Transcript No Slide Title

CDIO Standards
Conceiving- Designing- Implementing - Operating
Edward Crawley
Peter Gray
Johan Malmqvist
Peter Goodhew
June 2010
OBJECTIVES OF DISCUSSION TODAY
 The historical development of the CDIO Standards
 Proposed modification of the Standards to include specific
rubrics
 Proposed change in the CDIO application process to
include self-evaluation based on the Standards
 Proposed creation of a CDIO Certification Program
CDIO APPROACH
CDIO is an approach, a set of resources, and a cooperative network
We are designing (in the engineering sense) an improved educational
approach and implementable resources
•
Analyze needs: improved student learning, accreditation, faculty
development
•
Set clear and consistent goals
•
Design and prototype in parallel programs with partner programs
and universities
•
Incorporate results from scholarship on education
•
Compare results, evaluate, iterate and develop improved models
and materials
•
Codify the approach as 12 Standards of Effective Practice
•
Create as open source of resources and workshops
•
Build a community of programs working together - not a club or
prescription - yours already has elements of “CDIO” program
The result of 50+ universities, many creative colleagues - WORKING
TOGETHER!
THE NEED
Desired Attributes of an
Engineering Graduate
Underlying Need
• Understanding of fundamentals
Educate students who:
• Understanding of design and
manufacturing process
•
Understand how to conceivedesign-implement-operate
• Possess a multi-disciplinary
system perspective
•
Complex value-added
engineering systems
• Good communication skills
•
In a modern team-based
engineering environment
• High ethical standards, etc.
We have adopted CDIO as the engineering context of
our education
GOALS OF CDIO
• To educate students to master a deeper
working knowledge of the technical
fundamentals
• To educate engineers to lead in the creation
and operation of new products and systems
• To educate all to understand the importance
and strategic impact of research and
technological development on society
And to attract and retain student in engineering
VISION
We envision an education that stresses the
fundamentals, set in the context of Conceiving –
Designing – Implementing – Operating systems and
products:
•
A curriculum organised around mutually supporting
disciplines, but with authentic CDIO activities highly
interwoven
•
Rich with student design-build projects
•
Featuring active and experiential learning
•
Set in both classrooms and modern learning laboratories
and workspaces
•
Constantly improved through robust assessment and
evaluation processes
ENGINEERING EDUCATION CONTEXT
What should be the context of engineering education? - the
product lifecycle
• A focus on the needs of the customer
• Delivery of products and systems
• Incorporation of new inventions and technologies
• A focus on the solution, not disciplines
• Working with others, and within resources
Water Bike Project
Courtesy of Royal Institute of Technology (KTH), Stockholm
BENEFITS OF LEARNING IN THIS CONTEXT
Setting the education of engineers in the
context of engineering practice gains the
benefits of Contextual Learning
• Increases retention of new knowledge and
skills
• Interconnects concepts and knowledge that
build on each other
• Communicates the rationale for, meaning of,
and relevance of, what students are learning
EFFECTIVE PRACTICE
STANDARD ONE
Adoption of the principle that product, process, and
system lifecycle development and deployment -Conceiving, Designing, Implementing and Operating - are the context for engineering education
 It
is what engineers do!
 It is the underlying need and basis for the skills lists that
industry proposes to university educators
 It is the natural context in which to teach these skills to
engineering students
 It better supports the learning of the technical
fundamentals
NEED TO GOALS:
WHAT WE TEACH
•
•
•
•
Educate students who:
Process
Understand how to conceivedesign-implement-operate
Product
Complex value-added
engineering systems
In a modern team-based
1. Technical
engineering environment
And are mature and thoughtful
individuals
4. CDIO
2. Personal
3. Interpersonal
Team
Self
The CDIO Syllabus - a comprehensive statement of detailed
Goals for an Engineering Education
THE CDIO SYLLABUS AND
UNESCO FOUR PILLARS
1.0 Technical Knowledge & Reasoning:
LEARNING TO KNOW
Knowledge of underlying sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge
2.0 Personal and Professional Skills & Attributes
LEARNING TO BE
Engineering reasoning and problem solving
