rethinking engineering education - the cdio approach
TRANSCRIPT
Rethinking Engineering Education The CDIO Approach
WEEF2014 DUBAI
António Costa, ISEP, PortugalOriginal version by Edward Crawley, MIT
December 2014
This work is licensed under a Creative Commons Attribution 4.0 International License.
2
PRESENTATION AGENDA
Introduction
The challenges of engineering education
CDIO Initiative vision, mission and goals
CDIO Initiative today and the future
Conclusion
3
ABOUT ISEP AND ME
ISEP 160 years old public engineering school 6600 students, 400 teachers, 130 staff Adopted CDIO practices in 2006 Accepted as CDIO collaborator in 2008 12 engineering 3-year bachelor programs 11 engineering 2-year master programs Many programs achieving the EUR-ACE® seal
António Costa (CDIO mentor and advisor) Accreditation and certification coordinator
4 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?
We are all working on this! Can we work together?
5
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-operate
•Complex value-added engineering systems
•In a modern team-based engineering environment
We have adopted CDIO as the engineering context of our education
6 DEVELOPMENT OF ENGINEERING EDUCATION
Personal and Interpersonal
Skills, and Product,
Process, and System Building
Skills
DisciplinaryKnowledge
Pre-1950sPractice
1960sScience & practice
1980sScience
2000sCDIO
Engineers need both dimensions, and we need to develop education that delivers both
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TRANSFORM THE CULTURE
CURRENT• Engineering Science• R&D Context• Reductionist• Individual
... but still based on a rigorous treatment of engineering fundamentals
DESIRED• Engineering• Product Context• Integrative• Team
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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 students in engineering
9
VISION
We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products:
• A curriculum organized around mutually supporting disciplines, with authentic CDIO activities highly interwoven
• Rich with student design-implement experiences
• Featuring active and experiential learning
• Set in both classrooms and modern learning laboratories and workspaces
• Constantly improved through robust assessment and evaluation processes
10
BEST PRACTICE
Standard 1 -- The Context
Adoption of the principle that product and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education
It is what engineers do! It provides the framework for teaching skills It subtly allows deeper learning of the fundamentals It attracts, excites and retains students
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FROM NEED TO GOALS
Educate students who:
•Understand how to conceive-design-implement-operate
•Complex value-added engineering systems
•In a modern team-basedengineering environment
•And are mature and thoughtful individuals
The CDIO Syllabus - a comprehensive statement of detailed goals for an engineering education
1. Technical3. Inter-personal
2. Personal
4. CDIO
Process
Team
Product
Self
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THE CDIO SYLLABUS (v1.0, 2001)
1.0 Technical Knowledge & ReasoningKnowledge of underlying sciencesCore engineering fundamental knowledgeAdvanced engineering fundamental knowledge
2.0 Personal and Professional Skills & AttributesEngineering reasoning and problem solvingExperimentation and knowledge discoverySystem thinkingPersonal skills and attributesProfessional skills and attributes
3.0 Interpersonal Skills: Teamwork & CommunicationTeamworkCommunicationsCommunication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems...External and societal contextEnterprise and business contextConceiving and engineering systemsDesigningImplementingOperating
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THE CDIO SYLLABUS (v2.0, 2011)
1.0 Disciplinary Knowledge & ReasoningKnowledge of underlying mathematics and sciencesCore engineering fundamental knowledgeAdvanced engineering fundamental knowledge, methods and tools
2.0 Personal and Professional Skills & AttributesAnalytical reasoning and problem solvingExperimentation, investigation and knowledge discoverySystem thinkingAttitudes, thought and learningEthics, equity and other responsabilities
3.0 Interpersonal Skills: Teamwork & CommunicationTeamworkCommunicationsCommunications in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems...External, societal and environmental contextEnterprise and business contextConceiving, systems engineering and managementDesigningImplementingOperating + Engineering Leadership + Entrepreneurship
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CDIO SYLLABUS
• Syllabus at 3rd level of detail
• One or two more levels are detailed
• Rational• Comprehensive• Peer reviewed• Basis for design
and assessment• Commitment for
the program• Social and public
transparency
1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYING
SCIENCES1.2. CORE ENGINEERING FUNDAMENTAL
KNOWLEDGE1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
2 PERSONAL AND PROFESSIONAL SKILLSAND AT TRIBUTES2.1. ENGINEERING REASONING AND
PROBLEM SOLVING2.1.1. Problem Identification and Formulation2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation
2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY
2.2.1. Hypothesis Formulation2.2.2. Survey of Print and Electronic
Literature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense
2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions in
Systems2.3.3. Prioritization and Focus2.3.4. Tradeoffs, Judgment and Balance in
Resolution2.4. PERSONAL SKILLS AND ATTITUDES
2.4.1. Initiative and Willingness to TakeRisks
2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs Personal
Knowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management
2.5. PROFESSIONAL SKILLS ANDATTITUDES
2.5.1. Professional Ethics, Integrity,Responsibility and Accountability
2.5.2. Professional Behavior2.5.3. Proactively Planning for OneÕs Career2.5.4. Staying Current on World of Engineer
