CURRICULUM DESIGN

Ed Crawley
Sören Östlund
Mats Hanson
Kristina Edström
External Review
18 June 2003
CDIO CURRICULUM DESIGN

Outline:
– Goals of design process
– Design issues
– Design and implementation process
– KTH example
– Impact at other universities
GOALS OF DESIGN PROCESS

• Create curricula which support a deeper working

knowledge of the technical fundamentals, and allow
learning of the CDIO Syllabus outcomes

Demands on design process:

– Curriculum must be owned by the faculty
(commitment)
– Integration of multiple learning objectives in
disciplinary courses
– CDIO Syllabus topics covered with approximate
correlation to expected level of proficiency
– Flexible process which can be adapted to various
national and disciplinary programs
DESIGN ISSUES

Before launching into implementing the CDIO curriculum

design, it is important to identify, understand and
specifically address four issues:

– Learning outcomes derived from CDIO Syllabus and

stakeholder survey: Technical knowledge (1.X),
Personal (2.X), Interpersonal (3.X) and System
Building (4.X)

– Course structure and topology

– Sequence of learning experiences

– Mapping of CDIO 2.X - 4.X onto course structure

 COURSE STRUCTURE & TOPOLOGY

Conventional

Block Bus

Sequential Linked/merged

Alternatives to conventional modular curricular structure

SEQUENCE OF LEARNING EXPERIENCES

How do we sequence and coordinate learning

experiences?

In traditional technical disciplines, a sequence is often well

established:
– Zeroeth law of thermodynamics
– First law of thermodynamics
– Second law of thermodynamics

In CDIO skills 2.X - 4.X, this sequence is less obvious.

MAPPING ONTO COURSE STRUCTURE

Need to create a mapping of the CDIO Syllabus

topics onto the modified course structure

• Introduce (I): spend a little time, no explicit learning

objective, assignment or grading
• Teach (T): really try to teach, spend some time, have
a related learning objective, include in assignments
and in assessment
– Primary teaching (T1): a larger commitment of
importance and time
– Secondary teaching (T2): a smaller commitment of
time and importance
• Utilize (U): assume the students possess this skill,
and use it to reach some other learning objective
DESIGN AND IMPLEMENTATION
PROCESS

1. Validate syllabus with stakeholders (survey)

2. Benchmark of present achievement of outcomes
(also gives info on what faculty is willing & able to do)
3. Broader discussion (exposure, buy-in, commitment)
4. Develop framework
(Approximate structure & sequence -> x.x mapping)
5. Commissions to course coordinator/owner
6. Course coordinators develop detailed plan of course
(learning objectives etc)
7. Feedback & convergence -> Final mapping Iterative process
8. Implementation
9. Evaluation/assurance
"MMT 2003" PROJECT AT KTH

• MMT = School of Mechanical and Materials Engineering

– Main goal to adopt the Bologna structure
– Funded by the KTH University board
(USD 1,2 million over 3 years)
– CDIO-inspired redesign also of non-CDIO member
programs in MMT

• Scope: Core curriculum (first 3 years) correspond to 52

courses given by 17 departments

• Zero base approach

– No courses in database from fall 2003
– Four (more or less) new programs
BOLOGNA CONSISTENT MODEL

Undergraduate level Advanced level Doctorate level

180 ECTS 120 ECTS XXX ECTS

(3 years) (2 years)

Bachelor degree Master degree PhD degree

ECTS = European credits (60 ECTS per year)

PROJECT ORGANISATION
• A large number of people were invited to do some work in
the project

• Working group consisted of

– Project leader (a faculty member)
– Dean
– All program chairmen
– Learning designer
– Student representative (employed part time)
– Administrators
• Seven committees (groups of faculty + student rep)
• Faculty representatives from 17 departments (often the
department heads)
• Reference group from industry
EARLY DESIGN PROCESS
• Working group and committees developed a framework:
– Course structure and topology of the four programs
– Preliminary CDIO mapping (what CDIO learning
outcomes in which courses)
MAPPING ONTO COURSE STRUCTURE

Note: Only small part of document translated here for illustration purpose. Full MMT documentation available in Swedish.
SEQUENCE OF LEARNING EXPERIENCES

VEHICLE ENGINEERING
Year 1 Perspectives on
Vehicle Eng. Mathematics I Physics

Mechanics I Mathematics II Numerical

Methods

Year 2 Mechanics II Solid Product

Mechanics development

Thermodynamics Mathematics III Fluid Sound and

mechanics Vibrations

Year 3 Control Theory Signal

Electrical Eng. Statistics
analysis

Communi-
Teamwork
cation
COMMISSION PROCESS
• Faculty were commissioned to propose courses to the new
programs according to specifications & instructions

• Support to faculty (workshops & individual consultations)

offered until deadline

• Faculty submit course proposals

• Working group gives feedback & approval when

specifications are met

• Course development with funding (range USD 0-30.000)

and continuing support
STATUS

• Increased application competition to the new programs

• Students enter the new programs in fall 2003

• Evaluation: Delivery according to proposals?

LESSONS LEARNED

• Full management support, legitimacy, funding, high-profile

• Powerful methods and ideas (and added legitimacy) from CDIO

• Creating support & commitment for change process

with faculty in 17 departments, decision bodies at all levels, student
bodies, industry reference group etc. New formats for information &
discussion have been established as needed

• Active student participation in all activities (one student working part-

time in project group for nearly 2 years)

• Project management (phases with clear deadlines, the right decision

in the right body at the right time)

• Pedagogical control instruments used

(CDIO Syllabus, objectives formulated as intended learning outcomes
etc)
 IMPACT AT KTH

• 2002 evaluation of quality development at KTH.

The National Agency of Higher Education quotes the
Students Union's view:
– "On the other hand, the development in [MMT 2003] is
a success story. Good and clear reporting and a very
well working dialogue with students and all concerned
both within and outside the university. Bravo!"
– "[Regarding objectives] interesting things are
happening through the changes in the MMT area,
where increased importance is given to developing
objectives. For other areas work is more sluggish, both
when it comes to formulating and follow-up."

[Translated from Högskoleverkets rapportserie 2002:16 R page 52]

IMPACT AT OTHER UNIVERSITIES

Chalmers: Redesign of the Master level of the

Mechanical Engineering program completed. Bachelor
level is being redesigned aiming for students starting in
fall '04.

LiU: Redesign of the Y program largely completed.

Implementation of "CDIO Backbone", consisting of
introductory, electronic project and advanced capstones
close to completion.

MIT: Complete redesign of Aero/Astro curriculum with

full CDIO Syllabus mapping . Implementation begun in
Fall 2002.