Experimentation and knowledge discovery
System thinking
Personal skills and attributes
Professional skills and attributes
3.0 Interpersonal Skills: Teamwork & Communication LEARNING TO WORK
Multi-disciplinary teamwork
TOGETHER
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise & Societal Context
LEARNING TO DO
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating
CDIO SYLLABUS
• Rational, Comprehensive
• Basis for design of curriculum
and assessment of student
learning
• In revision:
• Alignment with national
standards
• Clarity of some topics
• Strengthening of
sustainability, international
efforts
• Addition of engineering
leadership and
entrepreneurship
1
TECHNICAL K NOW LEDGE AND REASONING
1.1. KNOWL EDGE OF UNDERLYING
SCIENCES
1.2. CORE EN GINEERING FUNDAMENTAL
KNOWL EDGE
1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
2
PERSONAL A ND PROFESSIONAL SKILLS
AND AT TRIBUTES
2.1. ENGINEERING REASONING AND
PROBLEM SOLVING
2.1.1. Problem Identification a nd F ormulation
2.1.2. Modeling
2.1.3. Estimation a nd Q ualitative A nalysis
2.1.4. Analysis With Uncertainty
2.1.5. Solution a nd R ecomme ndation
2.2. EXPERIMENTATION AND KNOWLE DGE
DISCOVERY
2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and E lectronic
Literature
2.2.3. Experimental Inquiry
2.2.4. Hypothesis Test, and D efense
2.3. SYSTEM THINKING
2.3.1. Thinking Holistically
2.3.2. Emerg ence and Interactions in
Systems
2.3.3. Prioritization and Focus
2.3.4. Tradeoffs, Judgment and Balance in
Resolution
2.4. PERSONAL SKILLS AND ATTITUDES
2.4.1. Initiative a nd W illing ness to Take
Risks
2.4.2. Perseverance and Flexibility
2.4.3. Creative T hinking
2.4.4. Critical Thinking
2.4.5. Awareness of OneÕ
s Personal
Knowledge, Skills, and Attitudes
2.4.6. Curiosity and L ifelong Learning
2.4.7. Time and Resource Management
2.5. PROFESSIONAL S KILLS A ND
ATTITUDES
2.5.1. Professional Ethics, Integrity,
Responsibility a nd Accountability
2.5.2. Professional Behavior
2.5.3. Proactively P lanning for OneÕ
s Career
2.5.4. Stayi ng Current on W orld of Engineer
3
INTERPERSONAL S KILLS: TEAMW ORK AN D
COMMUNICATION
3.1. TEAMWORK
3.1.1. Forming Effective T eams
3.1.2. Team O peration
3.1.3. Team G rowth and Evolution
3.1.4. Leadership
3.1.5. Technical Teaming
3.2. COMMUNICATION
3.2.1. Commu nication S trategy
3.2.2. Commu nication S tructure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Comm unication
3.2.5. Graphical Comm unication
3.2.6. Oral Presentation a nd Interpersonal
Commu nication
3.3.
4
COMMUNICATION IN FOREIGN
LANGUAGES
3.3.1. English
3.3.2. Languag es within t he E uropean Union
3.3.3. Languag es outside the European
Union
CONCEIVING, DESIGNING, IMPLEMENTING
AND OPERAT ING SYSTEMS IN THE
ENTERPRISE AND SOCIETAL CONTEXT
4.1. EXTERNAL AND SOCIETAL CONTEXT
4.1.1. Roles and R esponsibility of Engineers
4.1.2. The Imp act of Engineering on Society
4.1.3. SocietyÕ
s Regulation of Engineering
4.1.4. The H istorical and Cultural Context
4.1.5. Contemporary Issues and V alues
4.1.6. Developing a G lobal Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
4.2.1. Appreciating Different Enterprise
Cultures
4.2.2. Enterprise S trategy, Goals and
Planning
4.2.3. Technical Entrepreneurship
4.2.4. Working Successfully in Organizations
4.3. CONCEIVING AND ENGINEERING
SYSTEMS
4.3.1. Setting System G oals and
Requirements
4.3.2. Defining Function, Concept and
Architecture
4.3.3. Modeling of System a nd E nsuring
Goals Can B e Met
4.3.4. Development Project Manageme nt
4.4. DESIGNING
4.4.1. The D esign Process
4.4.2. The D esign Process Phasing and
Approaches
4.4.3. Utilization of Knowledge in Design
4.4.4. Disciplinary Desig n
4.4.5. Multidisciplinary Desig n
4.4.6. Multi-objective Design
4.5. IMPLEMENTING
4.5.1. Designing the Implementation Process
4.5.2. Hardware Manufacturing Process
4.5.3. Software I mplementing Process
4.5.4. Hardware Softwa re Integration
4.5.5. Test, Verification, Validation and
Certification
4.5.6. Imp leme ntation Management
4.6. OPERATING
4.6.1. Designing and O ptimizing Operations
4.6.2. Training and O perations
4.6.3. Supporting the S ystem Lifecycle
4.6.4. System Improveme nt and E volution
4.6.5. Disposal and L ife-End I ssues
4.6.6. Operations Management
EFFECTIVE PRACTICE
STANDARD 2
Specific, detailed learning outcomes for personal
and interpersonal skills, and product, process,
and system building skills, as well as disciplinary
knowledge, consistent with program goals and
validated by program stakeholders
 “Resolves”
tensions among stakeholders
 Allows for the design of curriculum
