individuals
The CDIO Syllabus - a comprehensive statement of detailed goals for an engineering education
1. Technical
3. Inter-
personal
2. Personal
4. CDIO
Process
Team
Product
Self

12. 12
THE CDIO SYLLABUS (v1.0, 2001)
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
Teamwork
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems...
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating

13. 13
THE CDIO SYLLABUS (v2.0, 2011)
1.0 Disciplinary Knowledge & Reasoning
Knowledge of underlying mathematics and sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge, methods and tools
2.0 Personal and Professional Skills & Attributes
Analytical reasoning and problem solving
Experimentation, investigation and knowledge discovery
System thinking
Attitudes, thought and learning
Ethics, equity and other responsabilities
3.0 Interpersonal Skills: Teamwork & Communication
Teamwork
Communications
Communications in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems...
External, societal and environmental context
Enterprise and business context
Conceiving, systems engineering and management
Designing
Implementing
Operating+ Engineering Leadership + Entrepreneurship

14. 14
CDIO SYLLABUS
•Syllabus at 3rd level of detail
•One or two more levels are detailed
•Rational
•Comprehensive
•Peer reviewed
•Basis for design and assessment
•Commitment for the program
•Social and public transparency1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYINGSCIENCES1.2. CORE ENGINEERING FUNDAMENTALKNOWLEDGE1.3. ADVANCED ENGINEERINGFUNDAMENTAL KNOWLEDGE2 PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES2.1. ENGINEERING REASONING ANDPROBLEM SOLVING2.1.1. Problem Identification and Formulation2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY2.2.1. Hypothesis Formulation2.2.2. Survey of Print and ElectronicLiterature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions inSystems2.3.3. Prioritization and Focus2.3.4. Tradeoffs, Judgment and Balance inResolution2.4. PERSONAL SKILLS AND ATTITUDES2.4.1. Initiative and Willingness to TakeRisks2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs PersonalKnowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management2.5. PROFESSIONAL SKILLS ANDATTITUDES2.5.1. Professional Ethics, Integrity, Responsibility and Accountability2.5.2. Professional Behavior2.5.3. Proactively Planning for OneÕs Career2.5.4. Staying Current on World of Engineer3 INTERPERSONAL SKILLS: TEAMWORK ANDCOMMUNICATION3.1. TEAMWORK3.1.1. Forming Effective Teams3.1.2. Team Operation3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication3.2.5. Graphical Communication3.2.6. Oral Presentation and InterpersonalCommunication3.3. COMMUNICATION IN FOREIGNLANGUAGES3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the EuropeanUnion4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERATING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Different EnterpriseCultures4.2.2. Enterprise Strategy, Goals andPlanning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations4.3. CONCEIVING AND ENGINEERINGSYSTEMS4.3.1. Setting System Goals andRequirements4.3.2. Defining Function, Concept andArchitecture4.3.3. Modeling of System and EnsuringGoals Can Be Met4.3.4. Development Project Management4.4. DESIGNING4.4.1. The Design Process4.4.2. The Design Process Phasing andApproaches4.4.3. Utilization of Knowledge in Design4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Software Integration4.5.5. Test, Verification, Validation andCertification4.5.6. Implementation Management4.6. OPERATING4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution4.6.5. Disposal and Life-End Issues4.6.6. Operations Management

15. 15
SYLLABUS LEVEL OF PROFICIENCY
•Groups to survey: 1st and last year students, recent alumni, old alumni, faculty, leaders of industry, etc
•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 ...

16. 16
BEST PRACTICE
Standard 2 -- Learning Outcomes
Specific, detailed learning outcomes for personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders
“Resolves” tensions among stakeholders
Allows for the design of curriculum
Basis of student learning assessment

17. 17
HOW CAN WE DO BETTER?
Re-task current assets and resources in:
•Curriculum
•Laboratories and workspaces
•Teaching and learning
•Assessment and evaluation
•Faculty competence
Evolve to a model in which these resources are better employed to promote student learning

18. 18
BEST PRACTICE: RE-TASK CURRICULUM
Standard 3 -- Integrated Curriculum
A curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal and interpersonal skills, and product, process, and system building skills
Standard 4 -- Introduction to Engineering
An introductory course that provides the framework for engineering practice in product, process, and system building, and introduces essential personal and interpersonal skills

