1. The Conceive – Design – Implement – Operate (CDIO) Engineering Education Framework SP Practice & Experience

2. Session Objectives Identify ways in which the CDIO approach may be useful to your programs Share experiences of engineering education reform Explain the CDIO Engineering Education Framework

4. ORIGINAL COLLABORATORS Chalmers KTH Linköping MIT Conceive – Design – Implement - Operate Over 90 institutions worldwide

5. Singapore Polytechnic (Regional Centre) Nanyang Polytechnic Kanazawa Institute of Technology Kanazawa Technical College Vietnam National University - Ho Chi Minh City Duy Tan University School of Engineering at Taylor's University College Shantou University (Regional Centre) Tsinghua University Beijing Jiaotong University Dalian Neusoft Institute of Information Beijing Institute of Petrochemical Technology Suzhou Industrial Park Institute of Vocational Technology College of Light Industry, Hebei United University Asia Region

6. 6 Feedback from industries, graduates and practising engineers that certain important professional skills are not developed in the existing curriculum. Need to meet standards and criteria set by accreditation bodies such as ABET- Accreditation Board for Engineering & Technology Falling Engineering Enrolment as well as students finding that engineering is too dry and theoretical in the first year of study The CDIO Education Framework was the result of....

7. Why is it called CDIO? Conceive-Design-Implement-Operate is the context of Engineering Education It’s what engineers do We believe that every graduating engineer should be able to: Conceive-Design-Implement-Operate complex value- added engineering products, processes, and systems in a modern, team-based environment (Crawley et al 2007)

8. Two BIG 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?

9. 9 CDIO OVERVIEW The activities within the CDIO Initiative are based on two key documents –CDIO Syllabus (the ‘what’ of CDIO) –CDIO Standards (the ‘how’ of CDIO)

10. CDIO Syllabus (course document) The CDIO Syllabus defines the desired outcomes for graduating students.

11. 1.Disciplinary Knowledge & Reasoning Knowledge of underlying mathematics and sciences Core engineering fundamental knowledge Advanced engineering fundamental knowledge, methods and tools 2.Personal and Professional Skills & Attributes Analytical reasoning and problem solving Experimentation, investigation and knowledge discovery System thinking Attitude, thought and learning Ethics, equity and other responsibilities 3.Interpersonal Skills: Teamwork & Communication Multi-disciplinary teamwork Communications Communication in a foreign language 4.Conceiving, Designing, Implementing & Operating Systems in the Enterprise, Societal & Environmental Context External, societal and environmental context Enterprise and business context Conceiving, systems engineering and management Designing Implementing Operating CDIO Syllabus

12. Adopt CDIO as a context CDIO Syllabus Outcomes Integrated Curriculum Introduction to Engineering Design-Build Experiences CDIO Workspaces Integrated Learning Experiences Active Learning Enhancement of Staff CDIO Skills Enhancement of Staff Teaching Skills CDIO Skills Assessment CDIO Program Evaluation Curriculum Workspace/Labs Teaching & Learning Methods Enhancement of Faculty Competence Assessment Methods Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 Standard 10 Standard 11 Standard 12 CDIO Standards

13. Adoption of the principle that product, process and system lifecycle development and deployment - Conceiving, Designing, Implementing and Operating - are the context for engineering education Standard 1 - CDIO as Context Its what Engineers do

14. Specific, detailed learning outcomes for personal and inter- personal skills, and product, process and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders SP has customized these to the context and proficiency level expected of our students Standard 2 - Learning Outcomes

15. CDIO Standard 3: Integrated Curriculum A curriculum designed with mutually supporting disciplinary courses, with an explicit plan to integrate personal, inter- personal, and product, process and system building skills

16. Gap Analysis & Skill Mapping Identify where such skills are already present in the curriculum (whether explicitly stated or otherwise) Identify where there are naturally occurring opportunities to integrate selected CDIO skills. Map and integrate the CDIO skills throughout the course (programme), and in terms of proficiency at module (course) level Ensure that the overall structure and sequencing of modules is both effective and efficient in terms of meeting the terminal outcomes of the programme. Each school conducted a gap analysis of their courses. From this, it was possible to:

17. STAGE 1ASTAGE 1B Core Module 1A-1 Core Module 1B-1 Core Module 1A-2 Core Module 1B-2 Core Module 1A-3 Core Module 1B-3 Core Module 1A-4 Core Module 1B-4 Core Module 1A-5 Core Module 1B-5 Core Module 1A-6 Core Module 1B-6 STAGE 2ASTAGE 2B Core Module 2A-1 Core Module 2B-1 Core Module 2A-2 Core Module 2B-2 Core Module 2A-3 Core Module 2B-3 Core Module 2A-4 Core Module 2B-4 Core Module 2A-5 Core Module 2B-5 Core Module 2A-6 Core Module 2B-6 STAGE 3ADSTAGE 3B Core Module 3A-1 Core Module 3B-1 Core Module 3A-2 Core Module 3B-2 Core Module 3A-3 Core Module 3B-3 Core Module 3A-4 Core Module 3B-4 Core Module 3A-5 Core Module 3B-5 Core Module 3A-6 Core Module 3B-6 Example from Chemical Engineering: Integration of Communication & Teamwork across 3 years of Study Year 1: Exposure to CDIO skills Year 2: Reinforcement of CDIO skills Year 3: Demonstration of CDIO skills

