The CDIO Approach Kristina Edström

2017-10-25

The CDIO approach for engineering education development

Kristina Edström and Jakob Kuttenkeuler KTH Royal Institute of Technology, Stockholm, Sweden

Kristina Edström

Engineer & Educational developer § M. Sc. in Engineering, Chalmers § Associate Professor in Engineering Education Development at KTH Royal Institute of Technology, Stockholm, Sweden § 700 participants in the course Teaching and Learning in Higher Education, 7.5 ECTS, customized for KTH faculty, 2004-2012 § Director of Educational Development at Skolkovo Institute of Science and Technology, Moscow, 2012-2013 Strategic educational development, national and international § CDIO Initiative for reform of engineering education since 2001 § SEFI Administrative Council, 2010-2013 Research § PhD defense December 13, 2017 § Editor-in-Chief of the European Journal of Engineering Education from 2018 § Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R., and Edström, K. (2014) Rethinking Engineering Education: The CDIO Approach, 2nd ed., Springer Verlag § Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555 § Edström, K. (2008) Doing course evaluation as if learning matters most, Higher Education Research & Development, 27:2, 95 – 106

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“If you want to learn about a system, try to change it”

(attributed to Kurt Lewin)

CDIO – the community

The CDIO Iniave

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CDIO as a community – the CDIO Iniave

§ The CDIO Iniave started in 2000 as a project: Partners: MIT, KTH Royal Instute of Technology, Chalmers, and Linköping University § Soon other instuons expressed an interest in joining § Today more than 140 CDIO Collaborators worldwide

Europe: § AFEKA Tel Aviv Academic College of Engineering § Astrakhan State University The international CDIO community § Bauman Moscow State Technical University Asia: § North America Cherepovets State University § Beijing Institute of Petrochemical Technology § Delft University of Technology § Arizona State University § Beijing Jiaotong University § Don State Technical University § California State University, Northridge § Chengdu University of Information Technology § Ernst-Abbe-University of Applied Sciences Jena § Daniel Webster College § Chulalongkorn University, Thailand § Gdansk University of Technology § Dalat University, Vietnam § Duke University § Dalian Neusoft University of Information § Ghent University § École Polytechnique de Montréal § Duy Tan University § Group T - International University College Leuven § Embry-Riddle Aeronautical University § Feng Chia University, Taiwan § Hague University of Applied Sciences § LASPAU § FPT University, Vietnam § Helsinki Metropolia University of Applied Sciences § Inje University, Korea § Hochschule Wismar § Massachusetts Institute of Technology § Kanazawa Institute of Technology § Instituto Superior de Engenharia do Porto § Naval Postgraduate School (U.S.) § Kanazawa Technical College § Israel Institute for Empowering Ingenuity § Pennsylvania State University § Mongolian University of Science and Technology § Kazan Federal University § Queen's University (Canada) § Nanyang Polytechnic § Lahti University of Applied Sciences § Sheridan College § Politeknik Ungku Omar, Malaysia § Lapland University of Applied Sciences § Rajamangala University of Technology Thanyaburi § Stanford University § Moscow Aviation Institute (RMUTT) § Moscow Institute of Physics and Technology § United States Naval Academy § Shantou University § Singapore Polytechnic § National Research Nuclear University § University of Arkansas § Novia University of Applied Sciences § University of Calgary § Suzhou Industrial Park Institute of Vocational Technology § Politecnico di Milano § University of Colorado § Taylor's University, School of Engineering § Reykjavik University § University of Manitoba § Thu Dau Mot University § RWTH Aachen § University of Michigan § Tsinghua University § Saint Petersburg State University of Aerospace § University of Notre Dame § Universiti Teknologi MARA (UiTM) Instrumentation § Vietnam National University § Savonia University of Applied Sciences Latin America § Yanshan University § Technical University of Madrid § § Pontiﬁcia Universidad Javeriana Africa Seinäjoki University of Applied Sciences § School of Engineering of Antioquia (EIA) § University of Pretoria § Siberian Federal University § UNITEC Laureate International Universities § ESPRIT, Tunisia § Skolkovo Institute for Science and Technology § Telecom Bretagne § Universidad Católica de la Santísima UK-Ireland: Concepción § Tomsk Polytechnic University § Aston University § § Universidad de Chile Tomsk State University of Control Systems and § Lancaster University Radioelectronics (TUSUR) § Universidad de Santiago de Chile § Queen's University (Belfast) § Turku University of Applied Sciences § South Eastern Regional College (SERC) § Universidad del Quindio § Universitat Politècnica de Catalunya § Universidad del Quindío § Trinity College Dublin § University of Bristol § University of Turku § Universidad ICESI, Cali § University of Chichester § TU Madrid § Universidad Nacional de Colombia, Bogota § University of Leeds § Ural Federal University § University of Leicester § Vilniaus Kolegija/University of Applied Sciences Australia § University of Limerick § Østfold University College § AAEE § University of Liverpool § Chalmers § Chisholm Institute § University of Strathclyde § KTH § Curtin University § Linköping University § Queensland University of Technology § Jönköping University § RMIT § Umeå University § University of Auckland For an updated list, § Linnéaus University § University of Sydney § University of Skövde § University of the Sunshine Coast see www.cdio.org § Kristianstad University § Blekinge Institute of Technology § Luleå University of Technology § Högskolan Väst

