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READY TO ENGINEER C onceive- D esign- I mplement - O perate: An Innovative Framework for Engineering Education Edward Crawley July 2006.

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Presentation on theme: "READY TO ENGINEER C onceive- D esign- I mplement - O perate: An Innovative Framework for Engineering Education Edward Crawley July 2006."— Presentation transcript:

1 READY TO ENGINEER C onceive- D esign- I mplement - O perate: An Innovative Framework for Engineering Education Edward Crawley July 2006

2 What is chiefly needed is skill rather than machinery Wilbur Wright, 1902

3 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?

4 THE NEED Desired Attributes of an Engineering Graduate Understanding of fundamentals Understanding of design and manufacturing process Possess a multi-disciplinary system perspective Good communication skills High ethical standards, etc. Underlying Need Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In a modern team-based engineering environment We have adopted CDIO as the engineering context of our education

5 TRANSFORM THE CULTURE CURRENT Engineering Science R&D Context Reductionist Individual... but still based on a rigorous treatment of engineering fundamentals DESIRED Engineering Product Context Integrative Team

6 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

7 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

8 PEDAGOGIC LOGIC Most engineers learn from the concrete to the abstract Manipulate objects to understand abstractions Students arrive at university lacking personal experience We must provide dual impact authentic activities to allow mapping of new knowledge - alternative is rote or pattern matching Using CDIO as authentic activity achieves two goals -- Provides education in the creation and operation of systems Builds the cognitive framework to understand the fundamentals more deeply

9 CDIO Is a set of common goals Is a holistic integrated approach that draws on and integrates 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?

10 APPROACH design Our approach is to design (in the engineering sense) an improved educational model and implementable resources. Analyze needs, and set a clear, complete and consistent set of goals Design and prototype in parallel programs with partner universities Original collaborators: Chalmers, KTH, LiU, MIT Recently joined by: 18 others world wide Compare results,evaluate, iterate and develop improved models and materials Create as open source of resources, not a prescription

11 NEED TO GOALS Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In a modern team-based engineering environment And are mature and thoughtful individuals The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education 1. Technical 3. Inter- personal 2. Personal 4. CDIO Process Team Product Self

12 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

13 CDIO SYLLABUS Syllabus at 3rd level One or two more levels are detailed Rational Comprehensive Peer reviewed Basis for design and assessment

14 CDIO-ABET

15 CDIO-UK SPEC

16 Could also map against Output Standards from EC Accreditation of HE Programmes

17 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

18 REMARKABLE AGREEMENT! PROFICIENCY EXPECTATIONS Proficiency Expectations at MIT Aero/Astro Exposure Participate Understand Skilled Practice Innovate

19 Engineering Education should produce graduates who: Understand how to conceive-design-implement-operate Complex value-added products and systems In a modern team-based engineering environment And are mature and thoughtful individuals Engineering Education should produce graduates who: Understand how to conceive-design-implement-operate Complex value-added products and systems In a modern team-based engineering environment And are mature and thoughtful individuals CDIO PRINCIPLE CDIO PRINCIPLE DEVELOPMENT OF CDIO EXISTING PROGRAM EXISTING PROGRAM Stakeholder Surveys Stakeholder Surveys Benchmark Skills Benchmark Skills Accreditation Criteria Accreditation Criteria Define Learning Outcomes Define Learning Outcomes CDIO SYLLABUS CDIO SYLLABUS WHAT CDIO CONTEXT CDIO CONTEXT

20 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

21 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

22 CDIO AS A MATRIX STRUCTURE Conventional engineering education replicates a stove piped disciplinary organization CDIO uses disciplines as the organizing principle, but interweaves personal, interpersonal and project experiences – a lightweight project organization Problem Based Learning uses projects as the organizing principle, and interweaves disciplinary education in a just in time model – a heavyweight project organization Optimum for goals

23 OVERLAY DESIGN For each Syllabus topic, need to develop an appropriate cognitive progression For example, for design: Design process Design by redesign Disciplinary design Design for implementation Multidisciplinary design Then identify where content will be taught

24 INTRODUCTORY COURSE To motivate students to study engineering To provide early exposure to system building To teach some early and essential skills (e.g., teamwork) To provide a set of personal experiences which will allow early fundamentals to be more deeply understood Disciplines Intro Capstone Sciences

