READY TO ENGINEER Conceive Design Implement Operate An

READY TO ENGINEER Conceive- Design- Implement - Operate: An Innovative Framework for Engineering Education Edward Crawley Michael Kelly The Cambridge-MIT Institute March 2005

“What is chiefly needed is skill rather than machinery” Wilbur Wright, 1902

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?

THE NEED Desired Attributes of an Engineering Graduate Underlying Need Educate students who: • Understanding of fundamentals • Understanding of design and manufacturing process • Possess a multi-disciplinary system perspective • Understand how to conceivedesign-implementoperate • • Good communication skills • High ethical standards, etc. Complex value-added engineering systems • In a modern team-based engineering environment We have adopted CDIO as the engineering context of our education

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

VISION We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products: 1. A curriculum organised around mutually supporting disciplines, but with CDIO activities highly interwoven 2. Rich with student design-build projects 3. Featuring active and experiential learning 4. Set in both classrooms and modern learning laboratories and workspaces 5. Constantly improved through robust assessment and evaluation processes

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

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?

NEED TO GOALS Educate students who: Process • Understand how to conceivedesign-implementoperate Product • Complex value-added engineering systems • In a modern team-based engineering environment 4. CDIO 1. Technical 2. Personal 3. Interpersonal Team Self • And are mature and thoughtful individuals The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education

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 External and societal context Enterprise and business context Conceiving and engineering systems Designing Implementing Operating

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

CDIO-ABET

CDIO-UK SPEC

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

SYLLABUS LEVEL OF PROFICIENCY • 6 groups surveyed: 1 st and 4 th 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 explain 4 To be skilled in the practice or implementation of 5 To be able to lead or innovate in

PROFICIENCY EXPECTATIONS Innovate Proficiency Expectations at MIT Aero/Astro Skilled Practice Understand Participate Exposure REMARKABLE AGREEMENT!

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

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

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 Capstone • To provide early exposure to system building • To teach some early and essential skills (e. g. , teamwork) Sciences Disciplines Intro

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

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

DESIGN-BUILD RESOURCES • Multidisciplinary Design Projects (EE/Mech. E) 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)

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

ACTIVE AND EXPERIENTIAL LEARNING ACTIVE LEARNING EXPERIENTIAL LEARNING Engages students directly in manipulating, applying, analyzing, and evaluating ideas Active learning in which students take on roles that simulate professional engineering practice Examples: Pair-and-Share Group discussions Debates Concept questions Examples: Design-build projects Problem-based learning Simulations Case studies Dissections

KOLB’S LEARNING CYCLE APPLY THE SKILLS THEORY DEVELOPMENT CONCRETE EXPERIENCE Tutorials, ACTIVE Exercises, Lab classes, etc. EXPERIMENTATION CDIO REFLECTIVE OBSERVATION ABSTRACT GENERALIZATION TRADITIONAL APPROACH Lectures: Concepts, Models, Laws, etc. FORM OR ACQUIRE A “THEORY”

KOLBIAN STRING AS A TEACHING MODEL SKILLS DEVELOPMENT PROVIDE CONCRETE EXPERIENCES FACILITATE REFLECTION “TRADITIONAL” APPROACH INTRODUCE “THEORY” PROVIDE APPLICATION OF TOPIC OPPORTUNITIES KOLBIAN STRING 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).

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

FACULTY COMPETENCE IN SKILLS Web-based Instructor Resource Modules

AN INVITATION 1. The CDIO Initiative is creating a model, a change process and library of education resources that facilitate easy adaptation and implementation of CDIO 2. Many of you are developing important resources and approaches that we could all learn from 3. Please consider working with us

CDIO COLLABORATORS ORIGINAL COLLABORATORS Chalmers KTH EUROPE Linköping N. AMERICA MIT REST OF WORLD INTERNATIONAL COLLABORATORS Queen’s U. , Belfast U. Liverpool Denmark Tech. U. Hogeschool Gent U. Auckland U. Pretoria US Naval Academy Queen’s U. Ontario École Poly. , Montréal Singapore Poly.

CDIO RESOURCES • www. cdio. org • Published papers and conference presentations • Implementation Kits (I-Kits) • Start-Up Guidance and Early Successes • Instructor Resources Modules (IRM’s) • CDIO Book (forthcoming) • UK/Ireland regional workshop in Liverpool - 5 April 1. Information on CDIO. org, or contact Perry Armstrong