CDIO In China
www.chinacdio.cn
www.stu.edu.cn
Shantou University
2013/03/27
agenda
1 The Challenges
2 CDIO Dissemination and Propagation in China
3 Integrated, Design-directed EIP-CDIO at STU
4 Work done by other CDIO PIG institutions
5 Experience to share
Part One
The Challenges
Challenges engineering education faces
The economy and
industry in China
 Unprecedented rapid growth
for 30 over years
 The need to gain deeper
knowledge understanding,
and more personal, interpersonal skills and ability
 A world manufacture center
to conceive, design,
 Transform from low-cost,
implement and operate in
low-innovative labor-
intensive manufacture to hi-
real context
 Traditional education must
tech, innovation-based
be reformed to face the
 Industry needs innovative
substantial changes in
talents for further
technological innovations
teaching, learning and
assessment.
Engineering education in 2009
Number of
HEI Offering
EE Programs
Total
Number
of HEI
Total
2,210
2,305
Bachelor
1,003
1,090
Associate
Degree
1,207
1,215
Number of
Engineering
Programs
Total
28,848
Bachelor
11,469
Associate
Degree
17,379
%
38.59
%
29.82
%
47.92
%
Total Number
of Programs
74,752
38,455
36,297
China has the largest engineering
education
17.21%
0.08%
5.88%
3.87%
2009 total
intake:
3,261,081
3.57%
Engineeing
19.24% intake:
1,023,678
6.22%
1.81%
0.52%
10.21%
31.39%
Philosophy 2563
Economics 191665
Law 126335
Education 116457
Literature 627375
History 17007
Science 332874
Engineering 1023678
Agriculture 58940
Medicine 202892
Administration 561295
Part Two
CDIO
Dissemination
and
CDIO与卓越工程师计划
Propagation in China
2005.10
Shantou University started
implementing CDIO
2006
All 5 programs in the College of
Engineering applied to 2006
cohort
2006
Shantou University the 1st member
of the International CDIO
Initiative in China
2007.11.6-8
2007 International CDIO fall
meeting held at STU
CDIO propagation in Chinese HE
institutions
MOE set up
2008.4
2008.5.17
“CDIO engineering
education research and practice
team”
The first teem meeting in Shantou
A national conference on CDIO
2008.5.17-19 disseminating the CDIO Initiative
教育部高教司理工处吴爱华
副处长在研讨会上发言
杨叔子院士、Edward F. Crawley、查建中教授，参加教育部“2007年第一批
大学生创新性实验计划项目”高校的工科院(系)、国家示范性软件学院等近
100所院校的200多位代表参加了会议
CDIO propagation in Chinese HE
institutions
MOE call implementation. A forum on
2008.12.13-15 how to implement CDIO in engineering
education held at STU
2008.12
18 institutions formed a “Pilot
Implementation Group (PIG)”
2008.12
STU as the PIG Leader, Chengdu
University of Infortechnology (CUIT)
as associate Leader
2008.12
Yanshan University (YU), CUIT, Hefei U
Tech., Guangzhou U as Team Leaders for
Mecanical, Eclectric, Chemical
engineering, respectively
CDIO propagation in Chinese HE
institutions
2009.3
1st 2009 PIG work meeting held in
Beijing. Decided two meetings
annually. Opened www.chinacdio.cn
2009.11
2nd 2009 PIG work meeting hel in CUIT,
Chengdu
2009.12
http://www.chinacdio.cn
MOE approved 11HE institutions reform
programs with CDIO as special feature
2010.3
1st 2010 PIG work meeting held in
Beijing. 21 more institutions jointed
PIG.
2010.12
2nd 2010 PIG work meeting held at the
Second Shanghai U. of Tech, Shanghai.
The four PIG teams
The Teams
Mechanical Eng. (Team Leader：Yanshan U)
Chemical Eng.
(Team Leader：Hefei U Tech)
Electric Eng. (Team Leader：Chengdu U. Info Tech)
Civil Eng. (Team Leader：Shantou U)
39 Institutions
The four teams work parallel to define typical
disciplinary program syllabi, curricula and deom courses
and projects. By doing so we touch the core hearts of
engineering.