25 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

26 Community Building Knowledge Discovery System Building Reinforcing Disciplinary Knowledge WORKSPACE USAGE MODES Hangaren Learning Lab

27 DESIGN-BUILD RESOURCES Multidisciplinary Design Projects (EE/MechE) development of standard design kits; new course materials on CD-ROM Hardware-Software Co- Design modern control and software; development of design kits and standard lab stations (spin-dude pictured)

28 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

29 EDUCATION AS AN INPUT-OUTPUT PROCESS Learning Dynamics Reflecting, Integrating, Forgetting Dynamics noise pedagogy curricular X0X0 X1X1 X2X2 CyCy noise assessment CzCz z goals X = knowledge skills attitudes X 1 - X 0 = learning y

30 CONCRETE EXPERIENCE REFLECTIVE OBSERVATION ABSTRACT GENERALIZATION ACTIVE EXPERIMENTATION KOLBS LEARNING CYCLE APPLY THE THEORY FORM OR ACQUIRE A THEORY TRADITIONAL APPROACH Lectures: Concepts, Models, Laws, etc. Tutorials, Exercises, Lab classes, etc. SKILLS DEVELOPMENT CDIO

31 ACTIVE AND EXPERIENTIAL LEARNING ACTIVE LEARNING Engages students directly in manipulating, applying, analyzing, and evaluating ideas Examples: Pair-and-Share Group discussions Debates Concept questions EXPERIENTIAL LEARNING Active learning in which students take on roles that simulate professional engineering practice Examples: Design-build projects Problem-based learning Simulations Case studies Dissections

32 CONCEPT QUESTIONS A black box is sitting over a hole in a table. It is isolated in every way from its surroundings with the exception of a very thin thread which is connected to a weight. You observe the weight slowly moving upwards towards the box. 1) This situation violates the First Law of Thermodynamics 2) Heat must be transferred down the thread 3) The First Law is satisfied, the energy in the box is increasing 4) The First Law is satisfied, the energy in the box is decreasing 5) The First Law is satisfied, the energy in the box is constant (Original problem due to Levenspiel, 1996)

33 REAL-TIME PRS RESPONSE Responses from sophomores

34 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

35 FACULTY COMPETENCE IN SKILLS Web-based Instructor Resource Modules

36 THE CDIO STANDARDS: BEST 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

37 DEVELOPMENT OF CDIO Benchmark T & L Methods Benchmark T & L Methods Redesign Courses & Program Redesign Courses & Program CDIO STANDARDS CDIO STANDARDS Best Practice HOW CDIO PRINCIPLE CDIO PRINCIPLE EXISTING PROGRAM EXISTING PROGRAM Stakeholder Surveys Stakeholder Surveys Benchmark Skills Benchmark Skills Accreditation Criteria Accreditation Criteria Define Learning Outcomes Define Learning Outcomes CDIO SYLLABUS CDIO SYLLABUS WHAT CDIO PRINCIPLE CDIO PRINCIPLE

38 CENTRAL QUESTIONS FOR ENGINEERING EDUCATION What knowledge, skills and attitudes should students possess as they graduate from university? Syllabus Stakeholder engagements How can we do better at ensuring that students learn these skills? Standards - guide to adopting good practice Resources

39 Understanding of need, and commitment Leadership from the top Nourish early adopters Quick successes Moving off assumptions Involvement and ownership Appeal to professionalism Students as agents of change Adequate resources Faculty learning culture Faculty recognition and incentives CHANGE PROCESS

40 CDIO RESOURCES Published papers and conference presentations Implementation Kits (I-Kits) Start-Up Guidance and Early Successes Instructor Resources Modules (IRMs) CDIO Book (forthcoming) CDIO Conference in Linköping in June

41 TO LEARN MORE ABOUT CDIO … Visit

42 Approaches for more effective curricular design Inventory of concept questions across a range of disciplines Design implement experiences in other fields of engineering and applied science Learning assessment techniques for comparative evaluation Models of incentives from leading universities APPARENT CHALENGES

43 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 Chalmers had been a leader in creating this approach Many of you are developing important resources and approaches that we could all learn from Please consider working more closely with us


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