Transcript Document

First Annual Meeting
Kingston, Canada
June 6 - 9, 2005
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Alumni/-ae Survey - Queen’s Kingston
The CDIO based Survey as a useful
Tool in the monitoring and evolution of
the Curriculum in the Mechanical and
Materials Engineering Department
(MME) at Queen’s University, Canada
Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C;
Oosthuizen, PH; Strong, D; Surgenor, BW
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Alumni/-ae Survey - Queen’s Kingston
Outline
 Goals of the survey
 The template used in the alumni/-ae survey
 Who was surveyed?
 Selected results
 Initial changes to the curriculum
 Future changes to the curriculum
 Summary
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Alumni/-ae Survey - Queen’s Kingston
Goals of the Survey
 To help in the modification of the Mechanical and Materials
Engineering curriculum to ensure that it leads to the levels of
proficiency for graduating engineers required by industry
 To assist in the review the curriculum with “hard” numbers in F/W
04/05
 To assist in developing the CEAB submission in 2005
 To act as a benchmark for future surveys
 To assist in benchmarking for the Mechanical and Materials
Engineering program with those of other universities worldwide
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Alumni/-ae Survey - Queen’s Kingston
The Survey
The template used in the survey was developed from the Alumni/-ae survey
undertaken by QUB
The survey consists of the following:
 The name, year of graduation from Queen’s Kingston, and
occupation of the respondent
 1.0 Mathematics
 2.0 Mechanical and Materials Engineering Sciences
 3.0 Additional Core Subjects
 4.0 Personal and Professional Skills and Attributes
 5.0 Operating Systems in the Enterprise and Societal Context
 6.0 Allocation of Teaching Time
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Alumni/-ae Survey - Queen’s Kingston
Five Levels of Proficiency

Concluded that the levels had to deviate from CDIO Survey
due to difficult wording

Felt that a clear rank system was more efficient and simpler

Tested CDIO Survey with 15 faculty members, 30 graduate
students, and 8 undergraduate students to obtain their
opinion of the survey, before sending it out to alumni/-ae

Similar to QUB:
Circle one of the level of importance that you believe a newly BSc graduate engineer should have
1. Considerably less important than the others
Please answer topics
2. Less important than the others
on the basis of your
3. Of average importance
own personal experience
4. More important than the others
5. Considerably more important than the others
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Alumni/-ae Survey - Queen’s Kingston
Who was surveyed?

3026 Mechanical and Materials Engineering graduates from 19702004
–
–
–
–
433 responses = 14.31%
10.6 % female graduates, 89.4 % male graduates
19.4 % female graduate responded, 13.7 % male graduates responded
Older versus Younger Alumni/-ae:
1970-1993
1994-2004
– Occupation of Alumni/-ae:
OLDER
62.82%
YOUNGER 37.18%
Occupation
%
Engineering
Management
Retired
Other
37.88
43.19
1.62
16.40
– Other involved positions in finance, sales, and teaching
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Selected Results- Queen’s Kingston
Scaled Comparison of CDIO Alumni/-ae Results
4.6 Operating
4.5 Implementing
4.4 Designing
4.3 Conceiving and Engineering Systems
4.2 Enterprise And Business Context
4.1 External and Societal Context
3.2 Communications
QUB Alumni/-ae
3.1 Teamwork
MIT Alumni/-ae
QUK Alumni/-ae
2.5 Professional Skills and Attributes
2.4 Personal Skills and Attributes
2.3 System Thinking
2.2 Experimentaion and Knowledge Discovery
2.1 Engineering Reasoning and Problem Solving
0.0
0.5
1.0
1.5
2.0
2.5
Proficiency Level
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3.0
3.5
4.0
4.5
4.0 Personal and Professional Skills and
Attributes - Queen’s Kingston
4.7 Communications
4.6 Teamwork
4.5 Professional Skills
and Attributes
Younger
Alumni/-ae
Older
Alumni/-ae
4.4 Personal Skills and
Attributes
4.3 System Thinking
4.2 Experimentaion and
Knowledge Discovery
4.1 Engineering
Reasoning and
Problem Solving
0.0
0.5
1.0
1.5
2.0
2.5
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3.0
3.5
4.0
4.5
5.0
5.0 Operating System in the Enterprise and
Societal Context - Queen’s Kingston
5.6 Operating
5.5 Implementing
5.4 Designing
Younger
Alum ni/-ae
5.3 Conceiving and
Engineering Systems
Older
Alum ni/-ae
5.2 Enterprise And
Business Context
5.1 External and Societal
Context
0.0
0.5
1.0
1.5
2.0
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2.5
3.0
3.5
4.0
4.5
5.0
1.0 Mathematics - Queen’s Kingston
1.0 Mathematics
1.10 Numerical Analysis
1.9 Probability and Statistics
1.8 Transform
1.7 Complex Numbers
1.6 Vector Calculus
Younger Alumni/-ae
1.5 Matrices
Older Alumni/-ae
1.4 Calculus
1.3 Trigonometry
1.2 Geometry
1.1 Algebra
0.00
1.00
2.00
3.00
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4.00
5.00
2.0 Mechanical and Materials Engineering
Sciences - Queen’s Kingston
Thermodynamics, Fluid Mechanics, Statics & Solid
Mechanics, Engineering Dynamics & Kinematics
Asked graduates for each core course listed above: In this
matter, how important is it that a graduating engineer should:

