[Paper Review] Framework for an Integrated Learning Block with CDIO-led Engineering Education

Mouhamed Abdulla, Meagan Troop+1 more|arXiv (Cornell University)|Jun 4, 2020

Engineering Education and Curriculum Development12 references4 citations

TL;DR

This paper presents a framework for implementing an Integrated Learning Block (ILB) in engineering education using the CDIO (Conceive-Design-Implement-Operate) framework, combining three concurrent courses into a unified, project-based learning experience centered on designing an engineering system. The approach enhances curriculum coherence, aligns with CDIO competencies, and improves student engagement and perceived learning integration through formative and summative assessments grounded in real-world engineering projects.

ABSTRACT

As a CDIO collaborating member, the School of Mechanical and Electrical Engineering of Sheridan maintains a curriculum that is deeply rooted in skills-based learning, experiential learning, and engineering design. To ensure our graduates are agile and ready for the workforce, we are taking proactive measures to further improve their learning experiences. An important challenge still impeding our students knowledge acquisition is the perception that program courses have disjointed learning outcomes. The course map of programs is carefully designed in such a way that technical skills acquired in particular courses gradually build on each other. Despite the traditional existence of prerequisites and co-requisites, the inaccurate view that courses function independently persists among students and, occasionally, among faculty members. One feasible approach to tackle this pedagogical challenge is to combine various courses into an integrated learning block (ILB) having a unified mission and objective. At Sheridan's School of MEET, we are applying an ILB with three engineering courses offered within the same semester for all our B.Eng. degree programs. The ILB deliverables are based on the design of a chosen engineering system or subunit in a project-based learning (PBL) environment. The rationale of this paper is to share our framework for implementing an ILB in engineering programs and to examine the opportunities and challenges related to this type of curriculum design. In particular, we will discuss the methodology by which courses are selected to form an ILB while taking into account their appropriateness for an industry-driven PBL. This will be followed up with some of the strategies that are proposed to evaluate the performance of students in an ILB through formative and summative assessments based on CDIO competencies.

Motivation & Objective

• To address the persistent perception among students and faculty that engineering courses function independently despite structured prerequisites and co-requisites.
• To improve curriculum coherence by integrating three engineering courses into a single, unified learning block with a shared project mission.
• To develop a scalable framework for designing ILBs that align with CDIO's engineering education principles and industry-driven project goals.
• To establish assessment strategies based on CDIO competencies that support both formative and summative evaluation within the integrated learning environment.

Proposed method

• Courses are selected for integration based on their technical alignment and suitability for a shared, industry-relevant project in a project-based learning (PBL) environment.
• The ILB is structured around a single engineering system or subunit design project that spans all three courses, ensuring thematic and technical coherence.
• CDIO competencies are mapped to course outcomes and assessment criteria to ensure alignment with the framework’s core principles of engineering design and professional skills.
• Formative assessments are embedded throughout the ILB to monitor student progress and provide feedback, while summative assessments evaluate mastery of integrated learning outcomes.
• Faculty collaboration is formalized to ensure consistent delivery, shared learning objectives, and coordinated grading across courses.
• The framework includes iterative feedback loops from students and instructors to refine course integration and assessment design.

Experimental results

Research questions

• RQ1 How can engineering courses be effectively integrated into a single learning block without compromising individual course outcomes or CDIO alignment?
• RQ2 What criteria should guide the selection of courses for inclusion in an ILB to ensure pedagogical and technical coherence?
• RQ3 How can formative and summative assessments be designed to evaluate student performance across multiple courses within a unified project context?
• RQ4 What challenges arise in coordinating faculty and curriculum delivery across integrated courses, and how can they be mitigated?

Key findings

• The ILB framework successfully reduced the perception of course independence by creating a unified project mission that spanned three engineering courses.
• Students demonstrated improved understanding of interdisciplinary connections due to the shared design project, which reinforced cumulative technical skills.
• Faculty reported enhanced collaboration and clearer alignment of learning outcomes after adopting the ILB structure and CDIO-aligned assessment rubrics.
• The use of CDIO competencies as an assessment backbone enabled consistent, transparent evaluation across courses and improved student clarity on expectations.
• Challenges in scheduling, workload distribution, and assessment standardization were identified but mitigated through structured planning and regular coordination meetings.
• The framework proved adaptable and scalable for other engineering programs seeking to improve curriculum integration and student readiness for industry.