Transcript No Slide Title

READY TO ENGINEER
Conceive- Design- Implement - Operate:
An Innovative Framework for Engineering Education
Edward Crawley
Michael Kelly
The Cambridge-MIT Institute
March 2005
“What is chiefly needed is skill rather than machinery”
Wilbur Wright, 1902
CENTRAL QUESTIONS FOR
ENGINEERING EDUCATION
What knowledge, skills and attitudes should
students possess as they graduate from
university?
How can we do better at ensuring that students
learn these skills?
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 future researchers to understand the
importance and strategic value of their work
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 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
PEDAGOGIC LOGIC
• Most engineers are “concrete operational learners”
Manipulate objects to understand abstractions
• Students arrive at university lacking personal experience
Lack foundation for “formal operational thought”
• Must provide authentic activities to allow mapping of new
knowledge - alternative is rote or “pattern matching”
• Using CDIO as authentic activity achieves two goals -Provides activities to learn fundamentals
Provides education in the creation and operation of
systems
CDIO
• Is a set of common goals
• Is a holistic integrated approach that draws on best
practice
• Is a set of resources that can be adapted and implemented
for national, university and disciplinary programs
• Is a co-development approach, based on engineering
design
• Is not prescriptive
• Is a way to address the two major questions:
What are the knowledge skills and attitudes?
How can we do a better job?
NEED TO GOALS
•
•
•
•
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
1.0 Technical Knowledge & Reasoning:
Knowledge of underlying sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge
2.0 Personal and Professional Skills & Attributes
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
Multi-disciplinary teamwork
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise & Societal Context
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating
1
TECHNICAL KNOW LEDGE AND REASONING
1.1. KNOWLEDGE OF UNDERLYING
SCIENCES
1.2. CORE ENGINEERING FUNDAMENTAL
KNOWLEDGE
1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
2
PERSONAL AND PROFESSIONAL SKILLS
AND ATTRIBUTES
2.1. ENGINEERING REASONING AND
PROBLEM SOLVING
2.1.1. Problem Identification and Formulation
2.1.2. Modeling
2.1.3. Estimation and Qualitative Analysis
2.1.4. Analysis With Uncertainty
2.1.5. Solution and Recomme ndation
2.2. EXPERIMENTATION AND KNOWLE DGE
DISCOVERY
2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and Electronic
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. Emergence 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 and Willingness to Take
Risks
2.4.2. Perseverance and Flexibility
2.4.3. Creative Thinking
2.4.4. Critical Thinking
2.4.5. Awareness of OneÕ
s Personal
Knowledge, Skills, and Attitudes
2.4.6. Curiosity and Lifelong Learning
2.4.7. Time and Resource Management
2.5. PROFESSIONAL SKILLS 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 SKILLS: TEAMW ORK AND
COMMUNICATION
3.1. TEAMWORK
3.1.1. Forming Effective Teams
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 Strategy
3.2.2. Commu nication Structure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Communication
3.2.5. Graphical Comm unication
3.2.6. Oral Presentation and Interpersonal
Commu nication
CDIO SYLLABUS
3.3.
4
• Syllabus at 3rd
level
• One or two more
levels are detailed
• Rational
• Comprehensive
• Peer reviewed
• Basis for design
and assessment
COMMUNICATION IN FOREIGN
LANGUAGES
3.3.1. English
3.3.2. Languages within t he European Union
3.3.3. Languages outside the European
Union
CONCEIVING, DESIGNING, IMPLEMENTING
AND OPERATING 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 Impact of Engineering on Society
4.1.3. SocietyÕ
s Regulation of Engineering
4.1.4. The Historical and Cultural Context
4.1.5. Contemporary Issues and Values
4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
4.2.1. Appreciating Different Enterprise
Cultures
4.2.2. Enterprise Strategy, 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 and Ensuring
Goals Can Be Met
4.3.4. Development Project Management
4.4. DESIGNING
4.4.1. The Design Process
4.4.2. The Design Process Phasing and
Approaches
4.4.3. Utilization of Knowledge in Design
4.4.4. Disciplinary Design
4.4.5. Multidisciplinary Design
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 Software Integration
4.5.5. Test, Verification, Validation and
Certification
4.5.6. Implementation Management
4.6. OPERATING
4.6.1. Designing and O ptimizing Operations
4.6.2. Training and Operations
4.6.3. Supporting the System Lifecycle
4.6.4. System Improvement and E volution
4.6.5. Disposal and Life-End I ssues
4.6.6. Operations Management
a. Apply know ledge of mathematics, science, and engineering.
