Learning Outcomes in the Context of Engineering Practice Edward F. Crawley CDIO Region-of-the-Americas Meeting Duke University November 9, 2009

THE MOTIVATION FOR CHANGE Shortage of engineering graduates and those remaining in engineering careers Need to educate engineers to be more effective contributors and leaders Need to educate engineers to work in a more interdisciplinary manner Preparing students for increasing globalization Increasing awareness and response to environmental changes DON’T PLAN TO SEND JOBS ABROAD: THEY HAVE THE SAME PROBLEMS! EVERYONE ELSE IS SENDING THEM THERE! WORLDWIDE

THE EDUCATIONAL NEEDS OF ENGINEERING STUDENTS DESIRED ATTRIBUTES OF AN ENGINEERING GRADUATE Understanding of fundamentals Understanding of design and manufacturing processes Multidisciplinary 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.

DEVELOPMENT OF ENGINEERING EDUCATION Personal, Interpersonal and Design - System Building Disciplinary Knowledge Pre-1950s: Practice 1960s: Science & practice 1980s: Science 2000s: CDIO Engineers need both dimensions, and we need to develop education that delivers both

NATURE OF OUR MILLENIAL STUDENTS Social responsibility “New” modes of learning Excitement, gratification and success Groups

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 And to build diversity in our engineering workforce

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 authentic 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 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

THREE PREMISES 1.The underlying need is best met by setting goals that stress the fundamentals, while at the same time making C-D-I-O the CONTEXT of engineering 2.LEARNING OUTCOMES for students should be set through stakeholder involvement, and met by constructing a sequence of integrated learning experiences that expose students to situations that engineers encounter in their profession 3.Proper construction of these INTEGRATED LEARNING ACTIVITIES will cause the activities to have dual impact facilitating student learning of critical personal and interpersonal skills, and product, process, and system building skills, and simultaneously enhancing the learning of the fundamentals

CDIO STRUCTURE AND RESOURCES CONTEXT (1) LEARNING OUTCOMES (2) ACTIVITIES (3-12) CHANGE PROCESS BEST PRACTICE SCHOLARSHIP CO- DEVELOPMENT SHARING SYSTEM VIEW

WHAT IS CONTEXT? 1.The words, phases or passages that come before, or after, a particular word or passage of text that help to explain its full meaning 2.The circumstances or events that form the environment within which something exists or takes place, for example A chair within a room A decision influenced by the organization CONTEXT refers to the circumstances and surroundings that aid in understanding meaning.

WHAT IS ENGINEERING? Designing and implementing things that have not previously existed, and that directly or indirectly serve society or some element of society Von Kármán: “Scientists discover the world that exists, while engineers create the world that never was!” The life cycle of a product, process, project, system, software, material, molecule  Conceiving: understanding needs and technology, and creating the concept  Designing: defining the information needed to implement  Implementing: creating the actually operable system  Operating: using the system to meet the need

ENGINEERING CONTEXT STABLE ELEMENTS A focus on the problems of the customer and society The delivery of new products, processes, and systems The role of invention and new technology in shaping the future The use of many disciplines to develop the solution The need for engineers to work together, to communicate effectively, and to provide leadership in technical endeavors The need to work efficiently, within resources, and /or profitably

ENGINEERING CONTEXT (cont.) CHANGING ELEMENTS A change from mastery of the environment to stewardship of the environment Shortened lifespan of products and technologies Increase in service orientation Globalization and international competition Fragmentation and geographic dispersion of engineering activities The increasingly human-centered nature of engineering practice

ENGINEERING EDUCATION CONTEXT The product lifecycle is the CONTEXT of engineering education. A focus on the needs of the customer Delivery of products and systems Incorporation of new inventions and technologies A focus on the solution, not disciplines Working with others Effective communication Working within resources

CDIO AS THE CONTEXT CONCEIVE-DESIGN- IMPLEMENT-OPERATE as a model of the product, process, and system development and deployment process in engineering Other models Measure-Model-Manipulate- Make in biological engineering at MIT Engineering-Enterprising- Educating-Environmenting- Ensembling in Leuven, Belgium

BENEFITS OF LEARNING IN CONTEXT Setting the education of engineers in the CONTEXT OF ENGINEERING PRACTICE realizes the benefits of contextual learning: Increases retention of new knowledge and skills Interconnects concepts and knowledge that build on each other Communicates the rationale for, meaning of, and relevance of, what students are learning

BEST PRACTICE STANDARD ONE Adoption of the principle that product, process, and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating - - are the context for engineering education It is what engineers do! It is the underlying need and basis for the skills lists that industry proposes to university educators It is the natural context in which to teach these skills to engineering students It better supports the learning of the technical fundamentals

