Designing a CDIO Programme: The
CDIO Syllabus and Standards
Helene Leong
Director
Educational Development Department
Singapore Polytechnic

THE ENGINEERING
TRANSFORMATIONFirst year
engineering student•••

Not sure of the purpose of
studying engineering
Find engineering dry & complex
Does not aspire to stay inengineering after graduation

Engineering Innovator
With a Cause•••Can Do Hands-on Engineering :possesses both theory and practice
Can Be Innovative, able to work in
multidisciplinary teams
Can Serve Socially andEnvironmentally in a purposefullymanner

CDIO | A Worldwide Innovative Educational FrameworkSense of purpose

meaningful

joy of learning

What should this learning experience be like?
joy of engineering
motivation to learn

What Do We Teach ?
How Do We Teach ?

CDIO | A Worldwide Innovative Educational FrameworkMore than 100 Institutions of Higher Learning
CDIO | A Worldwide Innovative Educational Framework

CDIO | A Worldwide Innovative Educational Framework

Why CDIO Initiative ?
•Meeting standards and criteria set by accreditation bodies
such as ABET- Accreditation Board for Engineering &Technology•

Falling Engineering Enrolment as well as students finding thatengineering is too dry and theoretical in the first year of
study

CDIO | A Worldwide Innovative Educational Framework

Goals of CDIO
To educate students who are able to• master a deeper working knowledge of the technicalfundamentals• lead in the creation and operation of new products,
processes and systems• understand the importance and strategic impact of researchand technological development on society
And to attract and retain students in Engineering

CDIO | A Worldwide Innovative Educational Framework

THE C-D-I-O PROCESS
Lifecycle of a product, process, project, system, software, material
Conceive: customer needs, technology,
enterprise strategy, regulations, andconceptual, technical and businessplans.

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 orprocess delivering the intended value,
including maintaining, evolving andretiring the system
CDIO | A Worldwide Innovative Educational Framework

C-D-I-O Process: the Context forEngineering Education
Conceiving-DesigningImplementing-Operating shouldbe the context, but not thecontent, of engineering
education-

Closely aligned to engineering
practice
Communicates the rationale andrelevance of what students arelearning
Interconnects concepts andknowledge that builds on eachother
Increase retention of new
knowledge and skills

CDIO | A Worldwide Innovative Educational Framework

CDIO @ SINGAPORE POLYTECHNIC• CDIO collaborator since 2004 – piloted in the School of Electrical andElectronic Engineering• Adopted by 6 academic schools, Implemented in 15 programsoooin 2007- Architecture and the Built Environment- Chemical and Life Sciences- Electrical and Electronic Engineering- Mechanical and Aeronautical Engineering
In 2009- Digital Media and Info-Comm Technology
In 2012- Singapore Maritime Academy• Designated as a CDIO Regional Centre for Asia
CDIO | A Worldwide Innovative Educational Framework

Asia Region
Singapore Polytechnic
Nanyang Polytechnic
Kanazawa Institute of Technology
Kanazawa Technical College
Vietnam National University - Ho Chi Minh City
Duy Tan University
School of Engineering at Taylor's University College

Shantou University
Beijing Jiaotong University
Beijing Institute of Petrochemical Technology
Chengdu University of Information Technology
Dalian Neusoft Institute of Information
Suzhou Industrial Park Institute of Vocational Technology
Tsinghua University
Yanshan University
CDIO | A Worldwide Innovative Educational Framework

THE CDIO SYLLABUS

CDIO OVERVIEW
The activities within the CDIO Initiative are based on two key
documents
What : CDIO Syllabus– Disciplinary Knowledge– Personal Skills– Interpersonal Skills– CDIO Skills

How : 12 Standards– Curriculum– T&L methods– Assessment– Faculty Competence– Workspace

CDIO | A Worldwide Innovative Educational Framework

THE CDIO SYLLABUS
What is the full set of knowledge, skills
and attitudes that a student should
possess as they graduate fromuniversity?
At what proficiency?