18. Different level of expectations Year 1 to Year 3  Example: Communication Year 1: To appreciate importance of clear oral communication using walkie-talkie in carrying out the task of …. Year 2: To develop competence in applying good principles in preparing an oral presentation for …. Year 3: To demonstrate competence in delivering oral presentation to a designated audience in ….. Year 1: To be aware of Purpose, Audience & Context (PAC) in preparing a memo to different target audience ….

19. An introductory course that provides the framework for engineering practice in product, process, and system building skills and introduces essential personal and interpersonal skills CDIO Standard 4: Introduction to Engineering Basically, to get students actually doing engineering early in the course programme

20. Year 1: Introduction to Engineering Mechanics Conceive, design and build a model racing car IDEA (creative thinking) Commu- nication skills Teamwork skills Sketching/ CAD Machine Practice

21. Car Challenge

22. Year 1Year 2Year 3 Introduction to Engineering (basic conceive, design and implement) Year 2 project Conceive, Design (Design Thinking) Capstone Project Conceive, Design, Implement and Operate CDIO Standard 5: Design Build Experiences Two or more design-build experiences, one at a basic level and one at advanced level

23. CDIO Standard 6: CDIO Workspaces Engineering workspaces and laboratories that support hands on learning…

24. CDIO Standard 7 – Integrated Learning Experiences Integrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills CDIO Standard 7: Integrated Learning Experiences

25. CDIO Standard 8 -- Active Learning Teaching and learning based on active and experiential learning methods CDIO Standard 8: Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering & Gamson)

26. ACTIVE AND EXPERIENTIAL LEARNING ACTIVE LEARNING Engages students directly in thinking and problem solving activities Emphasis on engaging students 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-implement experiences Problem-based learning Simulations Case studies

27. CDIO Standard 9: Enhancement of Staff CDIO Skills What do I need to do for this?

28. CDIO Standard 10: Enhancement of Staff Teaching Skills I have been teaching for years, why do I need more teaching skills?

29. CDIO Standard 11: CDIO Skills Assessment Assessment methods must be those most valid and efficient for assessing the learning outcomes. However, a strong emphasis is placed on: Learning Assessment – using formative assessment to support the learning process, identifying learning problems, providing rapid, clear and constructive feedback Authentic Assessment – using real world learning tasks that integrate a range of knowledge and skills “Teaching, learning, and assessment merge into one seamless enterprise” (Perkins)

30. CDIO Standard 12: Program Evaluation You like it, but what have you learned?

31. -- Tim Brown on Design Thinking CEO, IDEO What is Design Thinking? “…a discipline that uses the designers sensibility and methods to match people’s needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity” (Brown, 2008) Works to integrate both a mastery of analytical thinking with creative/intuitive thinking (Martin 2009 refers to this as “Abductive Reasoning”)

33. Implementation: How it works SP Customized CDIO SKILLS (Competency areas with underpinning Knowledge) Produce Learning Designs and Activities for developing competence Produce Assessment Items for assessing competence Infuse CDIO Skills Into Course & Module structure EDU Support

34. Intrinsic Motivation @ SP “There can be no mental development without interest. Interest is the sine qua non for attention and apprehension. You may endeavour to excite interest by means of birch rods, or you may coax it by the incitement of pleasurable activity. But without interest there will be no progress” (Whitehead, 1967, p.37)

35. Key Underpinning Learning Assumptions The importance of students Mind-sets relating to learning (Dweck, 2006)... is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way – in their initial talents and aptitudes, or temperaments – everyone can change and grow through application and experience. (p.7) Self Determination Theory (Deci & Ryan) identifies 3 fundamental psychological needs: –Competence/Mastery (Not a specific competence, but a feeling of being effective, and able to express once capabilities – leads to seeking optimal challenges and further develop skills –Relatedness (Feeling connected to others, caring and being cared for, having a sense of belongingness to other individuals/community) –Autonomy (Perceiving control over one’s choices and behaviours, acting from the basis of personal interest and values) The importance of Purpose from the work of Daniel Pink

36. Mind-sets (Carol Dweck) Fixed Mindset (Intelligence is static ) Leads to a desire to look smart and therefore a tendency to: Avoid challenges Get defensive and give up when faced with obstacles See effort as something less able people need, and not for the smart Ignore useful negative feedback Feel threatened by the success of others Growth Mindset (Intelligence can be developed) Leads to a desire to learn and therefore a tendency to: Embrace challenges Persist in the face of setbacks See effort as the path to mastery Learn from criticism Find Lessons and inspiration in the success of others As a result, they may plateau early and achieve less than their full potential As a result, they reach ever-higher levels of achievement