All of the papers below are copyright by their authors, by the CDIO Initiative™, and/or by publishers, and appear here by permission.

A=Assessment C=Curriculum G=General CDIO
T=Teaching and Learning W=Workspaces

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Adoption of Active Learning in a Lecture-Based Engineering Class. By Steven R. Hall, Ian Waitz, Doris R. Brodeur, Diane H. Soderholm, and Reem Nasr In 1999, the Department of Aeronautics and Astronautics at MIT expanded its repertoire of active learning strategies and assessment tools with the introduction of muddiest-point-in-the-lecture cards, electronic response systems, concept tests, peer coaching, course Web pages, and Web-based course evaluations. This paper focuses on the change process of integrating these active learning strategies into a traditional lecture-based multidisciplinary course, called Unified Engineering. The description of the evolution of active learning in Unified Engineering is intended to underscore the motivation and incentives required for bringing about the change, and the support needed for sustaining and disseminating active learning approaches among the instructors. Presented at the ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002. Available here through the courtesy of the American Society of Engineering Education.
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Assessing engineering students' modeling skills. By Thomas Lingefjärd A group of researchers in mathematics education from Australia, England, and Ireland who are concerned about how to detect and recognize students modeling achievement, have devised assessment strategies and a mathematical modeling test for measuring general and specific competencies in modeling and applications. The mathematical-modeling test used in this study is intended to collect evidence of growth in mathematical modeling competencies.
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Assessing the teaching & learning of mathematics in the mechanical engineering program at Chalmers Technical University. By Thomas Lingefjärd The way students actually learn mathematics, in or outside an engineering program, is hard to follow and analyze. This study for one and a half years so far illustrates that engineering students' conceptual growth in algebra depends more on the engineering subjects than on the algebra course, and that some of the concepts and routine skills in the algebra course seem to stay out of reach even after one year. Presented by Prof. Thomas Lingefjärd of Chalmers Technical University and Göteborg University at the North American Chapter of the International Group for the Psychology of Mathematics Education conference in Athens, Georgia, USA, 26-29 October 2002.
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Assessment and mathematics examinations in the CDIO project. By Thomas Lingefjärd The fact that knowledge or understanding of mathematics is much more than just an ability to calculate or solve routine problems is well spread common knowledge among most of us who teach mathematics today. Yet, it can be very hard to really define what we mean by understanding mathematics. The fact that different taxonomies have been used for several years to illustrate how different levels of understanding or achievement can be matched against items of different conceptual difficulty is illustrated in this paper. Bloom's taxonomy and the MATH taxonomy are discussed in detail. This paper is a draft of a document to be used in faculty workshops at Chalmers Technical University and Göteborg University in Sweden.
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The CDIO Initiative from an Automatic Control Project Course Perspective. By M. Enqvist, S. Gunnarsson, M. Norrlöf, E. Wernholt and A. Hansson The CDIO Initiative is explained, and some of the results at the Applied Physics and Electrical Engineering program at Linköping University, Sweden, are presented. A project course in Automatic Control is used as an example. The projects within the course are carried out using the LIPS (Linköping interactive project steering) model. An example of a project, the golf playing industrial robot, and the results from this project are also covered.
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CDIO: An International Initiative for Reforming Engineering Education. By Karl-Frederick Berggren, Doris Brodeur, Edward Crawley, Ingemar Ingemarsson, William Litant, Johan Malmqvist, Sören Östlund. With support from the Knut and Alice Wallenberg Foundation, the Royal Institute of Technology, Linköping University, and Chalmers University of Technology, of Sweden; and the Massachusetts Institute of Technology of the US, launched the CDIO Initiative to improve undergraduate engineering education in their countries, and, eventually, worldwide. This paper describes the Initiative’s launch, progress and impact. This paper was published in World Transactions on Engineering and Technology Education , Vol. 2 No.1 (2003). Available here courtesy of the UNESCO International Centre for Engineering Education and the UNESCO publication World Transactions on Engineering and Technology Education.
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The CDIO Syllabus: A comparative study of expected student proficiency. By Johan Bankel, Karl-Fredrik Berggren, Karin Blom, Edward F. Crawley, Sören Östlund, Ingela Wiklund This paper describes a unique international collaboration among four universities to reform engineering education. The collaborators agreed to a statement of goals, which include descriptions of knowledge, skills and attitudes vital to an effective education, and codifies proficiency levels expected of graduates. We developed and utilized unique stakeholder surveys to both validate our prototype and determine desired proficiency levels. The collaboration resulted in The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education. The Syllabus is both a template and a process that can be used to customize the syllabus to others’ programs. It can define new educational initiatives, and be employed as the basis for rigorous assessment. This paper details how, with the input of industry, academia and others, the collaborators employed an engineering problem solving paradigm to effect redesign. It outlines the Syllabus and the unique process employed to create it. This paper was published in the European Journal of Engineering Education, Vol.28 No. 3 (2003) and is posted here by permission.
