Transcript Outlines and implementation of the CDIO Syllabus at the Faculty of

Andrzej Zieliński, Faculty Coordinator in Materials
Engineering Curriculum
Sylwia Sobieszczyk, Vice-Dean for Education
Wojciech Kiełczyński, Vice-Dean for Organisation of
Studies
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2,240 students at Eng. Level
270 students at M.Sc. Level
30 Ph.D. students
120 teachers
70 administrative staff
lecture rooms for 2,000 students
computer labs for 200 students
laboratory space for 500 students
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Mechanical Engineering and Machines Building
Mechatronics
Mechanical and Medical Engineering
Materials Engineering
Management and Production Engineering
Energetics
Transport
Technologies of Internal Security
• Teaching performed jointly by 3 faculties: FME,
Chemistry & Technical Physics and Applied
Mathematics Facs
• FME specialisations:
– 1st level „Engineering of Specialty and Biomedical
Materials”
– 2nd level „Material Technologies”
– 3rd level „Materials Engineering (Construction
Materials or Biomaterials)
Program
focus
1,2,3
CDIO
4,5,6
• CDIO as Context
• CDIO Syllabus
Outcomes
• Integrated
Curriculum
• Introduction to
Engineering
• Design-Build
Experiences
• CDIO Workspaces
Teaching &
Learning
7,8
• Integrated Learning
Experiences
• Active Learning
Faculty
development
9,10
• Enhancement of Faculty
CDIO Skills
• Enhancement of Faculty
Teaching Skills
Evaluation
11,12
• CDIO Skills Assessment
• CDIO Program Evaluation
1 Disciplinary knowledge and reasoning
1.1 Knowledge of underlying: mathematics
and physics
Mathematics (240)
Physics (150)
Chemistry (165)
1.2 Core engineering fundamental
knowledge
Informatics (90)
Electrotechnics and electronics (60)
Mechanical engineering of solids and fluids
(90)
Thermodynamics (60)
Strength of materials (60)
1 Disciplinary knowledge and reasoning
1.3 Advanced engineering fundamental
knowledge, methods and tools
Fundamentals of materials engineering (90)
Crystallography (30)
Light and electron microscopy (30)
Electrochemistry (30)
Nanotechnology (30)
Fundamentals of surface engineering (30)
Monographic lecture (15)
Physical testing of materials (90)
Mechanical testing of materials (15)
Corrosion testing (30)
Metrology (30)
2. Personal and professional skills and attributes
2.1 Analytical reasoning and problems
solving
2.2 Experimentation, investigations and
knowledge discovery
2.3 System thinking
2.4 Attitudes, thought and learning
2.5 Ethics, equity and other responsibilities
3 Interpersonal skills: teamwork and communication
3.1 Teamwork
3.2 Communications
Physical exercises (90)
Diploma seminar (30)
3.3 Communications in foreign languages
Foreign language (120)
English terminology in materials
engineering (30)
4 Conceiving, designing, implementing, and operating systems in the enterprise,
societal and environmental context – the innovation processs
4.1 External, societal, and environmental
context
Materials and civilisation progress (45)
Environment protection (15)
4.2 Enterprise and business context
4.3 Conceiving, systems engineering and
management
Functional materials (45)
Specialty constructional materials (30)
Biomaterials (60)
Composite materials (15)
Engineering of materials (45)
Physics of materials (45)
Management systems (30)
Metals and alloys (45)
Computer modelling of materials (45)
4 Conceiving, designing, implementing, and operating systems in the enterprise,
societal and environmental context – the innovation processs
4.4 Designing
Engineering graphics (90)
Biomechanics (45)
Choice of materials (15)
Engineering project (30)
4.5 Implementing
Materials technologies (90)
Manufacturing and modification of
polymers (30)
4.6 Operating
Mechanims of materials failures (45)
Diagnostic of materials (30)
Student practices (160)
Problem of syllabus incompatibility to CDIO:
 Complete lack of Personal and Professional Skills
and Attributes; Entreprise and Business Context;
Leadership and Entrepreneurship; Teamwork
 Shortage of Implementing; External, societal, and
Environmental Context
 Excess of Disciplinary Knowledge and Reasoning
Syllabus segment
Present number of hrs
Proposed number of hrs
1 Disciplinary knowledge
and reasoning
1335
900
2. Personal and professional
skills and attributes
0
300
3 Interpersonal skills:
teamwork and
communication
270
300
4 Conceiving, designing,
795
implementing, and operating
900
 Students can create problems
 Students can create teams and leaders
 Students can look for its possible solutions and look
for industrial sponsors
 Students design, manufacture, and evaluate
 Main weak points: shortage of financial support and
too short time (solution: enlargement to 12-18
months of project execution)
 Main strong points: obligatory team projects, strong
self-motivation of students
A product is developed or improved, from need to
physical prototype as a vehicle for learning
engineering
Integrated learning:
 Teamwork and communication (team projects from
2010)
 Design and manufacturing
 Analysis and simulation (already)
Industrial projects (too small part)
One team project at Eng. Level
None at this moment
Prototype laboratories: 400 m2 workspace (to be
developed from present Welding Lab)
Study Hall: special room at new
Nanotechnology Center
Hermetic national standards : disappear after 3009-2011
Weak preparation of scholars in mathematics
and physics: gradually inccreasing thanks to
increasing demands (obligatory math)
Shortages in technical base preparation for team
projects: improvement thanks to European
projects
 Modification of Curricula into CDIO Syllabus
direction for Materials Engineering
 Implementation of Team Projects for all
engineering projects (so far at 80% for Mat Eng at
FME)
 Early starts of engineering projects and
implementation of all CDIO phases
 Creation of CDIO workspaces
 Implementation of CDIO Engineers` Development
System at the FME
 CDIO System is very valuable for education of engineers
at the GUT and especially FME
 CDIO System has a great chance to be implemented at a
number of education directions at the GUT thanks to
positive changes in Polish educational law, demands from
industrials and students, and a substantial number of
teachers, and increasing educational capacities
 The greatest challenges include creation of new curricula,
cooperation with industry in order to find new valuable
projects and means for their financing, building the
prototype labs and study halls