CDIO-ABET
b. Design and conduct experiments, as well as to analyze and interpret data.
c. Design a system, component, or process to meet desired needs.
d. Function on multi-disciplinary teams.
e. Identify, f ormulate, and solv e engineering problems.
f . Understand of prof essional and ethical responsibility.
g. Communicate ef fectively.
h. Understand the impact of engineering solutions in a global and societal context.
i. Recognition of the need f or, and an ability to engage in lif e-long learning.
j. Know ledge of contemporary issues.
k. Use the techniques, skills , and modern engineering tools necessary f or engineering practice.
1.1
1.2
1.3
2.1
2.2
2.3
2.4
2.5
3.1
3.2
4.1
4.2
4.3
4.4
4.5
4.6
CDIO Syllabus Sub-Section
Knowledge of Underlying Sciences
Core Engineering Fundamental Knowledge
Advanced Engineering Fundamental Knowledge
Engineering Reasoning and Problem Solving
Experimentation and Knowledge Discovery
System Thinking
Personal Skills and Attitudes
Professional Skills and Attitudes
Teamwork
Communications
External and Societal Context
Enterprise and Business Context
Conceiving and Engineering Systems
Designing
Implementing
Operating
Strong Correlation
a
b
c
Good Correlation
ABET Criteria Met
d
e
f
g
h
I
j
k
CDIO-UK SPEC
A1. Sound approach in introducing new te chnology.
A2. Cre ative and innovative de ve lopme nt of e nginee ring te chnology & continuous
improvement
B1. Identify potential proje cts and opportunities .
B2. Conduct rese arch and undertake de sign and deve lopment of engineering solutions .
B3. Imple m ent de s ign solutions , and e valuate their effectivene s s.
C1. Plan for effective proje ct implementation.
C2. Plan, budge t organize , direct and control task s , pe ople and re source s .
C3. Le ad te ams and de velop s taff to me e t changing te chnical and managerial ne e ds.
C4. Bring about continuous improveme nt through quality manageme nt.
D1. Communicate in English w ith others at all le ve ls.
D2. Pres ent and dis cus s proposals .
D3. Demons trate personal and s ocial s kills .
E1. Comply w ith rele vant codes of conduct.
E2. Manage and apply s afe s yste ms of w ork .
E3. Undertake e nginee ring activitie s in a way that contribute s to sus tainable
deve lopme nt.
E4. Carry out continuing profes s ional de ve lopment to enhance compe tence in ow n are a.
CDIO-UK SPEC
1.1
1.2
1.3
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
4.1
4.2
4.3
4.4
4.5
4.6
CDIO Syllabus Sub-Section
Knowledge of Underlying Sciences
Core Engineering Fundamental Knowledge
Advanced Engineering Fundamental Knowledge
Engineering Reasoning and Problem Solving
Experimentation and Knowledge Discovery
System Thinking
Personal Skills and Attitudes
Professional Skills and Attitudes
Teamwork
Communications
Communciations in a Foreign Language
External and Societal Context
Enterprise and Business Context
Conceiving and Engineering Systems
Designing
Implementing
Operating
UK-SPEC Standard Met
A1 A2 B1 B2 B3 C1 C2 C3 C4 D1 D2 D3 E1 E2 E3 E4
Strong Correlation
Good Correlation
Could also map against “Output Standards” from EC
“Accreditation of HE Programmes”
SYLLABUS LEVEL OF PROFICIENCY
• 6 groups surveyed: 1st and 4th year students, alumni 25
years old, alumni 35 years old, faculty, leaders of
industry
• Question: For each attribute, please indicate which of
the five levels of proficiency you desire in a graduating
engineering student:
–
–
–
–
–
1 To have experienced or been exposed to
2 To be able to participate in and contribute to
3 To be able to understand and explain
4 To be skilled in the practice or implementation of
5 To be able to lead or innovate in
Pe
rs
s
io
n
at
en
t
Th
in
ki
on
5
ng
a
Pr
lA
of
ttr
es
ib
si
ut
on
es
al
At
tri
bu
3.
te
1
s
Te
3.
a
2
m
C
w
om
or
k
m
4.
un
1
ic
So
at
ci
io
e
n
ta
4.
lC
2
Bu
on
si
te
ne
xt
ss
C
on
4.
te
3
xt
C
on
4.
4
ce
D
iv
es
in
g
ig
n
Pr
4.
oc
5
es
Im
s
pl
em
en
tin
4.
g
6
O
pe
ra
tin
g
2.
4
2.
st
em
Exposure
im
R
ea
so
n
Participate
Sy
er
in
g
Understand
pe
r
Ex
ne
Skilled
Practice
3
2
2.
En
gi
Innovate
2.
1
2.
PROFICIENCY EXPECTATIONS
5
Proficiency Expectations at MIT Aero/Astro
4.5
4
3.5
3
2.5
Faculty
Industry
Y . Alum
O. Alum
2
1.5
1
REMARKABLE AGREEMENT!
HOW CAN WE DO BETTER?