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CDIO Workshops and Laboratories Survey for the Vehicle Engineering Program at the Royal Institute of Technology, KTH. By HP Wallin and Sören Östlund A survey of the activities and physical spaces with respect to workshops and laboratories in the Vehicle Engineering Program at KTH was undertaken as part of the CDIO program. The results of the survey include the total number of students at each department that are involved in the eight different workshop and laboratory activities described in this investigation, i.e., activities outside traditional classroom teaching including lectures and tutorials. The results of the survey show that there is a strong relation between the type of subject and the use of workshops and laboratories. In mathematics and numerical analysis, and computing science, there are only a few students involved in activities which take place in particular workshop or laboratory spaces; even then, these students are in a “Student Work Place Mode”. On the other hand, in more applied subjects like machine design, vehicle engineering, and aeronautics, a large number of students are involved in more or less all of the eight different workshop and laboratory activities considered in this investigation. Traditional engineering science subjects like mechanics and solid mechanics typically end up somewhere between these two extremes. The survey also presents the equipment available at the different workshop and laboratory spaces available to the Vehicle Engineering students, as well as the type of general and CDIO-related activities taking place in the different spaces. (2002)
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Creating the CDIO Syllabus: A Universal Template for Engineering Education. By E. F. Crawley This paper details how a team at MIT identified and codified a set of goals for engineering education, which can serve as the basis for curricular improvement and outcome based assessment. The result of two years of scholarship, these goals are embodied in The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education. The specific CDIO (Conceive — Design — Implement — Operate) Syllabus objective is to create rational, complete, universal and generalizable goals for undergraduate engineering education. The Syllabus focuses on personal, interpersonal and system building skills, and leaves a placeholder for the disciplinary fundamentals appropriate for any specific field of engineering. It complements and significantly expands on ABET’s criteria. The process of adapting the Syllabus to a degree program includes a survey step to determine the desired level of proficiency in the designated skills that is, by consensus, expected of program’s graduates. With rationale, detail and broad applicability, the CDIO Syllabus’ principal value is that it can be generalized to serve as a model from which any university’s engineering programs may derive specific learning outcomes. Written for presentation to the ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002. Available here through the courtesy of the American Society of Engineering Education.
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Development of a Physical Prototyping Lab at Chalmers University of Technology. By J. Malmqvist, M. Distner Chalmers is developing a product realization lab consisting of two basic facilities: the IDE studio which supports teams working with virtual prototypes, and a physical prototyping lab that enables students to implement and operate their own designs. This lab will be a fundamental resource used throughout the ME education and the IDE education. The development and planning of the prototyping lab is described in this report. (27 September, 2001)
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Experiences from the Transformation of an Engineering Education Introductory Project Design Course Into a Project Design-Build-Test Course. By G. Gustafsson This paper describes the changes made to an introductory course in Mechanical Engineering at Chalmers University of Technology to transform it from a project design course into a project design-build-test course. The aim is to inspire engineering educators to introduce practical hands-on build (manufacture) elements in their curricula through an account of the positive experiences gained. Presented at NordDesign 2004, 18-20 August 2004, Tampere, Finland.
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First-year introductory courses as a means to develop conceive – design – implement – operate skills in engineering education programmes. By G. Gustafsson, D. Newman, S. Stafström and H. P. Wallin This paper presents a part of the ongoing Conceive – Design – Implement – Operate (CDIO) Program for Engineering Education Reform, which is run by Chalmers University of Technology, the Royal Institute of Technology and Linköping University, all in Sweden, and Massachusetts Institute of Technology, MA, USA. In the paper we present and discuss first-year introductory courses in engineering education programmes at the four universities from a CDIO perspective, with an emphasis on the student projects in these courses. Presented the SEFI Annual Conference, Firenze, Italy, 08-11 September 2002
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The IDE Studio - Development of an Environment for Distributed Design Work. J. Norrström Chalmers University of Technology has an objective to be on the front line in the area of distributed engineering. Thus, a room especially equipped for this type of work will be set up, the IDE studio. This thesis is the initiating step towards establishing the type of functionalities to be supported, and proposes how they could be carried out. This paper is a Master of Science thesis presented 01 November 2001.
