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CDIO Definition

CDIO is considered the context for engineering education in that it is the cultural framework, or environment, in which technical knowledge and other skills are taught, practiced and learned.

………………..it is an EDUCATION REFORM SYSTEM

CDIO – International Collaboration

The CDIO initiative is an international initiative to reform engineering education, which involves collaboration between leading engineering schools and departments from around the world.

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• An International Programme that currently involves collaboration

between Engineering Schools from over 90 Universities worldwide. • Its aim is to ensure that Engineering Education fully prepares

graduates to become Professional Engineers, and employs the most effective Teaching and Learning Methods available.

• Its basic tenet is that Professional Engineers are involved in the

Conception, Design, Implementation and Operation of value-added products and systems, and that this should

provide the context for Engineering Education.

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• Originated in the School of Aeronautics and Astronautics at MIT.

• MIT launched the CDIO Initiative in 2000 as a collaborative programme with Chalmers University, Linkoping University

and KTH (Stockholm).

• The School of Mechanical & Manufacturing Engineering at QUB

had links with Chalmers (through an ERASMUS-funded Student

Exchange programme) and were invited to join in 2003.

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• 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 process delivering the intended

value, including maintaining, evolving and retiring the system

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• 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 future researchers to understand the importance and strategic value of their work

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Set Of Knowledge, Skills And Attitudes

1. Technical Knowledge & Reasoning

1.1 Knowledge of underlying sciences

1.2 Core engineering fundamental knowledge

1.3 Advanced engineering fundamental knowledge

2. Personal and Professional Skills & Attributes

2.1 Engineering reasoning and problem solving

2.2 Experimentation and knowledge discovery

2.3 System thinking

2.4 Personal skills and attributes

2.5 Professional skills and attributes

3. Interpersonal Skills: Teamwork & Communication

3.1 Multi-disciplinary teamwork

3.2 Communications

3.3 Communication in a foreign language

4. Conceiving, Designing, Implementing & Operating Systems in the Enterprise & Societal Context

4.1 External, societal and environmental context

4.2 Enterprise and business context

4.3 Conceiving, systems engineering and management

4.4 Designing

4.5 Implementing

4.6 Operating

4.7 Leading Engineering Endeavors

4.8 Entrepreneurship

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To motivate students to study engineering

• To provide a set of personal experiences which 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)

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Design build experiences are instructional events in which learning occurs through the creation of a product, process, or system

• Provide authentic activities onto which more abstract learning can be mapped • 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

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CDIO Program Evaluation

• A system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

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