2.X.1 Be familiar with basic principles and relationships
2.X.2 Be able to derive mathematical equations and relationships

2.X.3 Be able to apply engineering knowledge to real world

issues
6.0
5.0
4.0
Older
Alumni/-ae
Younger
Alumni/-ae
3.0
2.0
1.0
0.0
2.1.1 Principles
2.1.2 Derive
2.1.3 Apply
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3.0 Additional Material - Queen’s Kingston
5.0
4.5
4.0
3.5
3.0
2.5
2.0
Older
Alumni/-ae
Younger
Alumni/-ae
1.5
1.0
0.5
0.0
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6.0 Allocation of Teaching Time
Queen’s Kingston
6.7 Practical Work:
Design/Build/Tests/Assignments/Projects
6.6 Practical Work: Laboratory Classes
and Investigative Projects
6.5 Operation Systems in the Enterprise
and Societal Context
6.4 Personal and Professional Skills and
Attributes
Young
Alumni/ae
Old
Alumni/ae
6.3 Additional Core Subjects
6.2 Mechanical Engineering Sciencs
6.1 Mathematics
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5
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Alumni/-ae Survey - Queen’s Kingston
Comments from Alumni/-ae
From their work experience, many alumni/-ae felt that the following
should be emphasized in the curriculum in order to better prepare our
graduates for positions in industry:
 More practical application/ real world issues = 38%
 Excellent communication skills = 21%
 More group projects/ teamwork = 27 %
 Other comments = 14%
=> The major findings from the CDIO survey match what the CDIO
initiative is promoting
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Benchmarking
CDIO Curriculum Benchmarking for the Core Curriculum of the General Option in Mechanical and
Materials Engineering at Queen's University with CDIO Syllabus Resource Level
ITU Index
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20
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12
10
8
6
4
2
0
6
4
2
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2.1
2.2
2.3
2.4
2.5
3.1
3.2
4.1
4.2
4.3
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4.4
4.5
4.6
ITU Index, Queens-Kingston
Resource Level
MME Curriculum
Second Year Common Core:
CIVL 220
Statics and Solid Mechanics
ELEC 210
Introductory Electric Circuits and Machines
MATH 225
Ordinary Differential Equations
MATH 272
Application of Numerical Methods
MECH 212
Design Techniques
MECH 213
Manufacturing Methods
MECH 215
Instrumentation and Measurement
MECH 228
Kinematics and Dynamics
MECH 230
Thermodynamics I
MECH 241
Fluid Mechanics I
MECH 270
Materials Science and Engineering
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MME Curriculum (continued)
Third Year Common Core:
MECH 302
Technical Communication
MECH 321
Solid Mechanics II
MECH 323
Machine Design
MECH 328
Dynamics and Vibration
MECH 330
Applied Thermodynamics II
MECH 341
Fluid Mechanics II
MECH 346
Heat Transfer
MECH 350
Automatic Controls
MECH 398
Mechanical Engineering Laboratory I
MECH 399
Mechanical Engineering Laboratory II
PHYS 333
Electronics for Scientists and Engineers
STAT 367
Engineering Data Analysis
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MME Curriculum (continued)
Mechanical Engineering Option:
Complementary Studies
1 Technical Elective
Materials Engineering Option:
MECH 370
Principles of Materials Processing
MECH 371
Fracture Mechanics and Dislocation Theory