 Basis of student evaluation
 Tells us what to teach
EQF AND CDIO SYLLABUS
 European Qualifications Framework (EQF) is a framework
to allow correspondence between degree programs in
different (European) nations
• 8 levels from schools to university degrees to lifelong
education
• Levels are generic, but cite proficiency, autonomy and
context but no topic
 CDIO Syllabus cites topics, university develops
proficiency, and has no autonomy or context
 DOCET project developed correspondence between EQF
and CDIO that allows linkage of Syllabus topics to levels in
EQF framework
 A way to engage stakeholders, and simplify international
comparison of programs
 See paper in W4C Overview of Engineering 16:40 today
THE CDIO STANDARDS:
EFFECTIVE PRACTICE FRAMWORK
1. CDIO as Context*
Adoption of the principle that product and system
lifecycle development and deployment are the context
for engineering education
2. CDIO Syllabus Outcomes*
Specific, detailed learning outcomes for personal,
interpersonal, and product and system building skills,
consistent with program goals and validated by
program stakeholders
3. Integrated Curriculum*
A curriculum designed with mutually supporting
disciplinary subjects, with an explicit plan to integrate
personal, interpersonal, and product and system
building skills
4. Introduction to Engineering
An introductory course that provides the framework for
engineering practice in product and system building,
and introduces essential personal and interpersonal
skills
5. Design-Build Experiences*
A curriculum that includes two or more design-build
experiences, including one at a basic level and one at
an advanced level
6. CDIO Workspaces
Workspaces and laboratories that support and
encourage hands-on learning of product and system
building, disciplinary knowledge, and social learning
7. Integrated Learning Experiences*
Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as
personal, interpersonal, and product and system
building skills
8. Active Learning
Teaching and learning based on active experiential
learning methods
9. Enhancement of Faculty CDIO Skills*
Actions that enhance faculty competence in personal,
interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Skills
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
11. CDIO Skills Assessment*
Assessment of student learning in personal,
interpersonal, and product and system building skills,
as well as in disciplinary knowledge
12. CDIO Program Evaluation
A system that evaluates programs against these 12
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
*essential
CDIO STANDARDS
 Guides to effective practice
- Based on benchmarking, our development and
scholarship on learning
- Provide guidance for program design and evaluation
- Provide framework for organizing our activities (book,
web site, workshops, etc.)
- Provide framework for discussions and codevelopment
- Basis for program self-evaluation in 2005 and 2008
➤ Originally created to answer the question from industry
“how would I know a CDIO Program if I saw one?” in
answer to our question “would you pay a graduate from a
CDIO program more than other graduates?”
EVOLUTION OF STANDARDS
 Original Standards drafted and approved in 2004
• Standard, Description, Rationale, and Evidence
• 7 Standards “essential” and remaining 5 good practice
 Added 5 level rubrics for self evaluation in 2005 for first self evaluation
4: Complete and adopted program-level plan and comprehensive
implementation at course and program levels, with continuous
improvement processes in place
3: Complete and adopted program-level plan and implementation of
the plan at course and program levels underway
2: Well-developed program-level plan and prototype implementation at
course and program levels
1: Initial program-level plan and pilot implementation at the course or
program level
0: No initial program-level plan or pilot implementation
PROPOSED CHANGES TO
STANDARDS
 No changes to Standard, Description, Rationale
 Add one level to form 6 generic rubrics
5: Evidence related to the standard is regularly reviewed and used to
make improvements.
4: There is documented evidence of the full implementation and
impact of the standard across program components and
constituents.
3: Implementation of the plan to address the standard is underway
across the program components and constituents.
2: There is a plan in place to address the standard.
1: There is an awareness of need to adopt the standard and a process
is in place to address it.
0: There is no documented plan or activity related to the standard.
