READY TO ENGINEER

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READY TO ENGINEER Conceive- Design- Implement -
Operate An Innovative Framework for Engineering
Education Edward Crawley July 2006
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What is chiefly needed is skill rather than
machinery Wilbur Wright, 1902
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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?

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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-oper
  ate
• Complex value-added engineering systems
• In a modern team-based engineering
  environment

We have adopted CDIO as the engineering context
of our education
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TRANSFORM THE CULTURE

• CURRENT
• Engineering Science
• RD Context
• Reductionist
• Individual

• DESIRED
• Engineering
• Product Context
• Integrative
• Team

... but still based on a rigorous treatment of
engineering fundamentals
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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
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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

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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

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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?

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APPROACH

• 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

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NEED TO GOALS

• Educate students who
• Understand how to conceive- design-implement-oper
  ate
• Complex value-added engineering systems
• In a modern team-based engineering environment
• And are mature and thoughtful individuals

Process
Product
4. CDIO
1. Technical
3. Inter- personal
2. Personal
Team
Self
The CDIO Syllabus - a comprehensive statement of
detailed Goals for an Engineering Education
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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

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CDIO SYLLABUS

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

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CDIO-ABET
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CDIO-UK SPEC
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CDIO-UK SPEC
Could also map against Output Standards from
EC Accreditation of HE Programmes
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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

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PROFICIENCY EXPECTATIONS
Proficiency Expectations at MIT Aero/Astro
Innovate
Skilled Practice
Understand
Participate
Exposure
REMARKABLE AGREEMENT!
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DEVELOPMENT OF CDIO
CDIO CONTEXT
CDIO PRINCIPLE
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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
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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

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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

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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

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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

Capstone
Disciplines
Intro
Sciences
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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

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

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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

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EDUCATION AS ANINPUT-OUTPUT PROCESS
noise
noise
X0
X2
X1
Reflecting, Integrating,Forgetting Dynamics
Learning Dynamics
curricular
pedagogy
Cz
Cy
noise
z
y
goals
assessment
knowledge skills attitudes
X
X1 - X0 learning
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KOLBS LEARNING CYCLE
APPLY THE THEORY
SKILLS DEVELOPMENT
CONCRETE EXPERIENCE
Tutorials, Exercises, Lab classes, etc.
REFLECTIVE OBSERVATION
ACTIVE EXPERIMENTATION
CDIO
ABSTRACT GENERALIZATION
TRADITIONAL APPROACH
Lectures Concepts, Models, Laws, etc.
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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

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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)
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REAL-TIME PRS RESPONSE
Responses from sophomores
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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

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FACULTY COMPETENCE IN SKILLS
Web-based Instructor Resource Modules
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THE CDIO STANDARDS BEST PRACTICE FRAMWORK
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
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
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DEVELOPMENT OF CDIO
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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

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CHANGE PROCESS

• 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

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CDIO RESOURCES

• www.cdio.org
• 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

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TO LEARN MORE ABOUT CDIO
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APPARENT CHALENGES

• 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

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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