This study has two main objectives. Firstly to present a work-in-progress engineering education model O-CDIO and
secondly to report the research results from recent pilot courses that have preceded the creation of the model. Research is
based on and carried out as part of an extensive engineering education reform in a Nordic (Northern Europe)
multidisciplinary science university (UNI), which started in 2011. The O-CDIO engineering education framework
combines human-centered Design Thinking methods with Systems Thinking in a natural sciences context throughout
the engineering education degree structure. The main goal of the framework is to educate engineering students to become
problem definers in addition to problem solvers. O-CDIO builds on theCDIOstructure adding emphasis to the first phases
of the engineering cycle. O-CDIO framework has human-centered Design Thinking methods embedded in the engineering
education structure throughout the curriculum, from day one to graduation. The second objective of this paper and the
main research question is does adding Human-Centered Design Experiences affects the Learning of Transferable Working
Life Skills? This is also one of the fundamental questions behind the O-CDIO model. Data for this study is firstly from pilot
courses that were introduced to 229 students at different stages of their studies from fall semester 2012 to summer 2014, and
secondly from 31 faculty members from the time line of January 2012 to June 2015. Both qualitative and quantitative
analysis methods were used. Our results show that in the piloted courses tolerance towards ambiguity, engagement towards
teaching methods and course structure are increased, and enhanced. Also, understanding towards Design Thinking
practices, Problem Based Learning methods, understanding the role of teamwork and communication, even excelling and
appreciating learning through teamwork are increased and enhanced. Further research for the O-CDIO framework will
focus in the implementation requirements of the framework as well as more detailed description of the courses, their
intended learning outcomes, and teaching methods.