A Regional CDIO conference held in
beijing
May 8-11, 2011，Beijing Jiaotong U. hosted a regional CDIO
conference.
400 over delegates from 8
countries participated in
the conference. Leaders
from MOE and the Chinese
Academy of Engineering
addressed in the
conference.
There were
also some delegates from
the industry.
Key supports for successful disseminating
CDIO in China
Educational authorities
– Vice Minister MOE Wu Qidi, Director Li Maoguo and Vice
Director Wu Aihua, the Science and Engineering Education
Sector, MOE have led and strongly supported the CDIO
implementation in China
 The Internal need for change in HE institutions
– Higher educators fulfil their responsibilities to
educational quality, the national economy and the
national competitiveness
Supports from educational community
Chief Editor Jiang Jiale, Professor
Cha Jianzhong, Professor Wang Peimin, and many more. They
provide theoretic guidance, disseminate the Initiative,
pushing and sustaining the propagation.
– Many important experts, eg.
– Media, especially research journals, like “Higher Engineering
Educaiton Research” have been important forums.
Part Three
Integrated,
DesignCDIO与卓越工程师计划
directed EIP-CDIO at STU
 CDIO re-innovation
 The strategy
 Work done
STU CDIO re-innovation
Design-directed EIP-CDIO Engineering Education
Conceive
Professionalism
Integrity
Ethics
Design
Implement
Operate
Framework of the Integrated Education
Goals
Syllabus
Curriculum
curriculum
decompose
Intended
Knowledge
Learning
Skills
outcome
attitudes
practicals
Learning
outcomes
Course 1
Course 2
……
LO
syllabus
ILO1
PjBL
PBL
Enquiry-based
learning
Learn by research
Case studies
√
Internship
ILO 2
√
ILO 3
√
……
Active and
experiential learning
Course
groups
s
Course
Teaching/learning
√
Course/ILO matrix
STU CDIO reform
Work together with faculty, external professors,
engineering education Experts, industrial experts
method
2
3
1
Start from
CDIOSyllabus：
-knowledge
-skills
-attitude
ILO
To fulfill
program goals
- learning
objectives
- curriculum
- quality
ensurrance
Combine
“excellent
engineer plan”
- Industrial
learning plan
- engineering
practice
- eng. Practice
center
Curriculum
Integrated
Core task 1：Define the mission and vision
 Program mission：clearly
defined program missions, with
considerations on institutional
conditions
 Program goals：vision of future
professional development,
current positioning, social
demands, professional attribute
demands
 knowledge, skills, attitudes：
knowledge, skills and attitudes
defined according to
professional competency models
Program gaol structure
Meta Goals
eg
the Mechatronics program
st
Mission：devoted to enable our students to excel successfully in the 21
century in technology, economy and social context, overcoming the two
big problems (“Can’t find the right idea”,”can’t fulfill the
idea”), help our students to become excellent engineers.
Vision：Out students will have sound and broad knowledge base and
engineering management skills, keep good professional ethics,
integrity and professionalism, gain significantly integrative
thinking skills and execution skills, be able to lead or participate
in the CDIO process of new products, process or systems.
Strategy ： use industry and society as the educational context, ride on
various of CDIO team projects, to enhance the students’ knowledge,
skills and attitudes as well as ethics, integrity and professionalism,
and to stimulate the students potentials.
The program syllabus
1.Technical knowledge
1.1数学、物理、生物
等基础科学知识
1.2力学、电学等核心
工程基础知识
1.3机械原理、设计与
制造等专业工程基
础知识
1.4 设计与解决问题全
过程技能
2.Personal and
professional skills
2.1机电产品研发过程的工
程推理和解决问题的能
力
2.2机电系统运行实验和发
现知识
2.3机电产品全系统的思维
整合(整合思维和批判
性思维)
2.4系统工作中的个人能力
和态度
2.5系统工作中的职业能力
和态度
2.6道德/诚信/职业操守与
社会责任心
2.7富有创新精神
2.8学习技能与战略
3.
