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CDIO Initiative

From Wikipedia, the free encyclopedia

CDIO are trademarked initiali for Conceive Design Implement Operate. The CDIO Initiative is an educational framework that stresses engineering fundamentals set in the context of conceiving, designing, implementing and operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. The CDIO approach uses active learning tools, such as group projects and problem-based learning, to better equip engineering students with technical knowledge as well as communication and professional skills. Additionally, the CDIO Initiative provides resources for instructors of member universities to improve their teaching abilities.[1]


The CDIO concept was originally conceived at the Massachusetts Institute of Technology in the late 1990s.[1] In 2000, MIT in collaboration with three Swedish universities - Chalmers University of Technology, Linköping University and the Royal Institute of Technology — formally founded the CDIO Initiative.[2] It became an international collaboration, with universities around the world adopting the same framework.[3]

CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering.

The collaborators maintain a dialogue about what works and what does not and continue to refine the project. Determining additional members of the collaboration is a selective process managed by a Council comprising original members and early adopters.[4]

The CDIO revised syllabus consists of four parts:[5][6]

  1. Disciplinary knowledge and reasoning
  2. Personal and professional skills and attributes
  3. Interpersonal skills: teamwork and communication
  4. Conceiving, designing, implementing, and operating systems in the enterprise, societal, and environmental context


The following institutions collaborate in the CDIO initiative:[7]


CDIO currently has two guide books: Rethinking Engineering Education and Think Like an Engineer.


  • Edward Crawley; Johan Malmqvist; Sören Östlund; Doris Brodeur (2007). Rethinking Engineering Education, The CDIO Approach. Springer. ISBN 978-0-387-38287-6.

See also


  1. ^ a b "The CDIO Initiative". Queen's University - Department of Mechanical and Materials Engineering. Retrieved April 12, 2018.
  2. ^ "Wallenberg CDIO documents". Archived from the original on March 16, 2005.
  3. ^ "CDIO Collaborators". Archived from the original on January 2, 2012. Retrieved December 28, 2011.
  4. ^ "Join CDIO". Archived from the original on March 25, 2010. Retrieved March 29, 2010.
  5. ^ Edward F. Crawley (2002). "Creating the CDIO Syllabus, A Universal Template for engineering education" (PDF). Frontiers in Education, 2002. FIE 2002. 32nd Annual. Frontiers in Education. 2. IEEE. doi:10.1109/FIE.2002.1158202. ISBN 0-7803-7444-4. Archived from the original (PDF) on June 27, 2007.
  6. ^ Crawley, Edward F. (June 20, 2011). "The CDIO Syllabus v2.0 An Updated Statement of Goals for Engineering Education" (PDF). CDIO. Retrieved January 3, 2018.
  7. ^ "Member Schools". CDIO. Retrieved May 16, 2016.

External links

This page was last edited on 12 April 2021, at 14:09
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