Re-task current assets and resources in:
•
•
•
•
Curriculum
Laboratories and workspaces
Teaching, learning, and assessment
Faculty competence
Evolve to a model in which these resources are
better employed to promote student learning
RE-TASK CURRICULUM
• Create mutually-supportive disciplinary subjects
integrating personal, professional and
product/system building skills
• Begin with an introductory course that provides a
framework for engineering education
INTRODUCTORY COURSE
• To motivate students to study
engineering
• To provide a set of personal
experiences which will allow early
fundamentals to be more deeply
understood
Capstone
• To provide early exposure to
system building
• To teach some early and essential
skills (e.g., teamwork)
Sciences
Disciplines
Intro
RE-TASK LABS AND WORKSPACES
• Use existing resources to re-task workspaces so
that they support hands-on learning of
product/system building, disciplinary knowledge,
knowledge discovery, and social learning
• Ensure that students participate in repeated
design-build experiences
WORKSPACE USAGE MODES
Reinforcing Disciplinary
Knowledge
Knowledge Discovery
Learning Lab
System Building
Community Building
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
Hangaren
DESIGN-BUILD RESOURCES
• Multidisciplinary Design
Projects (EE/MechE)
development of standard
design kits; new course
materials on CD-ROM
• Hardware-Software CoDesign modern control and
software; development of
design kits and standard
lab stations (spin-dude
pictured)
RE-TASK TEACHING AND ASSESSMENT
• Provide integrated experiences that support deep and
conceptual learning of technical knowledge, as well as
personal, interpersonal and product/system building
skills
• Encourage students to take a more active role in their
own learning
• Provide experiences for students that simulate their
future roles as engineers
• Assess student knowledge and skills in personal,
interpersonal, and product and system building, as well
as disciplinary knowledge
ACTIVE AND EXPERIENTIAL LEARNING
ACTIVE LEARNING
EXPERIENTIAL LEARNING
Engages students directly in
manipulating, applying,
analyzing, and evaluating
ideas
Active learning in which
students take on roles that
simulate professional
engineering practice
Examples:
Pair-and-Share
Group discussions
Debates
Concept questions
Examples:
Design-build projects
Problem-based learning
Simulations
Case studies
Dissections
KOLB’S LEARNING CYCLE
APPLY THE
THEORY
SKILLS
DEVELOPMENT
CONCRETE
EXPERIENCE
Tutorials,
ACTIVE
Exercises,
Lab classes, etc. EXPERIMENTATION
CDIO
REFLECTIVE
OBSERVATION
ABSTRACT
GENERALIZATION
TRADITIONAL
APPROACH
Lectures:
Concepts, Models,
Laws, etc.
FORM OR
ACQUIRE A
“THEORY”
KOLBIAN STRING AS A TEACHING MODEL
SKILLS DEVELOPMENT
PROVIDE
CONCRETE
EXPERIENCES
FACILITATE
REFLECTION
“TRADITIONAL” APPROACH
INTRODUCE
PROVIDE
“THEORY”
APPLICATION
OF TOPIC
OPPORTUNITIES
KOLBIAN STRING
ADVANTAGES
• DEEPER LEARNING OF FUNDAMENTALS.
• MORE OPPORTUNITIES FOR DEVELOPING SKILLS.
• COVERS ALL LEARNING STYLES.
• EMPHASIS ON ARTICULATING AND SOLVING PROBLEMS (APPROPRIATE FOR
ENGINEERS), RATHER THAN ANALYSIS (MORE APPROPRIATE FOR SCIENTISTS).
RE-TASK FACULTY COMPETENCE
• Enhance faculty competence in personal,
interpersonal and product/system building skills
• Encourage faculty to enhance their competence
in active and experiential teaching and learning,
and in assessment
FACULTY COMPETENCE IN SKILLS
Web-based Instructor Resource Modules
AN INVITATION
• The CDIO Initiative is creating a model, a change
process and library of education resources that facilitate
easy adaptation and implementation of CDIO
• Many of you are developing important resources and
approaches that we could all learn from
• Please consider working with us
CDIO COLLABORATORS
ORIGINAL COLLABORATORS
Chalmers
KTH
EUROPE
Linköping
N. AMERICA
MIT
REST OF WORLD
INTERNATIONAL COLLABORATORS
Queen’s U., Belfast
U. Auckland
Denmark Tech. U.
U. Pretoria
US Naval Academy
U. Liverpool
Hogeschool Gent
Queen’s U. Ontario École Poly., Montréal
Singapore Poly.
CDIO RESOURCES
• www.cdio.org
• Published papers and conference presentations
• Implementation Kits (I-Kits)
• Start-Up Guidance and Early Successes
• Instructor Resources Modules (IRM’s)
• CDIO Book (forthcoming)
• UK/Ireland regional workshop in Liverpool - 5 April
• Information on CDIO.org, or contact Perry Armstrong