Benchmarking of the Existing Curriculum

In benchmarking studies, instructors are asked about the extent to which specific learning outcomes are addressed in their respective courses. For each of the topics at the second level of the CDIO Syllabus, for example, 2.1 Analytical reasoning and problem solving, faculty are asked about how these topics are addressed in their courses. The aim is to identify learning outcomes and the way they are implemented in the course design. 

Introduce Probably not an explicit Topic is included in an activity outcome Not assessed 

Teach Must be an explicit Included in a compulsory activity. Students performance  

Utilize Can be a related learn- Used to reach other intended Used to assess other 

Introduce-Teach-Utilize (ITU) categories for the different sections and subsection of the CDIO Syllabus leads to the use of program design matrices of the form illustrated in Table 4.3 as a tool for curriculum benchmarking. Different approaches to the design and development of such matrices have been proposed since the first results were presented in 2005. 

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