Teamwork
communication
and
3.1机电产品研发中
的有效团队工作
4. Conceive,
design, implement
and operate with
the social and
industrical
context
3.2机电产品研发团
队中的有效交流
4.1大系统外部和社
会背景环境
3.3团队中使用外语
的交流
4.2理解复杂企业与
商业环境
3.4在不同和多种文
化环境中有效工
作和探索
3.5跨越人文、工程、
经济和社会的综
合视野
4.3机电新产品或新
系统的创意与
构思
4.4机械或电控系统
的设计
4.5机电产品的有效
实施
4.6机电产品全寿命
周期的运行
Core task 2: build the program syllabus
Decompose the knowledge, skill, attitude goals into
detailed intended learning outcomes
knowledge
Disciplinary
knowledge
skills
Engineering
skills
attitudes
Professional
skills
Program syllabus
CDIO能力培养大纲的4个层面:




复杂的工程系统（level 1:— 技术）
有成熟思维的个体（level 2:— 个人)
基于工程环境的现代团队(level 3:-团队交流)
构思－设计－实施－运行 （level 4:– CDIO）
1 技术知识和推理能力
1.1基础科学知识
1.1.1数学(包括统计学)
函数与极限
1.1.2物理
1.2 核心工程基础知识
1.2.1固体力学
机电专业
静力学
1.3专业工程基础知识
知识点
1.3.1工程图学
标准件与常用件
测绘
1.3.2运动学与机构
…..
1.3.3工程材料
2 个人职业技能和职业道德
2.1 工程推理和解决问题的能
力
2.1.1发现问题和表述问题
2.1.2 建模
2.1.3 估计与定性分析
2.1.4 带有不确定性的分析
2.1.5 解决方法和建议
2.2 实验和发现知识
2.2.1 建立假设
2.2.2 查询各种印刷资料和
电子文献
2.2.3 实验性的探索
2.2.4 假设检验与答辩
2.3 系统思维
2.3.1 全方位思维
2.3.2 系统的显现和交互作
用
2.3.3 确定主次与重点
2.3.4 解决问题时的妥协、
判断和平衡
2.4 个人能力和态度
2.4.1 主动性与愿
意承担风险
2.4.2 执着与变通
2.4.3 创造性思维
2.4.4 批判性思维
2.4.5 了解个人的
知识、能力和态度
2.4.6 求知欲和终
身学习
2.4.7 时间和资源
的管理
2.5 职业技能和道德
2.5.1 职业道德、
正直、责任感并勇于
负责
2.5.2 职业行为
2.5.3 主动规划个
人职业
2.5.4 与世界工程
发展保持同步
Program syllabus (continue)
3 人际交往能力：
团队工作和交流
3.1 团队工作
3.1.1 组建有效的团队
3.1.2 团队工作运行
3.1.3 团队成长和演变
3.1.4 领导能力
3.1.5 形成技术团队
3.2 交流
3.2.1 交流的策略
3.2.2 交流的结构
3.2.3 书面的交流
3.2.4 电子和多媒体交流
3.2.5 图表交流
3.2.6 口头表达和人际交流
3.3 使用外语的交流
3.3.1 英语
3.3.2 其他区域工业国的语言
3.3.3 其他语言
4 企业和社会环境下的
构思、设计、实施和运行(CDIO)系统
4.1 外部和社会背景环境
4.1.1 工程师的角色和责任
4.1.2 工程对社会的影响
4.1.3 社会对工程的规范
4.1.4 历史和文化背景环境
4.1.5 当代课题和价值观
4.1.6 发展全球观
4.2 企业与商业环境
4.2.1 重识不同的企业文化
4.2.2 企业战略，目标和规
划
4.2.3 技术创业
4.2.4 成功地在一个组织中
工作
4.3系统的构思与工程化
4.3.1 设立系统目标和要求
4.3.2 定义功能、概念和结
构
4.3.3 系统建模和确保目标
实现
4.3.4 开发项目的管理
4.4 设计
4.4.1 设计过程
4.4.2 设计过程的分段与方
法
4.4.3 知识在设计中的利用
4.4.4 单学科设计
4.4.5 多学科设计
4.4.6 多目标设计（DFX）
4.5 实施
4.5.1 设计实施过程
4.5.2 硬件制造过程
4.5.3 软件实现过程
4.5.4 硬，软件集成
4.5.5 测试，证实、验证和
认证
4.5.6 实施过程的管理
4.6 运行
4.6.1 运行的设计和优化
4.6.2 培训与操作
4.6.3 支持系统的生命周期
4.6.4 系统改进和演变
Core task 3: Integrated Curriculum
design
Eg. Mechatronic program designed three level 1 projects, four
level 2 projects, most courses have level 3 projects. All
projects are design-directed.