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Annual Internaonal Next: § European CDIO Regional meeting CDIO Conference January 2017, Skolkovo, Moscow, Russia 2005 Queen’s University, Kingston, Canada § 14th International CDIO Conference 2006 Linköping University, Linköping, June 2018, Kanazawa, Japan Sweden § 15th International CDIO Conference 2007 Hogeschool Gent, Gent, Belgium June 2019, Aarhus, Denmark 2008 MIT, Cambridge MA, USA 2009 Singapore Polytechnic, Singapore 2010 École Polytéchnique, Montreal, Canada 2011 Denmark Technical University, Copenhagen, Denmark 2012 Queensland University of Technology, Brisbane, Australia 2013 Harvard/MIT, Cambridge MA, USA 2014 UPC, Barcelona, Spain 2015 CUIT, Chengdu, China 2016 Turku UAS, Turku, Finland 2017 University of Calgary, Canada www.cdio.org

CDIO – the idea

What engineering students should learn and why “Engineers who can engineer”

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Stakeholder perspecves

Work life needs External Employers Students Internal (care mainly about (care about both results) process and results)

Society Faculty Engineering Educaon

An education about An education in technology engineering Conceive: customer needs, technology, enterprise strategy, regulations; and conceptual, technical, and business plans Design: plans, drawings, and algorithms that describe what will be implemented Implement: transformation of the design into the product, process, or system, including manufacturing, coding, testing and validation Operate: the implemented product or NECESSARY BUT process delivering the intended value, NOT SUFFICIENT including maintaining, evolving and retiring the system

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Disciplinary theory Theory and judgement applied to applied to real problems “problem-solving” § Cross disciplinary boundaries § Sit in contexts with societal and business aspects § Complex, ill-deﬁned and contain tensions § Need interpretations and estimations (‘one right answer’ are exceptions) § Require systems view NECESSARY BUT NOT SUFFICIENT

Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Educaon, 95(2), 139.

Individual approach Communicative and collaborative approach § Crucial for all engineering work processes § Much more than working in project teams with well-deﬁned tasks § Engineering is a social activity involving customers, suppliers, colleagues, citizens, authorities, competitors § Networking within and across NECESSARY BUT organizational boundaries, over time, in NOT SUFFICIENT a globalised world

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CDIO Standard 1: The context Educang for the context of engineering

Education set in Educate for the context Engineering science! of Engineering! ! CDIO Standard 1 – The context Adopon of the principle that product, process, ! and system lifecycle development and deployment ! – Conceiving, Designing, Implemenng and Operang – are the context for engineering educaon.

NECESSARY BUT Engineers who NOT SUFFICIENT can engineer!

But what if we do ask faculty?

Employers Students

Society Faculty Engineering Educaon

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Deeper working knowledge of disciplinary fundamentals

§ Functional knowledge § Not just reproduction of known solutions to didn’t known problems ”get it” § Conceptual understanding § Being able to explain what they do and why ”got it” —

passed exam failed exam

See for instance Mazur, E. (1997) Peer Instrucon, and Kember & McNaught (2007) Enhancing University Teaching.