CDIO | A Worldwide Innovative Educational Framework

CDIO SYLLABUS: TRANSLATING NEEDS TO GOALS

Educate students who:
Understand how to conceivedesign-implement-operate
Complex value-added
engineering systems
In a modern team-basedengineering environment
And are mature and thoughtful
individuals

Process
Product

4. CDIO
1. Technical 2. Personal

3. Interpersonal

Team
Self

The CDIO Syllabus - a comprehensive statement of detailed
goals for an engineering education
CDIO | A Worldwide Innovative Educational Framework

CDIO Syllabus
1. Disciplinary Knowledge & Reasoning(Learning to Know) Knowledge of underlying
mathematics and sciences Core engineering fundamental
knowledge
 Advanced engineering fundamental
knowledge, methods and tools

2. Personal and Professional Skills &Attributes (Learning to Be)

 Analytical reasoning and problem
solving Experimentation , investigation andknowledge discovery
 System thinking
 Attitudes, thoughts and learning Ethics, equity and other
responsibilities

3. Interpersonal Skills: Teamwork &Communication (Learning to Live
Together) Teamwork
 Communications
 Communication in a foreign
language

4. Conceiving, Designing,
Implementing & Operating Systems
in the Enterprise & Environmental
Context (Learning to Do)
 External, societal andenvironmental context
 Enterprise and business context
 Conceiving, systems engineeringand management
 Designing Implementing Operating

CDIO | A Worldwide Innovative Educational Framework

CDIO SYLLABUSSCIENCES
1.2. CORE ENGINEERING FUNDAMENTALKNOWLEDGE
1.3. ADVANCED ENGINEERINGFUNDAMENTAL KNOWLEDGE
4
2

PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES
2.1. ENGINEERING REASONING AND
PROBLEM SOLVING
2.1.1. Problem Identif ication and Formulation
2.1.2. Modeling
2.1.3. Estimation and Qualitative Analysis
2.1.4. Analysis With Uncertainty
2.1.5. Solution and Recommendation
2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY
2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and Electronic
Literature
2.2.3. Experimental Inquiry
2.2.4. Hypothesis Test, and Defense
2.3. SYSTEM THINKING
2.3.1. Thinking Holistically
2.3.2. Emergence and Interactions in
Systems
2.3.3. Prioritization and Focus
2.3.4. Tradeoff s, Judgment and Balance in
Resolution
2.4. PERSONAL SKILLS AND ATTITUDES
2.4.1. Initiative and Willingness to TakeRisks
2.4.2. Perseverance and Flexibility
2.4.3. Creative Thinking
2.4.4. Critical Thinking
2.4.5. Awareness of OneÕs Personal
Knowledge, Skills, and Attitudes
2.4.6. Curiosity and Lifelong Learning
2.4.7. Time and Resource Management
2.5. PROFESSIONAL SKILLS AND
ATTITUDES
2.5.1. Prof essional Ethics, Integrity,
Responsibility and Accountability
2.5.2. Prof essional Behavior
2.5.3. Proactively Planning f or OneÕs Career
2.5.4. Stay ing Current on World of Engineer

3

INTERPERSONAL SKILLS: TEAMWO RK AND
COMMUNICATION
3.1. TEAMWORK
3.1.1. Forming Ef fective Teams
3.1.2. Team Operation
3.1.3. Team Growth and Evolution
3.1.4. Leadership3.1.5. Technical Teaming
3.2. COMMUNICATION
3.2.1. Communication Strategy
3.2.2. Communication Structure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Communication
3.2.5. Graphical Communication
3.2.6. Oral Presentation and InterpersonalCommunication• Syllabus at 3rd level ofdetail• One or two more levels
are detailed• Rational• Comprehensive• Peer reviewed• Basis for design andassessment

