CDIO IMPLEMENTATION
PERRY ARMSTRONG SCHOOL OF MECHANICAL & AEROSPACE ENGINEERING QUEEN’S UNIVERSITY BELFAST THE CDIO INITIATIVE
THETHE CDIOCDIO INITIATIVEINITIATIVE ISIS ANAN INTERNATIONALINTERNATIONAL INITIATIVEINITIATIVE TOTO REFORMREFORM ENGINEERINGENGINEERING EDUCATION,EDUCATION, WHICHWHICH INVOLVESINVOLVES COLLABORATIONCOLLABORATION BETWEENBETWEEN LEADINGLEADING ENGINEERINGENGINEERING SCHOOLSSCHOOLS ANDAND DEPARTMENTSDEPARTMENTS FROMFROM AROUNDAROUND THETHE WORLDWORLD.. THE CDIO COLLABORATORS
Massachusetts Institute of Technology, Cambridge, USA Chalmers University of Technology, Göteborg, Sweden Linköping University, Linköping, Sweden Royal Institute of Technology, Stockholm, Sweden Queen's University Belfast, Belfast, Northern Ireland Technical University of Denmark, Lyngby, Denmark U.S. Naval Academy, Annapolis, Maryland, USA Singapore Polytechnic, Singapore Queen's University, Kingston, Ontario, Canada University of Auckland, Auckland, New Zealand University of Pretoria, Pretoria, South Africa University of Liverpool, Liverpool, UK THE CDIO COLLABORATORS
Hogeschool Gent, Gent, Belgium École Polytechnique de Montréal, Montreal, Canada Lancaster University, Lancaster, UK California State University, Northridge, USA University of Bristol, Bristol, UK Hochschule Wismar, Germany Shantou University, China Umeå University, Sweden Daniel Webster College, USA University of Colorado, USA University of Sydney, Australia Politechnico di Milano, Milan, Italy THE CDIO COLLABORATORS
Turku University of Applied Sciences, Turku, Finland Jönköping University, Jönköping, Sweden Instituto Politécnico do Porto, Porto, Portugal University of Leeds, Leeds, UK Metropolia University, Helsinki, Finland Tsinghua University, China Arizona State University, USA University of Calgary, Canada Queensland University of Technology, Australia Australian Association for Engineering Education WHY CDIO?
MIT (late 1990s)
ENGINEERINGENGINEERING EDUCATIONEDUCATION WASWAS PROVIDINGPROVIDING STUDENTSSTUDENTS WITHWITH ADEQUATEADEQUATE KNOWLEDGEKNOWLEDGE OFOF ENGINEERINGENGINEERING SCIENCE,SCIENCE, BUTBUT WASWAS FAILINGFAILING TOTO PREPAREPREPARE THEMTHEM FORFOR EMPLOYMENTEMPLOYMENT ASAS PRACTISINGPRACTISING ENGINEERSENGINEERS.. WHY CDIO?
ENGINEERING IS A CREATIVE PROFESSION ENGINEERS CREATE PRODUCTS, PROCESSES AND SYSTEMS. IN FACT, ENGINEERS MAY BE INVOLVED IN ALL STAGES OF THE LIFECYCLE OF A PRODUCT, PROCESS OR SYSTEM
CCONCEPTIONCONCEPTION IMPORTANT THAT DDESIGNDESIGN STUDENTS ACQUIRE THE KNOWLEDGE & SKILLS ASSOCIATED IMPLEMENTATIONIIMPLEMENTATION WITH THESE LIFECYCLE STAGES
OOPERATIONOPERATION THE TOTAL REQUIREMENT
Knowledge THE PRACTISING External & Skills & Societal ENGINEER Required Context Enterprise & Business Context Interpersonal Skills Personal & Professional C D I O KnowledgeSkills & Skills Technical RequiredKnowledge Conception, Design, Implementation & Operation THE CDIO SYLLABUS
1. Technical Knowledge (associated with the specific Engineering discipline) 2. Personal & 2.1 Engng Reasoning and Problem Solving Professional 2.2 Experimenting and Knowledge Discovery Skills 2.3 Systems Thinking 2.4 Personal Skills & Attributes 2.5 Professional Skills & Attitudes 3. Interpersonal 3.1 Teamwork and Leadership Skills 3.2 Communication
4. Product, 4.1 External & Societal Context Process 4.2 Enterprise & Business Context & System 4.3 Conceiving Building 4.4 Designing Two further levels of detail added with Skills 4.5 Implementing 4.6 Operating input from Industry THE CDIO APPROACH (What to Teach)
CDIOCDIO:: AA “Back“Back toto thethe DrawingDrawing Board”Board” ApproachApproach
WHATWHAT TOTO TEACH?TEACH?
