Luleå University of Technology (LTU) joined the CDIO initiative in 2015. The development of the MSc program Industrial Design Engineering (IDE) was one of four test pilots to reform the educational program with the support of the CDIO framework at LTU. While the program was developed at the macro level, changes have also impacted the program, teachers, and students at the micro level (courses, lectures, and assessments).
Among the most important development areas for IDE are: Introduction to Engineering & Integrated curriculum. Several small courses have been integrated into two large design courses the two first years that run in parallel with typical engineering courses (math, physics, and chemistry). Within the CDIO project, it has been highlighted that engineering courses should be integrated and adapted to the specific programs.
Design-Implement Experiences. The two large design courses (first and second year) are redesigned to follow design-implement experiences. Several other design courses, such as Advanced product design, and Product and manufacturing design also let the students develop, implement and verify conceptual ideas.
Engineering workspaces. Redesign of classrooms, labs, meeting rooms, as well as informal learning environment have received much effort the past year to ensure an excellent learning environment. This new environment has received very positive feedback from students and faculty.
Active learning. TLAs are now to a higher extent based on small-group assignments, discussions, peer-feedback and other activities where the student’s own learning processes are encouraged.
Enhancement of Faculty Competence. A guest professor within Industrial Design has been employed for working with strategies, including how to develop and make the best use of current faculty competence. Enhancement of Faculty Teaching Competence. An open lecture series was conducted by experienced CDIO-implementers from KTH and Chalmers. A total of ten teachers within IDE attended the pedagogics course Program-driven course development with the support of the CDIO initiative (3 ECTS). Also, the persons responsible for CDIO implementation within IDE was attending a course in Educational Leadership Development (3 ECTS).
Learning outcomes and Learning assessment. The work here has focused both on a macro level developing a Competence profile for IDE-students, as well as testing and using different new types of learning assessment in courses. These are focused on the student's own reflection (written reflection or video reflection). Also, an oral examination has been introduced in some courses.
The results from the CDIO-implementation is perceived positive from both faculty and students, many of the small changes on assessment and active learning have got positive feedback as well as the new learning environment. We believe one success factor is the involvement of experienced CDIO-implementers which have to inspire and coach the faculty at LTU. The impact of the CDIO-implementation will be continuously evaluated because the students need to go through the complete curriculum to reveal the final impact.
Further evaluation is going to be conducted through workshops and interviews among the faculty and students to investigate perceived return of investment and student learning.
Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017
Conceive
Design
Implement
Operate