3.3.1. English
3.3.2. Languages within the European Union
3.3.3. Languages outside the European
Union
CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERAT ING SYS TEMS IN THE
ENTERPRISE AND SOCIETAL CONTEXT
4.1. EXTERNAL AND SOCIETAL CONTEXT
4.1.1. Roles and Responsibility of Engineers
4.1.2. The Impact of Engineering on Society
4.1.3. SocietyÕ
s Regulation of Engineering
4.1.4. The Historical and Cultural Context
4.1.5. Contemporary Issues and Values
4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
4.2.1. Appreciating Dif ferent Enterprise
Cultures4.2.2. Enterprise Strategy, Goals andPlanning
4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations
4.3. CONCEIVING AND ENGINEERINGSYSTEMS4.3.1. Setting System Goals andRequirements
4.3.2. Defining Function, Concept andArchitecture
4.3.3. Modeling of System and Ensuring
Goals Can Be Met
4.3.4. Development Project Management
4.4. DESIGNING
4.4.1. The Design Process
4.4.2. The Design Process Phasing andApproaches
4.4.3. Utilization of Knowledge in Design
4.4.4. Disciplinary Design
4.4.5. Multidisciplinary Design
4.4.6. Multi-objective Design
4.5. IMPLEMENTING
4.5.1. Designing the Implementation Process
4.5.2. Hardware Manufacturing Process
4.5.3. Software Implementing Process
4.5.4. Hardware Sof tware Integration
4.5.5. Test, Verification, Validation andCertification
4.5.6. Implementation Management
4.6. OPERATING
4.6.1. Designing and Optimizing Operations
4.6.2. Training and Operations
4.6.3. Supporting the System Lifecycle
4.6.4. System Improvement and Evolution
4.6.5. Disposal and Life-End Issues
4.6.6. Operations Management(See Handbook, p. 17)

CDIO | A Worldwide Innovative Educational Framework

5

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VALIDATION WITH KEY STAKEHOLDERS
Massachusetts Institute of Technology, Cambridge

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REMARKABLE AGREEMENT!

CDIO syllabus correlated with ABETCDIO | A Worldwide Innovative Educational Framework

Comparison with Engineering Professional Career
Tracks1.

Generic set of skills needed by all engineers,:
•
•
•
•
•
•
•
•

2.

Analytical Reasoning and Problem Solving (2.1),
System Thinking (2.3),
Attitudes, Thought and Learning (2.4),
Ethics, Equity and Responsibility (2.5),
Teamwork(3.1),
Communications (3.2),
Communications in Foreign Languages (3.3) andExternaland Societal Context (4.1).

Skills for Engineering Professional tracks
•
•
•
•
•

The Researcher - Experimentation, Investigation and Knowledge Discovery(2.2)
The System Designer/Engineer - Conceiving, System Engineering and Management (4.3)
The Device Designer/Developer - Designing (4.4), Implementing (4.5)
The Product Support Engineer/Operator - Operating (4.6)
The Entrepreneurial Engineer/Manager - Enterprise and Business Context (4.2)

CDIO | A Worldwide Innovative Educational Framework

Customisation &Validation Of
SkillsSurvey of industry, faculty and alumni on relevance of
CDIO skills

Gap Analysis& Curriculum
MappingCurriculum
Integration &Design Of
Activities

Assessment
Redesign

Program
Evaluation

CDIO | A Worldwide Innovative Educational Framework

ACTIVITY: EXPECTED PROFICIENCYForm groups of 6As a group, rate the proficiency of each CDIO
learning outcome at the x.x level on a scale of
1 to 4 where :Scale:
1 To have experienced or been exposed to
2 To be able to participate in and contribute to
3 To be able to understand and explain
4 To be skilled in the practice or implementation

CDIO Syllabus – Customised for SP
MIT-CDIO syllabus

SP-CDIO syllabus

System Thinking
1. Thinking Holistically
2. Emergence and Interactions in Systems
3. Prioritization and Focus
4. Trade-offs, Judgement and Balance in
Resolution

System Thinking
1. Understand the Basis and Methods for
System Thinking
2. Analyse the Workings of Systems
3. Use a Range of Relevant System Thinking
Tools

Professional Skills and Attitudes
1. Professional Ethics, Integrity, Responsibility& Accountability
2. Professional Behaviour
3. Proactively Planning for One’s Career
4. Staying Current on World of Engineer

Professional Skills and Attitudes
1. Evaluate the Impact of Values and Ethics
2. Demonstrate Professional Behaviour at
Work and in Society
3. Stay Current on Emerging Research andPractices in your Field

CDIO | A Worldwide Innovative Educational FrameworkSP customised CDIO Syllabus
CDIO syllabus