Design projects at different levels
Level 1
Level 2
Level 3
 Each year after year one there is a level project
 4-6 students as a team, one design-build project
per team
 Embed design, innovation,
coordination,communication and leadership skills
 Help the students to integrate their knowledge and
design-build skills. Enquiry-base learning.
 Integrate a group of courses. One project per cluster
of courses.
 Design, manufacture, control, test
 Integrate mutually connected knowledge
 Integrate course clusters with practical applications
 Avoid repetitive teaching
 as per need of individual courses
 Help enhance deeper understanding of concepts
 Integrate skill training
Syllabus-curriculum transformation
知识、能力与素质
课程对能力的贡献
课程
Syllabus-curriculum transformation of mechatronic program
Core task 4: Course delivery and
documentation
Knowledge and skills allocated to a course are designed to be
embedded to the course delivery. Projects are often designed then
appropriate
Decomposition of the
x.
x.x
2.1 Reasoning and
problem-solving
skills
x.x.x
2.3
4
2.1.5 proposals for
problem-solving
3
Level 3 project (water rocket)
2
Experiment
2, 3
3
Experiment
2, 3
2
Lecture, Level 3 project(water
rocket
2
Level 3 project (water rocket)
3
Lecture, Level 3 project(water
rocket)
2
Experiment 1, 2实验三)
4
Level 3 project (water rocket)
2
Level 3 project( water rocket)
2
Level 3 project(water rocket)
system thinking
2.4.2 persisitance v.s.
flexibility
2.4 personal skills
and attitude
2.4.4 Critical thinking
2.4.6 curiosity and
life-long learning
2.5 professonal
skills and sttitudes
Embedded in
2.1.1 identifying and
defining a problem
2.2 experimental
learning
Personal
skills and
professional
competencies
Level
3
Level 3 project(water rocket)
Experiment 1, 2
An eg of level 3 project (water rocket)
A level 3 project in Course “Thermodynamics”, some
questions are given for the students
Thinking and discussion questions
① what are your explanations？How do you avoid misunderstanding？
② What innovative ideas have you had? What has stimulated you to come up with the idea?? How
do you know when you should stick to given procedures when you should create new ideas?
③ what R&D work have you done? Do you think they worth your work? How do you balance following
given procedures and create new ideas?
④ How have you applied your statics knowledge into the analysis and design? What new knowledge
did you feel needed in the design process?
⑤ What new idea have you used to the design? Do you think new idea the as important as
analysis? Is it more important or less important?
⑥ Do you understand the need to good documentation? Why is it important? Do you build
according to design drawings?
⑦ How did you allocate time and money resources?？Have you made a plan? Have you worked
following the plan? If not, why?
⑧ How do you explain this regulation? Is you design able to adapt to the potential changes?
What are the responsibilities of engineers in requiring and changing regulations?
⑨ Do you understand the need of high quality implementation？Have you realized the importance
to operate practically？
⑩ Have you adopted a hierarchical management strurcture?
what management structure have you used?
If yes, did it work well? If not,
⑪ What have learnt from the project? How will you use what you have learnt to other projects?
Core task 5: Enhanced lecturing
design and documentation
Teaching plans are usually made to 2hr lecture sessions. The
sessional ILO, contents, key concepts and the related CDIO skills
are given at the beginning of a class. For each objective, designs
are made for ways of approaching, lecturing, strategy used, and
teaching aids. All the teaching notes are required to be documented.