NEED TO LEARNING OUTCOMES 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 is a comprehensive statement of detailed learning outcomes for engineering education. 1. Technical 3. Inter- personal 2. Personal 4. CDIO Process Team Product Self

THE CDIO SYLLABUS AND UNESCO’S FOUR PILLARS 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 LEARNING TO KNOW LEARNING TO BE LEARNING TO WORK TOGETHER LEARNING TO DO

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

BEST PRACTICE STANDARD TWO Specific, detailed learning outcomes for personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders “Resolves” tensions among stakeholders Allows for the design of curriculum Basis of student evaluation Tells us what to teach

THE CDIO SYLLABUS IN OTHER LANGUAGES

ROLE OF CDIO SYLLABUS IN EDUCATION Captures the expressed needs of program stakeholders Highlights the overall goals of the program Provides a guide for the design of curriculum Suggests appropriate teaching and learning methods Provides the targets for student learning assessment Serves as a framework for overall program evaluation The CDIO SYLLABUS is a reference, not a prescription!

ALIGNMENT WITH PROGRAM MISSION Mission Vision Program Objectives Values Intended Learning Outcomes

CONSTRUCTIVE ALIGNMENT WITH TEACHING AND ASSESSMENT What should students know or be able to do as a result of the course? How can students demonstrate that they have acquired the desired levels of competencies? What activities are appropriate for students in order to develop the desired competencies? Teaching and learning activities Assessment Intended learning outcomes

PRESSURES FOR CHANGE TO THE CDIO SYLLABUS New knowledge taxonomies, e.g., UNESCO New scholarship National accreditation and evaluation standards o ABET (US) o CEAB (Canada) o UK-SPEC o Swedish Ordinance o EUR-ACE o DOCET Input from CDIO Syllabus users

EXAMPLES OF PROPOSED CHANGES Inference from comparisons with national documents Change to Disciplinary or Subject-Based Knowledge and Reasoning (Swedish Ordinance and EUR-ACE) Add Mathematics (ABET) Add Methods and Tools (ABET and CEAB) Change to Analytical Reasoning and Problem Solving (ABET and CEAB) Add Investigation to the title (CEAB) Change to Ethics, Integrity, and Social Responsibility (ABET and CEAB) Add Professional Responsibility (ABET) – Add Equity and Diversity (CEAB) Add Multidisciplinary Teaming (ABET and CEAB) Add Inquiry, Listening and Dialogue (CEAB) Add Economic Context (UK-SPEC) Add part Engineering Project Finance and Economics (CEAB) Add Understanding Needs (ABET and CEAB) Add Systems Engineering (CEAB) – Modify to indicate Safety (CEAB) Changes to clarify and use consistent language

INNOVATION Innovation is the development and introduction into the market of new goods and services Innovation is the market-oriented view of what in the CDIO Syllabus defines in Sections 4.2 through 4.6 – Conceiving and Engineering Systems, Designing, Implementing, and Operating, within an enterprise Inference from innovation Add Innovation to the title Change to Enterprise Stakeholders, Strategy and Goals Add Engineering Project Finance and Economics Add New Technology Development, Assessment and Infusion Change to Understanding Needs and Setting Goals Mostly clarification and modest addition of topics to include more business and upstream considerations

SUSTAINABILITY CDIO Syllabus has received some criticism, as sustainability is mentioned in only one place, at the fourth level of detail, under However, CDIO Syllabus actually strongly aligned with concepts of sustainability: lifecycle considerations of requirements, design, operations, retirement Inference from sustainability Include Environmental in the title Include Environmental in the title Add Sustainability and the Need for Sustainable Development Make Design for Sustainability more explicit Change to Designing a Sustainable Implementation Process Change to Designing and Optimizing Sustainable and Safe Operations Mostly to clarify and increase visibility

OTHER PROPOSED CHANGES Various universities identified other areas that could be improved or better explained Comparison with Five E model of Group T, Leuven, Belgium Additional inferences from these inputs Add Educating Others Add Knowledge Integration (Ensembling) Change to Ethics, Integrity, and Social Responsibility Add new listing Informal Communication to include: Inquiry, Listening, and Dialogue Negotiation, Compromise and Conflict Resolution Advocacy Establishing diverse Connections (Grouping) These are mostly new additions

PROPOSED CDIO SYLLABUS v2.1 Changes other than clarification: Reorganize 2.4 to elevate critical and creative thinking Add more emphasis on personal resources Expand core personal values

PROPOSED CDIO SYLLABUS v2.1 Changes other than clarification: Add multi- disciplinary teaming Add section on informal communication

PROPOSED CDIO SYLLABUS v2.0 Changes other than clarification: Make sustainability more visible Add more upstream process Make system engineering and project management more explicit