SP-CDIO syllabus

Communication
1. Communications Strategy
2. Communications Structure
3. Written Communication
4. Electronic/Multimedia
Communication
5. Graphical Communications
6. Oral Presentation
7. Inquiry, listening, dialog
8. Negotiation, compromise and conflict
resolution
9. Advocacy

Communication
1. Design appropriate
communications strategies
2. Demonstrate effective written
communication
3. Demonstrate effective oral
communication

CDIO | A Worldwide Innovative Educational Framework

3.1 COMMUNICATIONS
3.1.1 Design appropriate communications strategies
Analyze the communication situation (e.g., in terms of purpose, audience and context (PAC))
Identify communications objectives
Read critically and select relevant content
Identify and choose appropriate communication structure and style
Select appropriate multimedia and graphical communication (e.g. email, voicemail, videoconferencing, tables and charts, sketching and drawing)

3.1.2 Demonstrate effective written communication
Write with logical organization and clear language flow
Use concise and precise language
Use correct grammar, spelling and punctuation
Apply appropriate written styles with appropriate formatting conventions to suit PAC

3.1.3 Demonstrate effective oral communication
Design and deliver presentations applying communication design principles
Speak clearly and coherently
Use appropriate nonverbal communications (e.g., posture, gestures, eye contact)
Demonstrate active and empathetic listening in a range of communication situations
Ask and answer questions effectively

CDIO | A Worldwide Innovative Educational Framework

CDIO IS A REFERENCE MODEL,NOT A PRESCRIPTION
Everything has to be translatedtransformed to fit the context andconditions of each university /program
You are probably doing some CDIO
elements alreadyTake what you want to use, transform it
as you wish, give it a new name,assume ownership
CDIO provides a toolbox for working
through the process

CDIO | A Worldwide Innovative Educational Framework

Program Structure for Integration of CDIO Skills across 3 years of Study
Teamwork
SEMESTER 1SEMESTER 2SEMESTER 3

SEMESTER 4SEMESTER 5SEMESTER 6

Core Module
1A-1

Core Module
1B-1

Core Module
2A-1

Core Module
2B-1

Core Module
3A-1

Core Module
3B-1

Core Module
1A-2

Core Module
1B-2

Core Module
2A-2Core Module
2B-2Core Module
3A-2

Core Module
3B-2

Core Module
1A-3

Core Module
1B-3

Core Module
2A-3Core Module
2B-3

Core Module
3A-3Core Module
3B-3Core Module
1A-4

Core Module
1B-4

Core Module
2A-4

Core Module
2B-4

Core Module
3A-4Core Module
3B-4Core Module
1A-5

Core Module
1B-5

Core Module
2A-5

Core Module
2B-5

Core Module
3A-5

Core Module
3B-5

Core Module
1A-6

Core Module
1B-6

Core Module
2A-6

Core Module
2B-6

Core Module
3A-6

Core Module
3B-6

Year 1: Exposure to
CDIO skills

Year 2: Reinforcement of
CDIO skills

Year 3: Practice andApply of CDIO skills

CDIO | A Worldwide Innovative Educational Framework

Customisation& Validation
Of Skills

Gap Analysis& Curriculum
MappingCurriculum
Integration& Design ofActivities

Assessment
Redesign

Program
Evaluation

CDIO | A Worldwide Innovative Educational Framework

CDIO | A Worldwide Innovative Educational Framework

CDIO STANDARDSCDIO OVERVIEW
The activities within the CDIO Initiative are based on two key
documents
What : CDIO Syllabus– Disciplinary Knowledge– Personal Skills– Interpersonal Skills– CDIO Skills

How : 12 Standards– Curriculum– T&L methods– Assessment– Faculty Competence– Workspace

CDIO | A Worldwide Innovative Educational Framework

CDIO Standards• define the distinguishing features of a CDIO program• serve as guidelines for program reform• create benchmarks and goals that can be applied
worldwide• provide a framework for continuous improvement

CDIO | A Worldwide Innovative Educational Framework

HOW CAN WE DO BETTER?
Retask current assets and resources in:
Curriculum• Teaching and learning methods• Design-implement experiences and engineering workspaces• Learning assessment methods• Faculty competence• Program evaluation•