3 INTERPERSONAL SKILLS: TEAMWORK ANDCOMMUNICATION3.1. TEAMWORK
3.1.1. Forming Effective Teams3.1.2. Team Operation3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming
3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication3.2.5. Graphical Communication3.2.6. Oral Presentation and Interpersonal
Communication
3.3. COMMUNICATION IN FOREIGNLANGUAGES
3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the European
Union
4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERATING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT
4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Different Enterprise
Cultures4.2.2. Enterprise Strategy, Goals and
Planning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations
4.3. CONCEIVING AND ENGINEERINGSYSTEMS
4.3.1. Setting System Goals andRequirements
4.3.2. Defining Function, Concept andArchitecture
4.3.3. Modeling of System and EnsuringGoals Can Be Met
4.3.4. Development Project Management4.4. DESIGNING
4.4.1. The Design Process4.4.2. The Design Process Phasing and
Approaches4.4.3. Utilization of Knowledge in Design4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design
4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Software Integration4.5.5. Test, Verification, Validation and
Certification4.5.6. Implementation Management
4.6. OPERATING4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution4.6.5. Disposal and Life-End Issues4.6.6. Operations Management
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SYLLABUS LEVEL OF PROFICIENCY
• Groups to survey: 1st and last year students, recent alumni, old alumni, faculty, leaders of industry, etc
• 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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BEST PRACTICE
Standard 2 -- Learning OutcomesSpecific, 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 stakeholdersAllows for the design of curriculumBasis of student learning assessment
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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
18 BEST PRACTICE: RE-TASK CURRICULUM
Standard 3 -- Integrated CurriculumA curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal and interpersonal skills, and product, process, and system building skills
Standard 4 -- Introduction to Engineering An introductory course that provides the framework for engineering practice in product, process, and system building, and introduces essential personal and interpersonal skills
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INTRODUCTION TO ENGINEERING
• 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 that will allow early fundamentals to be more deeply understood
Disciplines
Intro
Capstone
Sciences
20 BEST PRACTICE: RE-TASK LABS AND WORKSPACES
Standard 5 -- Design-Implement ExperiencesA curriculum that includes two or more design-implement experiences, including one at a basic level and one at an advanced level
Standard 6 -- Engineering WorkspacesWorkspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning
21 BEST PRACTICE: RE-TASK LABS AND WORKSPACES
Standard 5 -- Design-Implement Experiences
22 BEST PRACTICE: RE-TASK TEACHING AND LEARNING
Standard 7 -- Integrated Learning ExperiencesIntegrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills
Standard 8 -- Active LearningTeaching and learning based on active and experiential learning methods
23 BEST PRACTICE: RE-TASK FACULTY COMPETENCE
Standard 9 -- Enhance Faculty Skills CompetenceActions that enhance faculty competence in personal and interpersonal skills, and product, process and system building skills
Standard 10 -- Enhance Teaching Competence Actions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning
24 BEST PRACTICE: RE-TASK ASSESSMENT & EVALUATION
Standard 11 -- Learning AssessmentAssessment of student learning in personal and interpersonal skills, and in product, process, and system building skills, as well as in disciplinary knowledge
Standard 12 -- Program EvaluationA system that evaluates programs against these twelve standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement
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DEVELOPMENT OF CDIO
BenchmarkT & L Methods
BenchmarkT & L Methods
Redesign
Courses &
Program
Redesign
Courses &
Program
CDIO
STANDARDS
CDIO
STANDARDS
Best PracticeBest PracticeHOW
CDIO
PRINCIPLE
CDIO
PRINCIPLE
EXISTING
PROGRAM
EXISTING
PROGRAM
Stakeholder Surveys
Stakeholder Surveys
BenchmarkSkills
BenchmarkSkills Accreditation
Criteria
AccreditationCriteria
Define
Learning
Outcomes
Define
Learning
Outcomes
CDIO
SYLLABUS
CDIO
SYLLABUS
WHAT
CDIO
PRINCIPLE
CDIO
PRINCIPLE
26 EVALUATE PROGRAMSAGAINST CDIO GOALS
CDIO Standards - Total Across 12 Standards
048
12162024283236404448
Chalmers KTH LiU MIT DTU USNA
Sep-'00 Sep-'03 Sep-'04 Sep-'06
27
CDIO & EUR-ACE
How CDIO & EUR-ACE Syllabuses compare?
28
CDIO & EUR-ACE
How CDIO covers the EUR-ACE guidelines?
29
CDIO & ABET
How CDIO covers the ABET General Criteria?
30
CDIO AT ISEP
Informatics Engineering bachelor program (2006)- The largest Informatics program (+300 students/year)
New Systems Engineering bachelor program
31
CDIO AT ISEP (Changes)
Informatics Engineering bachelor program (2006)- The largest Informatics program (+300 students/year)
New Systems Engineering bachelor program
32
CDIO AT ISEP (Integrated Curriculum)
Informatics Engineering bachelor program (2010)- Courses in software development learning process
33
CDIO AT ISEP (Integrated Curriculum)
Informatics Engineering bachelor program (2010)- Courses in computer systems learning process
34
CDIO ASSESSMENT AND REVIEW AT ISEP
Fast improvement in the beginning, then slowing...
35 CDIO AND THE MANAGEMENT OFPROGRAMS WITH MANY STUDENTS
Managing a large program is challenging...
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CONCLUSION
CDIO website – www.cdio.org
Any HEI may join and participate
CDIO Implementation Kit is available
Free access to a Knowledge Library
One conference and many meetings/year
37
CONCLUSION
Since 2000 improving Engineering Education