 Create specialized rubrics for each Standard, which suggests evidence
 Create document with sample evidence
COMPARITIVE RUBRICS
5
Evidence related to the standard is regularly
reviewed and used to make improvements
4
Complete and adopted program-level
plan and comprehensive
implementation at course and program
levels, with continuous improvement
processes in place
There is documented evidence of the full
implementation and impact of the standard
across program components and constituents
3
Complete and adopted program-level
plan and implementation of the plan at
course and program levels underway
Implementation of the plan to address the
standard is underway across the program
components and constituents
2
Well-developed program-level plan
and prototype implementation at
course and program levels
There is a plan in place to address the
standard
1
Initial program-level plan and pilot
implementation at the course or
program level
There is an awareness of need to adopt the
standard and a process is in place to address
it
0
No initial program-level plan or pilot
implementation
There is no documented plan or activity
related to the standard
SPECIALIZED RUBRICS FOR STANDARD 3
5
Evidence related to the standard is
regularly reviewed and used to make
improvements
Internal and external stakeholders regularly
review the integrated curriculum and make
recommendations and adjustments as needed.
4
There is documented evidence of the
full implementation and impact of the
standard across program components
and constituents
There is evidence that personal, interpersonal,
product, process, and system building skills
are addressed in all courses responsible for
their implementation.
3
Implementation of the plan to address
the standard is underway across the
program components and constituents
Personal, interpersonal, product, process, and
system building skills are integrated into one or
more years in the curriculum.
2
There is a plan in place to address the
standard
1
There is an awareness of need to
adopt the standard and a process is in
place to address it
A curriculum plan that integrates disciplinary
learning, personal, interpersonal, product,
process, and system building skills is approved
by appropriate groups.
The need to analyze the curriculum is
recognized and initial mapping of disciplinary
and skills learning outcomes is underway.
0
There is no documented plan or activity
related to the standard
There is no integration of skills or mutually
supporting disciplines in the program.
USE OF STANDARDS WITH RUBRICS
 Periodic self evaluation of CDIO programs
 Self evaluation as part of the certification process?
• Better acquaint programs with effective practice
• Focus self improvement
• Greater barrier to adoption
 As part of CDIO Standard program?
• Some governments and bodies now recommending
CDIO
• Quality control
• How to recognize a CDIO program – student, peer,
industry or government?
• How to protect the “brand” of CDIO?
PROPOSED CERTIFICATION PROGRAM
 Desirable traits of a certification program
• Built on Standards and rubrics
• Voluntary
• Help university program to improve
• Transparent and visible to stakeholders
• Simple and consistent with current practices
 Certification (compliance with Standards), not
accreditation (right to grant degree or professional status)
 Three levels of “certification”
• Collaborator – the current term and the default
• Implementer – with an evaluation of 2 or more on all 7
essential Standards
• Certified – with an evaluation of 4 or more on all 7
essential Standards, and 2 or more on the other 5
THE CDIO STANDARDS:
EFFECTIVE PRACTICE FRAMWORK
1. CDIO as Context*
Adoption of the principle that product and system
lifecycle development and deployment are the context
for engineering education
2. CDIO Syllabus Outcomes*
Specific, detailed learning outcomes for personal,
interpersonal, and product and system building skills,
consistent with program goals and validated by
program stakeholders
3. Integrated Curriculum*
A curriculum designed with mutually supporting
disciplinary subjects, with an explicit plan to integrate
personal, interpersonal, and product and system
building skills
4. Introduction to Engineering
An introductory course that provides the framework for
engineering practice in product and system building,
and introduces essential personal and interpersonal
skills
5. Design-Build Experiences*
A curriculum that includes two or more design-build
experiences, including one at a basic level and one at
an advanced level
6. CDIO Workspaces
Workspaces and laboratories that support and
encourage hands-on learning of product and system
building, disciplinary knowledge, and social learning
7. Integrated Learning Experiences*
Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as
personal, interpersonal, and product and system
building skills
8. Active Learning
Teaching and learning based on active experiential
learning methods
9. Enhancement of Faculty CDIO Skills*
Actions that enhance faculty competence in personal,
interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Skills
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
11. CDIO Skills Assessment*
Assessment of student learning in personal,
interpersonal, and product and system building skills,
as well as in disciplinary knowledge
12. CDIO Program Evaluation
A system that evaluates programs against these 12
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
*essential
CERTIFICATION PROCESS
 Same procedure as application to join the Collaborative
 Program performs self-evaluation and applies for
certification, submitting about a 1+12 page evidence
document (backup available for review)
 Region reviews the evidence, and sends recommendation
to CDIO Council
 Council approves
 Web site lists certified programs, with link to the local
program site
SUMMARY
 The CDIO Standards has been a powerful, stable, and
useful instrument for half a decade
 The framework for CDIO development, sharing, evaluation
 Propose modest modification to the rubrics for the
Standards
 Consider asking new applicants to perform self-evaluation
 Propose Certification Program
• Transparently identifies true adopters of CDIO
• Protects the CDIO brand
 This is a proposal, which we provide for comment and
debate