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Implementing Product Data Management in Product Development Projects. P. Månsson, D. Nyberg The purpose of this thesis work is to change and develop the Product Development course, given to master level students at Chalmers, in line with the requirements CDIO and the examiner have set up for the education. As part of this a product data management system was implemented in the PD course to better prepare students to perform design activities in a software environment often used in industry. This paper is a Master of Science thesis presented 19 December 2002.
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International Collaboration in the Reform of Engineering Education. By D. Brodeur, E. Crawley, I. Ingemarsson, J. Malmqvist, S. Östlund In October 2000, with support from the Wallenberg Foundation, four universities launched an international collaboration designed to improve undergraduate engineering education in Sweden, the United States, and worldwide. This is a closely coordinated program with parallel efforts at the Royal Institute of Technology in Stockholm, Linköping University in Linkoping, Chalmers University of Technology in Göteborg, and the Massachusetts Institute of Technology. The vision of the project is to provide students with an education that stresses engineering fundamentals set in the context of Conceiving-Designing-Implementing-Operating real-world systems and products. The collaboration calls for three face-to-face meetings per year, alternating venues among the four institutions. Videoconferencing, email, and a dedicated Web page facilitate collaboration between meetings. This paper describes the results of the first year of the collaboration, the impact of the reform efforts, and the plans for the next three years.
Presented at the ASEE Conference, Montreal, Canada, 16-19 June 2002.Available here through the courtesy of the American Society of Engineering Education.
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Lessons Learned from Design-Build Test-Based Project Courses. By J. Malmqvist, P. Young, S. Hallström, J. Kuttenkeuler, T. Svensson Projects in which students design, build and test a device are increasingly being used in education. In this paper, a number of design-build-test-based project courses are analyzed. Findings indicates that these experiences do not only train design skills but also effectively motivate students, integrate disciplinary subjects, and provide a platform for teaching non-technical skills such as communication. These learning events further receive very positive evaluations from students, faculty and industry. However, design-build-test tasks also require careful planning, different faculty competence and re-designed learning environments. The paper suggests a set of guidelines that help address these challenges in a course development process. Presented at Design-2004, Dubrovnik, Croatia, May 2004.
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Problem-Based Learning in Aerospace Engineering Education. By D. Brodeur, P. Young, K. Blair Problem-based learning is now a widespread teaching method in disciplines where students must learn to apply knowledge, not just acquire it. In the undergraduate curriculum in Aeronautics and Astronautics at MIT, problem-based learning and design-build experiences are integrated throughout the program. In an early freshman-year experience, Introduction to Aerospace and Design, students design, build, and fly radio-controlled lighter-than-air (LTA) vehicles. In the sophomore-year Unified Engineering course, students design, build, and fly radio-controlled electric propulsion aircraft. In a course on Aerodynamics, a case study from either industry or government is used to provide an authentic problem. Upper-level capstone courses are entirely problem-based. In these PBL experiences, students identify problems of interest to them and experiment to find solutions, as well as design complex systems that integrate engineering fundamentals in a multidisciplinary approach. This paper describes several problem-based learning experiences in undergraduate aerospace engineering at MIT within a four-level framework for categorizing problems. It presents the learning theories that underlie the success of PBL, identifies the basic characteristics of PBL, critical features in the design of problems, and effective methods for assessing PBL. Presented at the ASEE Conference, Montreal, Canada, 16-19 June 2002.Available here through the courtesy of the American Society of Engineering Education.
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Problem-Based Learning in Professional Education By D. Brodeur
Interest in problem-based learning arose in higher education in response to criticism that programs in professional areas, e.g., medicine, engineering, failed to equip graduates with the problem-solving skills required for a lifetime of learning. Problem-based learning derives from the theory that learning is a process in which the learner actively constructs knowledge. This presentation uses examples from undergraduate aerospace engineering at MIT to present learning theories that underlie successful PBL, identify critical features in the design of problems, and suggest effective methods for assessing PBL experiences. Presented to the American Association of Higher Education, San Diego, CA, USA, 2 April 2004.
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Recommendations to Address Barriers in CDIO Project-based Courses. By Sven Andersson, Kristina Edström, Petru Eles, Madelaine Engström, Maria Knutson-Wedel, Diane H. Soderholm This report is presents the findings from an examination of several project-based courses at three universities in Sweden and one in the United States. Specifically the report contains recommendations for possible solutions to common barriers to teaching and learning in courses in which students work in pairs or groups to complete projects. In addition to recommendations, actual tools and resources are included to assist faculty who are planning or running project-based courses. (Dec. 2003)
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Student involvment in principled change: Understanding the student experience. By K. Edström, M. Engström, Å. Wiklund, J. Törnevik The CDIO Initiative is an international collaboration to reform engineering programs of participating institutions. Student representatives are actively involved in the process together with faculty and staff. In order to better represent a majority of students, the student representatives initiated and carried out a survey of learning experiences among their peers. In the three participating Swedish engineering programs, students were interviewed about their study experiences. Presented at the 2003 Improving Student Learning Conference, England.
