1. 1 First Annual Meeting Kingston, Canada June 6 - 9, 2005

2. 2 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

3. 3 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

4. 4 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

5. 5 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

6. 6 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:

7. 7 Alumni/-ae Survey - Queen’s Kingston  Who was surveyed?  3026 Mechanical and Materials Engineering graduates from 1970- 2004 –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: –Occupation of Alumni/-ae: –Other involved positions in finance, sales, and teaching

8. 8 Selected Results- Queen’s Kingston

9. 9 4.0 Personal and Professional Skills and Attributes - Queen’s Kingston

10. 10 5.0 Operating System in the Enterprise and Societal Context - Queen’s Kingston

11. 11 1.0 Mathematics - Queen’s Kingston

12. 12 2.0 Mechanical and Materials Engineering Sciences - Queen’s Kingston  Thermodynamics, Fluid Mechanics, Statics & Solid Mechanics, Engineering Dynamics & Kinematics In this Asked graduates for each core course listed above: In this matter, how important is it that a graduating engineer should matter, how important is it that a graduating engineer should: principles  2.X.1 Be familiar with basic principles and relationships derive  2.X.2 Be able to derive mathematical equations and relationships apply  2.X.3 Be able to apply engineering knowledge to real world issues

13. 13 3.0 Additional Material - Queen’s Kingston

14. 14 6.0 Allocation of Teaching Time Queen’s Kingston

15. 15 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

16. 16 Benchmarking

17. 17 MME Curriculum Second Year Common Core: CIVL 220CIVL 220 Statics and Solid Mechanics ELEC 210ELEC 210 Introductory Electric Circuits and Machines MATH 225MATH 225 Ordinary Differential Equations MATH 272MATH 272 Application of Numerical Methods MECH 212MECH 212 Design Techniques MECH 213MECH 213 Manufacturing Methods MECH 215MECH 215 Instrumentation and Measurement MECH 228MECH 228 Kinematics and Dynamics MECH 230MECH 230 Thermodynamics I MECH 241MECH 241 Fluid Mechanics I MECH 270MECH 270 Materials Science and Engineering

18. 18 Third Year Common Core: MECH 302MECH 302 Technical Communication MECH 321MECH 321 Solid Mechanics II MECH 323MECH 323 Machine Design MECH 328MECH 328 Dynamics and Vibration MECH 330MECH 330 Applied Thermodynamics II MECH 341MECH 341 Fluid Mechanics II MECH 346MECH 346 Heat Transfer MECH 350MECH 350 Automatic Controls MECH 398MECH 398 Mechanical Engineering Laboratory I MECH 399MECH 399 Mechanical Engineering Laboratory II PHYS 333PHYS 333 Electronics for Scientists and Engineers STAT 367STAT 367 Engineering Data Analysis MME Curriculum (continued)

19. 19 MME Curriculum (continued) Mechanical Engineering Option: Complementary Studies 1 Technical Elective Materials Engineering Option: MECH 370MECH 370 Principles of Materials Processing MECH 371MECH 371 Fracture Mechanics and Dislocation Theory

20. 20 MME Curriculum (continued) Forth Year Common Core: COMM 244COMM 244 Project Management and Economics MECH 460MECH 460 Design Project I Mechanical Engineering Option: Complementary Studies Technical Electives Materials Engineering Option: Complementary Studies Technical Electives

21. 21 MME Curriculum (continued) Partial List of Elective Courses: CHEE 390CHEE 390 Polymer Science and Process Technology CHEE 481CHEE 481 Air Quality Management ELEC 448ELEC 448 Introduction to Robotics: Mechanics and Control MECH 314MECH 314 Manufacturing Engineering MECH 370MECH 370 Principles of Materials Processing MECH 371MECH 371 Fracture Mechanics and Dislocation Theory MECH 412MECH 412 Mechanical Behaviour of Advanced Materials MECH 420MECH 420 Vibrations MECH 422MECH 422 Stress and Strain Analysis MECH 424MECH 424 Life Cycle Engineering MECH 426MECH 426 Manufacturing Business Strategy MECH 430MECH 430 Thermal Systems Design MECH 431MECH 431 Building Energy Systems MECH 435MECH 435 Applied Combustion MECH 439MECH 439 Turbomachinery MECH 441MECH 441 Fluid Mechanics III

22. 22 MECH 444MECH 444 Computational Fluid Dynamics MECH 448MECH 448 Compressible Fluid Flow MECH 452MECH 452 Mechatronic Systems Design MECH 455MECH 455 Computer Integrated Manufacturing MECH 456MECH 456 Introduction to Robotics MECH 462MECH 462 Design Project II MECH 465MECH 465 Computer-Aided Design MECH 466MECH 466 Solid Modelling MECH 472MECH 472 Corrosion and Failure Analysis MECH 477MECH 477 Design of Automotive Structures with Advanced Materials MECH 478MECH 478 Biomaterials MECH 480MECH 480 Aerospace Engineering MECH 482MECH 482 Noise Control MECH 491MECH 491 Design of Biomechanical Devices MECH 495MECH 495 Ergonomics and Design MECH 497MECH 497 Spacecraft Systems Design MME Curriculum (continued)

23. 23 Curriculum Changes Initial Changes to the MME Curriculum  Change the oral and written communication course from 3 rd year to courses in 2 nd and 3 rd 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 4 th year design course  More industry projects (real world!)  More students  Resources $ and shop time  Adding CD and IO in calendar description

24. 24 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 4 th year  CDIO type of curriculum should become a selling point for getting jobs in industry

25. 25 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!