Evolve to a model in which these resources are better
employed to promote student learning
CDIO | A Worldwide Innovative Educational Framework

CDIO Standards
Standard 1

CDIO as the context

Standard 2
Standard 3
Standard 4Standard 5

CDIO Syllabus OutcomesIntegrated Curriculum
Introduction to Engineering
Design-Build Experiences

Workspace/Labs

Standard 6

CDIO Workspaces

Teaching and Learning Methods

Standard 7
Standard 8

Integrated Learning Experiences
Active Learning

Enhancement of FacultyCompetenceStandard 9Standard 10

Enhancement of Staff CDIO Skills
Enhancement of Staff Teaching Skills

Assessment Methods

Standard 11
Standard 12

CDIO Skills Assessment
CDIO Program Evaluation

Curriculum

CDIO | A Worldwide Innovative Educational Framework

Please refer to handout on CDIO standards• Description• Rationale• Rubrics

CDIO | A Worldwide Innovative Educational Framework

CDIO Self-Evaluation Template
CDIO STANDARD
1

CDIO as Context
Adoption of the principle that productand system lifecycle development anddeployment – Conceiving, Designing,
Implementing and Operating - are thecontext for engineering education

2

CDIO Syllabus OutcomesSpecific, detailed learning outcomes for
personal, interpersonal and productand system building skills, consistent
with program goals and validated byprogram stakeholders

3

Integrated Curriculum
A curriculum designed with mutually
supporting disciplinary subjects, withan explicit plan to integrate personal,
interpersonal and product and systembuilding skills

EVIDENCE OF COMPLIANCE

RATINGCDIO | A Worldwide Innovative Educational Framework

ACTIONSExercise: Learn and teach CDIO standards toyour colleagues – 30 mins
• Why?
– Deeper understanding of the standards• What?
– Learn two standards– Very preliminary self-evaluation on these two• You need
– Write up on Standards 3 and 4 and their rubrics– Self evaluation teamplate– Some paper and pens

• How?
– Form groups of 4
– 2 members to read and understand standard 3(Integrated Curriculum) and the other 2 to read andunderstand standard 4 (Introduction to Engineering)
15 mins– Self evaluate your own programme for the standard
3 and 4 using the rubrics– Share with group members

Standard 3(Integrated
Curriculum)

CDIO | A Worldwide Innovative Educational FrameworkStandard 4(Introduction to
Engineering)Implementation in SPHorizontal and Vertical
Articulation and Integration of
Knowledge and Skills
Final Year
Capstone Project

Year 3
CDIO skills areStrengthened

Year 2
CDIO skills are
Reinforced

Year 1
CDIO skills are
Introduced

SocialInnovation
Project

Design Build
CourseIntroduction to
Engineering
Represents a cluster ofintegrated knowledge and skills

CDIO | A Worldwide Innovative Educational Framework

Year 2 CurriculumStandard 5: Design and Build

Engineering Design• students learnscheduling, machinecomponent designand selection,
fabrication andassembly activities
provide realexperiences ofengineering work

Communication

Computer-aided Design
merged• reading andvisualization ofengineeringdrawings and applying
modelling skill tocreate part models anddrawings

Context
Connector Trimming
Machine& Teamwork

ManageLearning

CDIO Skills
CDIO | A Worldwide Innovative Educational FrameworkSequencing and Linking Modules
Creating opportunities to integrate Knowledge and Skills across modules

Mechanics
Conceive,
design andbuild amechanicalcatapult

DesignThinking(creative
thinking)

MachinePractice

Communication
skillsTeamworkskillsSketching/
CAD

Year 1 Introduction to Engineering
http://www.youtube.com/watch?v=KUGwL
Hn1vbw&feature=g-upl
CDIO | A Worldwide Innovative Educational FrameworkSequencing and Linking Modules
Creating opportunities to integrate Knowledge and Skills across modules
Students are introduced a machine with a missing element. They are to
design using CAD, fabricate and integrate it into the machine.
Year 2 Design Build
Engineering
design anddrawing

CommunicationskillsCAD

Conceive,
design andbuild aworkingIndustrial
machineTeamworkskillsFabrication
andassembly