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Survey of Laboratory Exercises within the Applied Physics and Electrical Engineering (Y) program at Linköping University. By S. Gunnarsson, P. Eles, T. Krantz-Rülcker, P. Frykman A survey concerning the laboratory exercise activities within the Applied Physics and Electrical Engineering (Y) program at Linköping University is presented. The aim of the survey has been to view the laboratory exercises from a CDIO perspective. Sixty-four laboratory exercises have been covered by the survey. The main conclusions are that "verification and/or illustration of principles" and "verification and testing" are the activities most often found in the laboratory exercises, while activities like "design" and "formulation of goals and specifications" are less common.
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Towards a New Model for First-Year Introductory Courses in Engineering Education Programmes. By G. Gustafsson, J. Malmqvist, D. Newman, S. Stafström and H. P. Wallin An important and common component of engineering programmes is a first-year course aimed at introducing various subjects as well as motivating the students and introducing them to the engineering profession. This paper compares four such courses at Chalmers University of Technology, The Royal Institute of Technology, Linköping University and the Massachusetts Institute of Technology. Discriminators showing details of each course are displayed and possible course development is discussed. Presented at NordDesign, Trondheim, Norway, August 2002
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A Transatlantic Program for Teaching Engineering Ethics. By Göran Collste As part of the CDIO program, teaching modules for ethics, communication and group work have been developed. The author of this paper, together with philosopher Martin Peterson, is responsible for the ethics module, In this paper, Collste discusses the module as part of the CDIO curriculum project. The ethics instructor guide is presented on a web-site. The paper includes a summary of the content of the ethics module, some particular so called “best practices,” and raises some questions for discussion. Presented at the Association for Practical and Professional Ethics annual conference in Cincinnatti, Ohio, USA, 28 February 2004.
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The Use of Virtual Reality in the Development Process of a Physical Prototyping Laboratory. By F. Spelz The use of virtual reality is shown in this report in the development of a physical prototyping laboratory at Chalmers University of Technology. The presentation of this model will take place in a Virtual Reality CAVE. (18 June 2001)
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Using Concept Maps and Concept Questions to Enhance Conceptual Understanding. By D. Darmofal, D. Soderholm and D. Brodeur Conceptual understanding is the ability to apply knowledge across a variety of instances or circumstances. Several strategies can be used to teach and assess concepts, e.g., inquiry, exposition, analogies, mnemonics, imagery, concept maps, and concept questions. This paper focuses on the last two -- concept maps and concept questions. Concept maps are two-dimensional, hierarchical diagrams that show the structure of knowledge within a discipline. Concept questions are questions posed to students to encourage higher order thinking and help them understand the basic principles of a discipline. This paper describes progress at MIT in the development and use of concept maps and concept questions in aerospace engineering. Presented at the ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002. Available here through the courtesy of the American Society of Engineering Education.
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Using portfolios for exit assessment in engineering programs. By D. Brodeur The MIT Department of Aeronautics and Astronautics is designing a portfolio assessment system to assess students' achievement of program outcomes. The undergraduate aerospace engineering program has embarked upon major curriculum reform initiatives centered on 16 program outcomes detailed in its CDIO Syllabus. Portfolios will be organized into categories reflecting these outcomes. (The 16 CDIO skills, or program outcomes, are also the cornerstone of the program's self-study report for ABET accreditation.) This paper addresses the planning and development of portfolios for assessing students' achievement at the end of their MIT aerospace engineering program.  Presented at the ASEE/IEEE Frontiers in Education Conference, Boston, MA, USA, 06-09 November 2002. Available here through the courtesy of the American Society of Engineering Education.
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Writing mathematics and assessment in the CDIO project.By T. Lingefjärd One growing concern about the change of how one assesses mathematics is often connected to the use of technology. Technology is used to reproduce pencil and paper work or in the development of concepts, and, consequently, one has to change the way assessment is practiced. One such change is to give students assignments where they are expected to communicate the mathematics through writing. This paper is a short example of how this can be connected to different taxonomies of levels of learning and understanding. This paper is a draft of a document to be used in faculty workshops at Chalmers Technical University and Göteborg University in Sweden.
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