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USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS

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. Main messages.

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USING THE CDIO SYLLABUS IN FORMULATION OF PROGRAM GOALS – EXPERIENCES AND COMPARISONS

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  1. 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

  2. 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.

  3. 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

  4. 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.

  5. 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.

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

  7. 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

  8. 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.

  9. Course level ITU-matrix

  10. Program level ITU-matrix

  11. Skill progression matrix • Main idea: Describe the progression using Bloom´s taxonomy

  12. Skill progression matrix – part I

  13. Skill progression matrix – part II

  14. 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

  15. 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.

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