cdio_standardscdio_standards.docVIP

The CDIO? Standards In January 2004, the CDIO Initiative adopted 12 standards that describe CDIO programs. These guiding principles were developed in response to program leaders, alumni, and industrial partners who wanted to know how they would recognize CDIO programs and their graduates. As a result, these CDIO Standards define the distinguishing features of a CDIO program, serve as guidelines for educational program reform and evaluation, create benchmarks and goals with worldwide application, and provide a framework for continuous improvement. The 12 CDIO Standards address program philosophy (Standard 1), curriculum development (Standards 2, 3 and 4), design-build experiences and workspaces (Standards 5 and 6), new methods of teaching and learning (Standards 7 and 8), faculty development (Standards 9 and 10), and assessment and evaluation (Standards 11 and 12). Of these 12 standards, seven are considered essential because they distinguish CDIO programs from other educational reform initiatives. (An asterisk [*] indicates these essential standards.) The five supplementary standards significantly enrich a CDIO program and reflect best practice in engineering education. For each standard, the description explains the meaning of the standard, the rationale highlights reasons for setting the standard, and evidence gives examples of documentation and events that demonstrate compliance with the standard. Standard 1 -- CDIO as Context* Adoption of the principle that product and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education Description: A CDIO program is based on the principle that product and system lifecycle development and deployment are the appropriate context for engineering education. Conceiving--Designing--Implementing--Operating is a model of the entire product lifecycle. The Conceive stage includes defining customer needs; considering technology, ente