19. 19
INTRODUCTION TO ENGINEERING
•To motivate students to study engineering
•To provide early exposure to system building
•To teach some early and essential skills (e.g., teamwork)
•To provide a set of personal experiences that will allow early fundamentals to be more deeply understood
Disciplines
Intro
Capstone
Sciences

20. 20
BEST PRACTICE: RE-TASK LABS AND WORKSPACES
Standard 5 -- Design-Implement Experiences
A curriculum that includes two or more design- implement experiences, including one at a basic level and one at an advanced level
Standard 6 -- Engineering Workspaces
Workspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning

21. 21
BEST PRACTICE: RE-TASK LABS AND WORKSPACES
Standard 5 -- Design-Implement Experiences

22. 22
BEST PRACTICE: RE-TASK TEACHING AND LEARNING
Standard 7 -- Integrated Learning Experiences
Integrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills
Standard 8 -- Active Learning
Teaching and learning based on active and experiential learning methods

23. 23
BEST PRACTICE: RE-TASK FACULTY COMPETENCE
Standard 9 -- Enhance Faculty Skills Competence
Actions that enhance faculty competence in personal and interpersonal skills, and product, process and system building skills
Standard 10 -- Enhance Teaching Competence
Actions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning

24. 24
BEST PRACTICE: RE-TASK ASSESSMENT & EVALUATION
Standard 11 -- Learning Assessment
Assessment of student learning in personal and interpersonal skills, and in product, process, and system building skills, as well as in disciplinary knowledge
Standard 12 -- Program Evaluation
A system that evaluates programs against these twelve standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

25. 25
DEVELOPMENT OF CDIO
Benchmark
T & L Methods
Benchmark
T & L Methods
Redesign
Courses &
Program
Redesign
Courses &
Program
CDIO
STANDARDS
CDIO
STANDARDS
Best Practice
Best Practice
HOW
EXISTING
PROGRAM
EXISTING
PROGRAM
Stakeholder
Surveys
Stakeholder
Surveys
Benchmark
Skills
Benchmark
Skills
Accreditation
Criteria
Accreditation
Criteria
Define
Learning
Outcomes
Define
Learning
Outcomes
CDIO
SYLLABUS
CDIO
SYLLABUS
WHAT
CDIO
PRINCIPLE
CDIO
PRINCIPLE

26. 26
EVALUATE PROGRAMSAGAINST CDIO GOALS
CDIO Standards - Total Across 12 Standards 048 12162024283236404448ChalmersKTHLiUMITDTUUSNASep-'00Sep-'03Sep-'04Sep-'06

27. 27
CDIO & EUR-ACE
How CDIO & EUR-ACE Syllabuses compare?

28. 28
CDIO & EUR-ACE
How CDIO covers the EUR-ACE guidelines?

29. 29
CDIO & ABET
How CDIO covers the ABET General Criteria?

30. 30
CDIO AT ISEP
Informatics Engineering bachelor program (2006)
- The largest Informatics program (+300 students/year)
New Systems Engineering bachelor program

31. 31
CDIO AT ISEP (Changes)
Informatics Engineering bachelor program (2006)
- The largest Informatics program (+300 students/year)
New Systems Engineering bachelor program

32. 32
CDIO AT ISEP (Integrated Curriculum)
Informatics Engineering bachelor program (2010)
- Courses in software development learning process

33. 33
CDIO AT ISEP (Integrated Curriculum)
Informatics Engineering bachelor program (2010)
- Courses in computer systems learning process

34. 34
CDIO ASSESSMENT AND REVIEW AT ISEP
Fast improvement in the beginning, then slowing...

35. 35
CDIO AND THE MANAGEMENT OFPROGRAMS WITH MANY STUDENTS
Managing a large program is challenging...

36. 36
CONCLUSION
CDIO website – www.cdio.orgAny HEI may join and participate
CDIO Implementation Kit is available
Free access to a Knowledge Library
One conference and many meetings/year

37. 37
CONCLUSION
Since 2000 improving Engineering Education

38. 38
CONCLUSION
Join 115 participating members worldwide!