READY%20TO%20ENGINEER

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READY TO ENGINEER Conceive- Design- Implement -
Operate An Innovative Framework for Engineering
Education Edward Crawley Michael Kelly
The Cambridge-MIT Institute March 2005
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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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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 future researchers to understand the
  importance and strategic value of their work

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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 are concrete operational
  learners
• Manipulate objects to understand abstractions
• Students arrive at university lacking personal
  experience
• Lack foundation for formal operational thought
• Must provide authentic activities to allow
  mapping of new knowledge - alternative is rote or
  pattern matching
• Using CDIO as authentic activity achieves two
  goals --
• Provides activities to learn fundamentals
• Provides education in the creation and operation
  of systems

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CDIO

• Is a set of common goals
• Is a holistic integrated approach that draws on
  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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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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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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INTRODUCTORY COURSE

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

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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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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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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KOLBIAN STRING AS A TEACHING MODEL
ADVANTAGES

• DEEPER LEARNING OF FUNDAMENTALS.

• MORE OPPORTUNITIES FOR DEVELOPING SKILLS.

• COVERS ALL LEARNING STYLES.

• EMPHASIS ON ARTICULATING AND SOLVING PROBLEMS
  (APPROPRIATE FOR
• ENGINEERS), RATHER THAN ANALYSIS (MORE
  APPROPRIATE FOR SCIENTISTS).

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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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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
• Many of you are developing important resources
  and approaches that we could all learn from
• Please consider working with us

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CDIO COLLABORATORS
ORIGINAL COLLABORATORS
MIT
Linköping
Chalmers
KTH
EUROPE
REST OF WORLD
N. AMERICA
INTERNATIONAL COLLABORATORS
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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)
• UK/Ireland regional workshop in Liverpool - 5
  April
• Information on CDIO.org, or contact Perry
  Armstrong