Designspecificationand concept

Projectmanagement
skillsCDIO | A Worldwide Innovative Educational Framework

Student Experiences

Re-designed

Year 1

Year 2

Year 3Introduction to Engineering(basic conceive, design andimplement)

Year 2 project
Conceive, Design(Design Thinking)

Capstone Project
Conceive, Design, Implement
and Operate

CDIO | A Worldwide Innovative Educational Framework

STRENGTHENING THE CDIO
FRAMEWORKDesign Thinking Methodology

CDIO | A Worldwide Innovative Educational Framework

Strengthening CDIO
with Design Thinking

SP Design Thinking Framework
CDIO | A Worldwide Innovative Educational Framework

Meaningful Engagement
through Social Innovation

Engineering
Innovator
With a Social Cause• To Do Hands-on
Engineering :possesses both theory
and practice• To Be Innovative,
Steve Jobs is his rolemodel, able to work in
multidisciplinary teams• To Serve Socially andEnvironmentally in apurposefully mannerSocial Innovation

EmpathyEthnographic Study of the Lifestyle of Singaporeans aged 50+• How do they live their lives?
• What are their daily activities?
• What problems/obstacles dothey face?
- Interviews and user
observations- Video or photo research- Photo-montage or moodboard

CDIO | A Worldwide Innovative Educational Framework

Ideation

CDIO | A Worldwide Innovative Educational FrameworkPrototyping

CDIO | A Worldwide Innovative Educational Framework

Final Concept & Prototype

Horizontal Refrigerator

CDIO | A Worldwide Innovative Educational Framework

PURPOSEFUL CHALLENGES, INNOVATIVE THINKING,GROWTH MINDSETS

ChinaThailand
Vietnam
Malaysia

Singapore
Indonesia

Using Design Thinking and skills to come up with
innovative solutions for communities in Asia
CDIO | A Worldwide Innovative Educational Framework

INTRINSIC MOTIVATION

Essential Skills for the VUCA World

Design Thinking

MAD

Intrinsic Motivation
Framework
To Find his True Talent
Purposeful Play

Dare to Think(Innovation)

To develop the
CREATIVE CONFIDENCE
in our students

PassionPurposeDare to Do(“Can Do” Spirit)

Developing
selfdirected
learners

COMPONENTS
OF SP’S
INTRINSIC
MOTIVATIONFRAMEWORK

Nurturinga growth
mindsetThe Self-Driven Learner witha Growth Mindset
with theCreative Confidence
to Dare to Thinkand Dare to Do.

Developing
innovators
through play,passion andpurpose

55

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60

61

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CONCLUSION

The CDIO Initiative• Industry benefits– CDIO produces engineers who have the knowledge, talents
and experience it specifically needs.

• Educators interested– CDIO syllabus forms a basis for curricular planning andoutcome based assessment• Students enthusiastic– Graduate with a unique array of personal, interpersonaland system-building experiences

CDIO | A Worldwide Innovative Educational FrameworkCurriculum Changes
Before CDIO

With CDIO

Learning outcome is determined by “whatwe think students are capable of doing”

Learning outcome is determined by what
the graduates are expected to do, i.e. job
competency

Courses are still largely “independent”, i.e.
compartmentalized learning and not
integrative

Courses are integrated to support the job
competency.

Few opportunities for Conceive, some
Design, mostly Implement and Operate

Balanced treatment of C-D-I-O elements

Life skills taught separately in standaloneclasses

Life skills integrated into technical classes

Assessment is heavy on testing knowledge

Assessment of application of knowledge
and CDIO skills enhanced

CDIO | A Worldwide Innovative Educational Framework

CONCLUDING REMARKS• The CDIO approach provides a reference model for engineering education
where professional practice and innovation is focused• The CDIO approach is codified in the CDIO syllabus and standards. CDIO
elements can be used as an integrated set or piecewise, are subject toadaptation to local context etc• CDIO is an open endeavor – you are all welcome to participate andcontribute – over 100 universities worldwide are now members of the CDIO
Initiative• To learn more, visit www.cdio.org or read Rethinking Engineering Education:
The CDIO Approach by Crawley, Malmqvist, Östlund, & Brodeur, 2007

CDIO | A Worldwide Innovative Educational Framework

THANK YOU!