InputInput fromfrom THETHE CDIOCDIO IndustryIndustry SYLLABUSSYLLABUS
StakeholderStakeholder CUSTOMISEDCUSTOMISED for a particular SurveysSurveys SYLLABUSSYLLABUS degree programme inc.inc. AlumniAlumni && EmployersEmployers PROGRAMME Proficiency PROGRAMME LEARNINGLEARNING AccreditationAccreditation Required OUTCOMESOUTCOMES CriteriaCriteria THE CDIO APPROACH (How to Teach)
CDIOCDIO:: AA “Back“Back toto thethe DrawingDrawing Board”Board” ApproachApproach
HOWHOW TOTO TEACH?TEACH?
THETHE CDIOCDIO STANDARDSSTANDARDS
TwelveTwelve RequirementsRequirements forfor anan EngineeringEngineering DegreeDegree ProgrammeProgramme includingincluding thethe needneed for:for: • An Introductory Course • Design-Implement Experiences • An Integrated Curriculum THE INTRODUCTORY COURSE
MECHANICAL & MANUFACTURING ENGINEERING YEAR 1: INTRODUCTORY COURSE
DESIGN-IMPLEMENT Assignment TEAM PROJECT 1 (Reflective) SKILLS: Lectures & KnowledgeKnowledge Practicals fromfrom Engineering Engineering DESIGN-IMPLEMENT Science, Assignment Science, TEAM PROJECT 2 MaterialsMaterials && DesignDesign SKILLS: Lectures & CoursesCourses Practicals YEAR LONG COURSE DESIGN-IMPLEMENT Assignment TEAM PROJECT 3 THE INTRODUCTORY COURSE
MECHANICAL & MANUFACTURING ENGINEERING YEAR 1: INTRODUCTORY COURSE DESIGN-IMPLEMENT EXPERIENCES
MECHANICAL & MANUFACTURING ENGINEERING YEAR 2: STRENGTH OF MATERIALS COURSE DESIGN-IMPLEMENT EXPERIENCES
MECHANICAL & MANUFACTURING ENGINEERING YEAR 3: FORMULA STUDENT COMPETITION DESIGN-IMPLEMENT EXPERIENCES Marketing Course Entrepreneurship Innovation & Companies Business & Seminars Series of Course Local MECHANICAL &MANUFACTURING ENGINEERING YEAR 4:FINALTEAM PROJECT Production of Conceptual Prototype Detailed Design Design Innovative NewProduct Proposal foran Manufacturing Business Analysis Market Plan Plan
YEAR LONG PROJECT DESIGN-IMPLEMENT EXPERIENCES
MECHANICAL & MANUFACTURING ENGINEERING YEAR 4: FINAL YEAR TEAM PROJECT CURRICULUM INTEGRATION
CDIO PBL
Sequence of Design- Sequence Disciplinary Disciplinary Implement of Projects Knowledge Courses Experiences or Problems THE INTEGRATION OF SKILLS
CDIO APPROACH Sequence of Design- Plan a Logical Sequence Disciplinary Implement of Learning Experiences Courses Experiences for each Skill
Skill A Skill B
1 1
2 2
3 3
4 4
5 5
6 THE INTEGRATION OF SKILLS
CDIO APPROACH Sequence of Design- Plan a Logical Sequence Disciplinary Implement of Learning Experiences Courses Experiences for each Skill 1 2 Skill A Skill B
1 1 3
2 2
3 3 4 5 4 4
5 5 6
6 THE INTEGRATION OF SKILLS
CDIO APPROACH Sequence of Design- Plan a Logical Sequence Disciplinary Implement of Learning Experiences Courses Experiences for each Skill 1 1 2 Skill A Skill B
1 3 2
2
3 4 3 4 5 4
5 6 5 RECAP
CDIOCDIO:: AA “Back“Back toto thethe DrawingDrawing Board”Board” ApproachApproach
WHATWHAT TOTO HOWHOW TOTO TEACH?TEACH? TEACH?TEACH?
THETHE CDIOCDIO THETHE CDIOCDIO SYLLABUSSYLLABUS STANDARDSSTANDARDS
ProgrammeProgramme IntroductoryIntroductory CourseCourse LearningLearning Design-ImplementDesign-Implement ExperiencesExperiences OutcomesOutcomes IntegratedIntegrated CurriculumCurriculum etc.etc.
GraduatesGraduates muchmuch betterbetter MoreMore effectiveeffective learninglearning preparedprepared toto becomebecome StudentsStudents moremore motivatedmotivated practisingpractising engineersengineers GraduatesGraduates moremore self-confidentself-confident MORE ON CDIO
www.cdio.org
Rethinking Engineering Education Edward Crawley et. al., Springer, 2007