Faculty: Wang
Xiaohong
time: 2011-9-14
duration: 2 hr
Course Name:
“Engineering
Mechanics (I)
unit: restraints and restraining
forces, force analyses, force diagrams
classroom:
E408
Content:
 recap with examples
 restraints and the respective restraining forces seen in engineering
 Force analyses and force diagrams
ILO: At the end of the session, the students should be able to:
 identify restraints and determine the respective restraining forces
 differentiate action-applying objects and restraining objects
 be able to apply the conditions of equilibrium to 2-force systems and 3frce systems.
“Engineering Mechanics (I)”teaching
notes
CDIO ILO embedded in the course
L1
Disciplinary
knowledge and
reasoning
1.1 Math and science
 Mathmatics
 physics
2.1 Engineering reasoning and problem-solving
Person and
professional
skills and
professionalism
L 3
√
√
2.1.1 identify and define problems
 problem-solving plan
√
2.1.2 modeling
 Simplifications and the respective assumptions
 Select and apply qualitative and quantitative
models
√
2.1.5 Problem-solving
 Evaluate problem-solving plans
2.4
Inter-personal
skills: Teamwork
and communication
L 2
√
Personal skills and attitudes
2.4.3 Creative thinking
 Abstract concepts from reality
√
2.4.4 Critical thinking
 Define a problem
√
3.1 Teamwork
3.1.2 Team Operation
 Objective and schedule
√
L 4
L 5
L 6
“Engineering Mechanics (I)”teaching
notes
Core task 6: problem-based learning/
Inquiry-based learning
Combine
lab
classes
with
theoretica
l classes.
Add in
level 3
projects
in classes.
Student-centered,
use student
performance as
the criterion
Focus on problem reasoning
and problem-solving. Enhance
concept learning
Integrated PBL
and enquirybased learning
Cut lecture hours.
Increase student
actives/discussions
Enhance
engineering
skills in real
world context
Eg. “Java program design” project
presentation and reflections
Proj.
presntn
Sample questions
PP I
Q：how do you understand system demand？
Q：What have you done to prepare for the project? Have you gained anything? How do
you know how much preparation is enough?
Q：Have you had any innovative ideas? How did you come up with the idea? How do you
know your system is innovative and attractive?
PP II
Q：Where have you applied object-oriented concept? Have your used any software design
modules? Can your system adapt for demand changes? What advantages have you
found of object-oriented technology?
Q：How did you use your budge and time schedule method? Have you made any plan? Have
you followed your plan?
PP III
Q：Do you know the need to good documentation? Have you followed the documentation
codes of practice? If you have not followed some of them, what and why? ？
Q：Were you prepared for the difficulties you have met in developing your software?
If you did, what was your plan to overcome them? If not, what do you plan to
do to solve the problems? Have you ever though of restart everything again?
PP IV
Q：Differentiate Object oriented program design and process oriented program design.
What are the most essential differences? If you were asked to design the
system using process oriented programming, what major difficulties you would
encounter? How likely you would encounter them?
Q：Analyze the success or failure of the system. Where do you think is wrong? What’s
the most important thing to ensure the success of a project?
Q：What have you learnt from the project? How will you apply them to other
projects.?
eg：Industrial surveys
Eg the student reflection on what they have
gained the most during their industrial
learning
1
-- Active learning and think independently
-- Be clear of the roles and
responsibilities in real life work place
-- Realize the importance of problem-solving
-- understand the deterministic character of
a design
-- Understand the importance of time
management
2
-- Know how to finish a job oderly
3
-- Real responsibility and accountability
4
-- workplace inter-person relationship
5 -- Teamwork and coordination
eg：join 2013 MIT-UPOP
Core task 7: Establish quality endurance
主要工作
and continuous improvement system
feedback
Stakeholders
survery
accreditation
control
ISO9001,
ISO40001
teaching
process control
QA system
Professional
license
Prepare for
Professional
license exams
Program
accreditation
Some indicators of the CDIO reform
学生培养成效
Increase 24.35 ％
2885
3000
2500
Increase 13.0 ％
2553
2359
2053 2108
2000
1500
STU COE
Guangdong
1000
500
0
2009
graduates
2011graduates
Continuous graduate average salary
increase
Part Four
Work done by other CDIO
PIG institutions
Work done by the four
disciplinary teams of the PIG
Electric Engrg
 Each member institution is trying to find the best way for
it’s context. Eg the Shanghai Second U of Tech’s KSR-CDIO,
Dalian Neuosoft Institute’s TOPCARES-CDIO, Kunming U of
Tech.’s EE+HD-CDIO
The team members
 Each program works on defining its own program syllabus,
progressively implement
educational design and curriculum design, exploring way s to
CDIO
integrated teaching and learning
 On level of course delivery, more attention is paid to course
design, course content, teaching method and assessment
methods.
