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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,
enterprise strategy, and regulations; and, developing conceptual, technical, and business
plans. The second stage, Design, focuses on creating the design, that is, the plans,
drawings, and algorithms that describe what will be implemented. The Implement stage
refers to the transformation of the design into the product, including manufacturing,
coding, testing and validation. The final stage, Operate, uses the implemented product to
deliver the intended value, including maintaining, evolving and retiring the system.
CDIO is considered the context for engineering education in that it is the cultural
framework, or environment, in which technical knowledge and other skills are taught,
practiced and learned. The principle is adopted by a program when there is explicit
agreement of faculty to initiate CDIO, a plan to transition to a CDIO program, and
support from program leaders to sustain reform initiatives.
12 April 2004 - CDIO Initiative - page 1 of 9
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