Transcript Diapositive 1 - Worldwide CDIO Initiative

Engineering
Industrial Design
Business
Assessment of Engineering Reasoning
in Student Journals
About Polytechnique
• Third-largest teaching and research establishment in Canada
and first in Québec.
• First in Canada for the scope of its engineering research.
• 30,000 students graduated since 1873.
• 1,000 graduates per year.
• 27% of Quebec trained engineers are Polytechnique graduates.
• 220 professors.
• 50% of our graduates work for Small-Medium Enterprises.
• Operating budget of $85 million Cdn.
• Annual research budget of $60.5 million Cdn.
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About our capstone projects
• Projects done in collaboration with industrial customers
• Students from three schools collaborate in a common project team
– Polytechnique (engineering)
– University def Montréal (industrial design)
– HEC Montréal (business, marketing, management)
• Large scale multidisciplinary teams (up to 20 students per team)
• 8 month long projects (6000 to 8000 student hours)
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Learning project structure and journals
Integrated learning project description
Year 1
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Year 2
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1 semester cornerstone project: 3 case studies and design
exercises
Set in a controlled design solution space in time and scope
1 semester cornerstone project, presented in the form of a
design contest
Work focussed on conceptual design and prototype
building/testing
Year 3
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1 semester cornerstone project
Individual assignment submitted by local companies or
research laboratories
Year 4
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Capstone project covering 2 semesters with industrial
partners
Teams of 20 students from Ecole Polytechnique, the
School of Industrial Design, and the School of Business
and Management.
Work focuses on Integrated Product Team functions.
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Capstone project (2007)
Project 333: Ecology-Economy-Experience
Design: François-Olivier Dagneau, Louis Drouin
Customer: ITAQ, Quest Enterprises
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Capstone project (2008)
Project AUA: Advanced Urban Bus
Exterior: Marc-André Rémillard
Interior: Maryse Pelletier
Seating: Karine LeBon
Customer: ITAQ, CDCQ
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Capstone project CAMAQ (2008)
Aerospace industry consortium for education
Prototype manufacturing from CAD data
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Project 1 (2009)
Exterior-interior: Étienne Bérubé, Daniel Racine
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Project 2 (2009)
Exterior: Stéphane Carrier
Interior: Paul Ta
Seating: Catherine Lagacé
Driver compartment: Cléo Poirier, Maude Blanchard
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Journal assessment
Text
Graphics
Graphics and text
Engineering reasoning
CONTENT
Effective and
personalized
Engineer’s journal
STRUCTURE
Year 1
Year 2
Year 3
Year 4
Date and week number
Time spent
Page number
External source references
Meeting minutes
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Journal samples
First year student
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Journal samples
Fourth year student
Date of journal entry
Time spent
3D hand drawn
dimensioned sketch
Documented question
to be adressed
Supporting calculations
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Journal samples
Fourth year student
Documented
hypothesis
3D sketch and
design decisions
Design calculations
and criteria check
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Journal assessment
Criteria
Evaluation
1) How many types of
information in logbook.
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40/40 : 10-13 types
32/40 : 8 à 9 types
24/40 : 6 à 7 types
16/40 : 6 and less
40%
2) Engineering reasoning
demonstration
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30/30 : Excellent
20/30 : Good
10/30 : Must improve
30%
3) Individual task identification 
and completion
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Assigned tasks
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Completed work
Documented progression
Timesheet
30/30 : Excellent
20/30 : Good
10/30 : Must improve
30%
Total
Grade
100%
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1- Content type
Type
Textual
Class
Hand written notes
Meeting notes
Contact details
Hand calculations
Tables and figures
Completed forms
Graphical
Sketch
Graphics and diagrams
CAD drawings
Graphical
and
textual
External documents
Annotated external documents
Annotated CAD drawings
Memorandums
Description
Personal notes taken during individual or
collaborative work.
Notes taken during a meeting.
Names, phone numbers, e-mail, addresses.
Simple or complex hand calculations used for
evaluation of a situation.
Hand drawn or printed.
Copy of official document.
Hand drawn, from pencil sketch to high
quality rendering.
Hand drawn
Printed and inserted in the journal.
Report sections, product information, pictures
inserted in the journal.
As above with manual notes added
Manual add-ons to existing drawings
Post-it notes, highlighted notes, memory aids
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2- Critical thinking
Personal problem framing and
resolution abilities measured not
solution quality.
Solution quality measured in the
team reports.
Criteria
Examples
Clarity
Can you elaborate further?
Can you give me an example?
Can you illustrate what you mean?
Accuracy
How can we check this?
How can we find if this is true?
How can we verify or test this?
Precision
Can you be more specific?
Can you give me more details?
Can you be more exact?
Relevance
How is this linked to the problem?
How does this weigh on the question?
How does this help us to solve our problem?
Depth
What factors make this a difficult problem?
What are the complexities of this question?
What are the difficulties we must address?
Breadth
Do we need to look at this from another perspective?
Must we consider another point of view?
Should we look at this in other ways?
Logic
Does this make sense together?
Is your first paragraph coherent with the last one?
Do your conclusions come from the presented evidence?
Significance
Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts is the most important?
Fairness
Do I have a personal interest in this problem?
Do I support other’s ideas too easily?
Do I represent other’s viewpoints sympathetically?
Concision
Is your message complete?
What can you take out without losing the meaning?
Risk
What is the present risk level?
Is this risk level acceptable?
What could you do to reduce it?
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3- Project information
• Personal meeting notes and actions to do present
• Individual tasks assigned and clearly identified
• Written elements to prove the student worked on his
assigned tasks
• Demonstration of progress over time towards completion
of the tasks
• Compilation of all personal hours spent on the project
• Entries to the journal are marked with the date they were
done on
• Empty pages identified as intentionally left blank
• No ripped out pages to insure integrity of the content
timeline
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Outcomes
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Students learn to document their personal work and questions on a daily
basis in a centralized document (their project journal).
Students share journal content at a moment notice during team meetings.
Students find for themselves the value of documenting personal work when
questioned on work done 6 months ago.
Students use teacher feedback to adjust their journal writing.
New recently revealed outcomes
3 year project fosters use of old student journals in team transitions.
• Students use older journals to better understand project decisions in
support of published milestone reports.
• Students voluntarily leave their journals to the team who will continue their
work after they have left the project.
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Future developments
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Journal tagging methodology testing in preparation of electronic journal
format. (Collaboration with the University of Bath)
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For information
• Clement Fortin
Director of mechanical engineering
École Polytechnique
[email protected]
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