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MME Curriculum (continued)
Forth Year Common Core:
COMM 244
Project Management and Economics
MECH 460
Design Project I
Mechanical Engineering Option:
Complementary Studies
Technical Electives
Materials Engineering Option:
Complementary Studies
Technical Electives
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MME Curriculum (continued)
Partial List of Elective Courses:
CHEE 390
Polymer Science and Process Technology
CHEE 481
Air Quality Management
ELEC 448
Introduction to Robotics: Mechanics and Control
MECH 314
Manufacturing Engineering
MECH 370
Principles of Materials Processing
MECH 371
Fracture Mechanics and Dislocation Theory
MECH 412
Mechanical Behaviour of Advanced Materials
MECH 420
Vibrations
MECH 422
Stress and Strain Analysis
MECH 424
Life Cycle Engineering
MECH 426
Manufacturing Business Strategy
MECH 430
Thermal Systems Design
MECH 431
Building Energy Systems
MECH 435
Applied Combustion
MECH 439
Turbomachinery
MECH 441
Fluid Mechanics III
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MME Curriculum (continued)
MECH 444
Computational Fluid Dynamics
MECH 448
Compressible Fluid Flow
MECH 452
Mechatronic Systems Design
MECH 455
Computer Integrated Manufacturing
MECH 456
Introduction to Robotics
MECH 462
Design Project II
MECH 465
Computer-Aided Design
MECH 466
Solid Modelling
MECH 472
Corrosion and Failure Analysis
MECH 477
Design of Automotive Structures with Advanced Materials
MECH 478
Biomaterials
MECH 480
Aerospace Engineering
MECH 482
Noise Control
MECH 491
Design of Biomechanical Devices
MECH 495
Ergonomics and Design
MECH 497
Spacecraft Systems Design
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Curriculum Changes
Initial Changes to the MME Curriculum
 Change the oral and written communication course from 3rd year to
courses in 2nd and 3rd year with 50% more overall weight
 Integrate communication exercises into required tasks in other
courses => get additional faculty involved with CDIO
 Increased emphasis of “I” and “O” in 4th year design course
 More industry projects (real world!)
 More students
 Resources $ and shop time
 Adding CD and IO in calendar description
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Curriculum Changes
Future Changes to the Curriculum
 Revise the material in some of the mathematics courses offered
currently - ad hoc team working on it
 Review list of technical electives
 Branding of MME program - What is unique?
 Many technical electives leaves room for individual course
choices, especially in 4th year
 CDIO type of curriculum should become a selling point for getting
jobs in industry
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Summary
Summary
 The CDIO surveys have been helpful to evolve our curriculum
 We have made changes to communication curriculum
 Emphasize IO
 We are working on revising mathematics and technical electives
 Increase our conformity with the CDIO Syllabus
 Challenge to do all this with increasing enrolment and very tight budget
 Challenge to involve more faculty, despite of pressure of larger classes, research and
publishing (tenure)!
 Student involvement supporting CDIO is crucial!
 The CDIO based survey is a powerful tool to prioritize changes in curriculum!
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