Quality of student learning – Feisel-Schmitz Technical Taxonomy

Judge To be able to critically evaluate multiple solutions and select an optimum solution Solve Characterize, analyze, and synthesize to model a system (provide appropriate assumptions)

Explain Be able to state the process/outcome/concept in their own words Compute Follow rules and procedures (substitute quantities correctly into equations and arrive at a correct result, ”plug & chug”) Define State the definition of the concept or describe in a qualitative or quantitative manner

[Feisel, L.D., Teaching Students to Connue Their Educaon, Proceedings of the Froners in Educaon Conference, 1986.]

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CDIO the methodology

The 12 CDIO Standards

Success is never inherent in a method; it always depends on good implementation.

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The educaonal development process is the working deﬁnion of CDIO: The CDIO Standards Context: § Recognise that we educate for the pracce of engineering [1]

Curriculum development: § Formulate explicit program learning outcomes (including engineering skills) in dialogue with stakeholders [2] § Map out responsibilies to courses – negoate intended learning outcomes [3] § Evaluaon and connuous programme improvement [12]

Course development, discipline-led and project-based learning experiences: § Introducon to engineering [4] § Design-implement experiences and workspaces [5, 6] § Integrated learning experiences [7] § Acve and experienal learning [8] § Learning assessment [11]

Faculty development § Engineering skills [9] § Skills in teaching & learning , and assessment [10]

Crawley, et al (2007, 2014) Rethinking Engineering Educaon: The CDIO Approach, Springer.

CDIO Standard 2: Learning Outcomes Recognising the dual nature of learning

Understanding Professional of technical and engineering fundamentals skills

CDIO 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.

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The CDIO Syllabus Support in formulang learning outcomes Each institution formulates program goals considering their own stakeholder needs, national and institutional context, level and scope of programs, subject area, etc

The CDIO Syllabus § is not prescriptive (not a CDIO Standard) § is offered as an instrument for specifying local program goals by selecting topics and making appropriate additions in dialogue with stakeholders § lists and categorises desired qualities of engineering graduates § is based on stakeholder input and validation

• Crawley, E. F. 2001. The CDIO Syllabus: A Statement of Goals for Undergraduate Engineering Educaon: see www.cdio.org/framework-beneﬁts/cdio-syllabus-report • for version 2.0, see Crawley, Malmqvist, Lucas, and Brodeur. 2011. “The CDIO Syllabus v2.0. An Updated Statement of Goals for Engineering Educaon.” Proceedings of the 7th Internaonal CDIO Conference

The strategy of CDIO is integrated learning of knowledge and skills !

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Standard 3 – Integrated curriculum Integrang the two learning processes

The CDIO strategy is the integrated curriculum where knowledge & skills give each other meaning!

Acquision of technical knowledge

CDIO Standard 3 – Integrated Curriculum A curriculum designed with mutually supporng disciplinary courses, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills.

Development of engineering skills

Every learning experience sets a balance and relaonship

Discipline-led learning Problem/practice-led § Well-structured knowledge base learning § Evidence/theory, Model/reality § Integration and application, synthesis § Methods to further the knowledge frontier § Open-ended problems, ambiguity, trade- offs CONNECTING WITH PROBLEM/ § Context PRACTICE § Professional work processes Ø Deep working understanding = ability to § ”Creating that which has never been” apply CONNECTING WITH DISCIPLINARY Ø Seeing the knowledge through the lens of KNOWLEDGE problems, interconnecting the disciplines Ø Discovering how the disciplinary Ø Integrating skills, e.g. communication and knowledge is useful collaboration Ø Reinforcing disciplinary understanding Ø Motivational context

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Systemac assignment of program learning objecves to courses - negoang the contribuon

Development routes (schematic) Year 1 Introductory course Physics Mathematics I

Mechanics I Mathematics II Numerical Methods

Year 2 Mechanics II Solid Product Mechanics development

Fluid Sound and Thermodynamics Mathematics III mechanics Vibrations

Signal Year 3 Control Theory Electrical Eng. Statistics analysis

Oral Written Project Teamwork communication communication management

Example: Communicaon skills in Lightweight design Communicaon in lightweight design means being able to § Use the technical concepts comfortably § Discuss a problem of different levels § Determine what factors are relevant to the situaon § Argue for, or against, conceptual ideas and soluons § Develop ideas through discussion and collaborave sketching § Explain technical maers to different audiences § Show confidence in expressing oneself within the field

The skills are embedded in, and inseparable from, students’ applicaon of technical knowledge.