Inter-institutional
 14 visits among team institutions for site visits and
exchanges to share
changing experiences
experiences
 Some achievements：1）CUIT and Nanjing Institute of
Engineering worked out electronic and infortech
Accumulate work
program, computer science program, indsustrical
achievements
automation program CDIO syllabi；2）CUIT finished a
new round of curriculum design, textbook compilation,
and course syllabus modification according to the need
for CDIO reform
Work done by the four
disciplinary teams of the PIG
Chemical Engineering
 CDIO demo course syllabi for “Principles of Chemical
Engineering”, “Thermodynamics for Chemical
Engineering”, “Chemical Reaction Engineering”,
“Chemical Engineering Design” in the member
institutions:
 Hefei U Tech Engineering practice base；“CDIO-based Education
framework for chemical engineering curriculum design” approved as
a provincial key educational research project
 Beijing Institute of PetroChem Curriculum design, course
reform, practical training reforem; Institute-industry joint work
team with Beijing Yanshan PetroChem Group
 Haerbin U. Tech. New curricula, course syllabi
 Chang Chun U. Tech. On the bases of the syllabi, made changes on
educational philosophy, education goals, curriculum design and
teaching methods.
 Faculty adapt to new teaching modes, lack of
practice experiences；
 Student working spaces and funding problems
Work done by the four
disciplinary teams of the PIG
Mechanical Engineering
 July 17-18, 2010, Team meeting held at Yanshan U. Discuss work plans
and typical syllabus, curriculum design, demo course and exchange
experiences.
 Collection of program syllabi of team members
 Major
achievements
 Collection of program curricula of team members
 Collection of demo courses
 Collection and classification materials from team members
 Uneven progress of team members, hard to communicate
 Depth differences due to different supports, faculty,
students and facilities.
Work done by the four
disciplinary teams of the PIG
Civil Engineering
 Shantou U：Started the earliest. Substantial changes on goals,
 Only 9 team
members
program syllabus, curriculum design, course syllabus and course
delivery. Starting from 2010 more changes
brought in on
integrated teaching and learning, course delivery and full
documention to endure quality.
 Ningpo Institute of Engineering Started from 2008
“A+T·CDIO”. Currently at the stage for course delivery..
 Differences among team members；
 Different supports make it hard for one team members to
share their experiences
Other PIG member’s work
 CDIO changed the ways of engineering
education
 Integrated education
 Project-based, active learning
Chengdu University of InfoTech
 Integrated reform for every program: “everyone,
comprehensive, across the process”
 New curriculum designed to integrated knowledge,
skills and attitudes
 Focus on“context”eg. Electronic and infotechnology
graduates may be working as system engineer, design
engineer or application engineer. “professiondirected”,“three levels”meaning system,
functional and individual elements; keep system,
functional and individual elements as the main
framework in all structure and content
optimizations.
 Design and build CDIO workspaces
 Re-innovation
Dalian NeuroSoft Institute
 “TOPCARES-CDIO”defines eight core
skills to engineering education
 TOPCARES-CDIO reform focus on program
level. Goals, curricula, skill training,
ect all based on programs. Change student
management.
Program as basic unit.
Part Five
Experience to share
Experience in implementing CDIO
 Based on STU’s experience and change management theory, the
following points need to be noted for implementing CDIO
 Top leader support
 Test operation
 Careful planning
 Getting support from the
 Find the right
opportunity
 Building core teams
 Total engagement
 Create own framework
students
 Plan resources
 Provide support on teaching,
learning and assessment
 Partnership
acknowledgement
Leaders from MOE
And all people who have
contributed to CDIO
reform are heartedly
acknowledged
Artis’s
impression of the
new STU campus