LEADERSHIP AND ENTREPRENEURSHIP LEADERSHIP The role of helping to organize effort, create vision, and facilitate the work of others In the context of engineering, senior engineers are the ones who most often lead ENTREPRENEURSHIP The specific activity of creating and leading a new enterprise

OVERLAP OF CDIO SYLLABUS, LEADERSHIP AND ENTREPRENEURSHIP CDIO Syllabus already contains skills of a leading engineer What additional skills are needed of an engineering leader? What additional skills are needed of an entrepreneur? We propose and extension to the CDIO Syllabus to include, as an option, ENGINEERING LEADERSHIP and ENTREPRENEURSHIP

PROPOSED CDIO + ENGINEERING LEADERSHIP SYLLABUS Reference Core Personal Values, Relating, and Making Sense in the CDIO Syllabus Expand Creating a Purposeful Vision Expand Realizing the Vision

ENTREPRENEURSHIP ENTREPRENEURS who are engineers know how to conceive, design, implement and operate products processes and systems, and often act as engineering leaders In addition, they have special skills associated with the foundation and formulation of a new enterprise: Company Founding, Formulation, and Organization – Business Plan Development Company Capitalization and Finances Innovative Product Marketing Conceiving Products and Services Around New Technologies – The Innovation System, Networks, Infrastructure, and Services Building the Team and Initiating Engineering Processes (conceiving, designing, implementing and operating) Managing Intellectual Property

SUMMARY Setting the education of engineers in the CONTEXT OF ENGINEERING PRACTICE Increases retention of new knowledge and skills Interconnects concepts and knowledge that build on each other Communicates the rationale for, and meaning and relevance of what students are learning THE CDIO SYLLABUS Captures the expressed needs of program stakeholders Guides curriculum, teaching, learning, and assessment A modified CDIO SYLLABUS, V. 2.0 is proposed to Clarify existing learning outcomes Highlight innovation, sustainability, leadership, and entrepreneurship

HOW CAN WE DO BETTER? Re-task current assets and resources in: Curriculum Laboratories and workspaces Teaching and learning Assessment and evaluation Faculty competence Evolve to a model in which these resources are better employed to promote student learning

THE CDIO STANDARDS: EFFECTIVE 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

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

44 Self-efficacy is the specific confidence that you have that you can execute a task With successful performance of tasks, self- efficacy increases and encourages the individual to take on tasks of greater difficulty, which increases self-efficacy further Performance and self are closely correlated Self-efficacy, which can be easily measured, is a good basis of pre/post test assessment Success with early PBL experiences increases student self-efficacy in engineering skills and increases student motivation to take on more advanced engineering tasks Self-efficacy Intention & Action Performance Self-efficacy Performance Self-efficacy SELF-EFFICACY BASED ASSESSMENT

ARE WE DOING BETTER? The CDIO approach has deepened, not diminished, students’ understanding of engineering disciplinary knowledge Annual surveys of graduating students indicate that they have developed intended CDIO program knowledge and skills outcomes, especially are those that are important to program stakeholders Student self-report data indicate high student satisfaction with design-implement experiences, and with workspaces that promote a sense of community among learners Longitudinal studies of students in CDIO programs are showing increases in program enrollment, decreasing failing rates, particularly among female students, and increased student satisfaction with their learning experiences Employers are beginning to report increased capabilities improvements in student adaptation to the workplace Results are being used for continuous program improvement

EDUCATIONAL PRODUCT DEVELOPMENT Typical: Professor identifies need Gets idea Not familiar with literature or other practice Tries something It works Is replaced or gets tired Back to status quo Improved: University/Industry team identifies need Idea developed Informed by literature and other practice Parallel experimentation Good evaluation Recognition and reward Institutionalized reform Transformation requires: resources, coordination, expertise, mechanism for sharing

CDIO RESOURCES Published papers and conference presentations Implementation support Support for change process Book: Rethinking Engineering Education - The CDIO Approach (Amazon.com) Local and regional workshops -Delft in November 2009, Brest in Spring 2010 CDIO International Workshop and Conference – Montreal in June 2010 Visit

EFFECTIVE PRACTICE: RE-TASK CURRICULUM Standard 4: Begin with an introductory course that provides a framework for engineering education and introduces essential skills Standard 5: Ensure that students participate in two or more design-implement experiences, including one at a basic level and one at and advanced level

EFFECTIVE PRACTICE: RE-TASK ASSESSMENT AND EVALUATION Standard 11: Assess student knowledge and skills in personal, interpersonal, and product, process and system building, as well as disciplinary knowledge Portfolios and project assessment Oral exams Concept questions Self-efficacy based testing Standard 12: Evaluate programs against these twelve standards, and provide continuous feedback to students, faculty, and other stakeholders for continuous improvement