The same interpretaon should be made for teamwork, problem solving, professional ethics, and other engineering skills.

”It’s about educang engineers who can actually engineer!”

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What does communicaon skills mean in the speciﬁc professional role or subject area?

[Barrie 2004]

Engineering skills - implicaons

§ It’s not about ”so skills” Personal, interpersonal, product, process, and system building skills are intrinsic to engineering and we should recognise them as engineering skills.

§ It’s not about “adding more content” Students must be given opportunies to develop communicaon skills, teamwork skills, etc. This is best achieved through praccing, reﬂecng, giving and receiving feedback (rather than lecturing on psychological and social theory).

§ It’s not about “wasng credits” When students pracce engineering skills they apply and express their technical knowledge. As they expose their understanding among peers, doing well will also maer more to them. Students will develop deeper working knowledge.

§ It’s not about appending “skills modules” Personal, interpersonal, product, process, and system building skills must be pracced and assessed in the technical context, it cannot be done separately.

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Course Design for Integrated Learning

Learning What should the students be able to do as a result outcomes are Formulating of the course? the basis for intended course design learning outcomes

Construcve alignment [Biggs] Designing Designing activities assessment

What work is appropriate for the How should the students students to do, to reach the demonstrate that they fulﬁl the learning outcomes? learning outcomes?

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Construcve What should the students be able to do as a result alignment - applied Formulating of the course? intended learning outcomes

Designing Designing activities assessment

What work is appropriate for the How should the students students to do, to reach the demonstrate that they fulﬁl the learning outcomes? learning outcomes?

Construcve What should the students be able to do as a result alignment - applied Formulating of the course? intended learning outcomes

Designing Designing activities assessment

What work is appropriate for the How should the students students to do, to reach the demonstrate that they fulﬁl the learning outcomes? learning outcomes?

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Construcve What should the students be able to do as a result alignment - applied Formulating of the course? intended learning CDIO Standard 7 – Integrated Learning Experiences outcomes Integrated learning experiences that lead to the acquision of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills. Designing Designing activities assessment CDIO Standard 11 – Learning Assessment Assessment of student learning in CDIO Standard 8 – Acve Learning What work is appropriate for the How should the students demonstrate that they fulﬁl the personal and interpersonal skills, Teaching and learning based on acve and students to do, to reach the and product, process, and system experienal learning methods learning outcomes? learning outcomes?building skills, as well as in disciplinary knowledge.

Anyone can improve a course if it means that the teacher works 100 hours more

That is not a valid soluon… This is about how to get better student learning from the same (finite) teaching resources

CDIO Standard 10 -- Enhancement of Faculty Teaching Competence Acons that enhance faculty competence in providing integrated learning experiences, in using acve experienal learning methods, and in assessing student learning.

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Examples are illustraons of principles

A speciﬁc will illustrate example

generic to principles inspire

applicaons - of many diﬀerent kinds.

Educational development strategies

Improving problem/pracce-based Improving discipline-led learning learning § Improving the quality of understanding § Adding problem/pracce-based learning § Knowledge prepared for use: seeing experiences the knowledge through the lense of - Early engineering experience problems - A sequence of Design-Implement Experiences § Ability to communicate and collaborate § Improving reﬂecon and learning § Interconnecng the disciplines § Improving cost-eﬀecveness of teaching

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A course in Basic Materials Science § Standard lecture based course § Focus on disciplinary knowledge (“content”) Hypoeutectoid steel was quenched from austenite to martensite which was tempered, spheroidized and hardened by dislocaon pinning..