BRIEFING ON EAC REQUIREMENT, OBE, COMPLEX ENGINEERING, CAPSTONE PROJECT/ INTEGRATED DESIGN PROJECT & CDIO SUPPORTS
CDIO: Framework for Re-Thinking Engineering Education -CDIO in Capstone Project-
ACADEMIC SEMINAR, 21 SEPTEMBER 2016 (Series 1/Sep16-Jan 17)
Presented by: Assoc. Prof. Dr Nor Hayati Saad Deputy Dean for Academics Faculty of Mechanical Engineering, Universiti Teknologi MARA OBJECTIVE
Explain the Rationale for Design Implement experiences / Design Project
EAC Requirement, OBE, Complex Engineering, Design Project; Determine how CDIO can Strengthen OBE Implementation & Design Component
Explain The Pillar of CDIO- The Standard & Syllabus – Capstone/ Integrated Design Project
Design Thinking, Design Project, EAC Requirement, Project Component, CDIO Element
Project Intent, Gallery Walk, Prototyping, Assessment 2 EAC Manual 2012
“Design Projects
Design projects shall include complex engineering problems and design systems, components or processes integrating core areas and meeting specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations”
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, page 16
3 ENGINEERING PROGRAMME ACCREDITATION MANUAL CRITERION 1 – ACADEMIC CURRICULUM [EAC MANUAL 2012: GUIDELINES FOR EVALUATION PANEL]
“The course content and core materials etc. shall cover each component specified in Appendix B to an appropriate breadth and depth, and shall be adequate and relevant to the Programme Outcomes. ….” [3rd paragraph]
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Guidelines for Evaluation Panel, page GL-16
4 APPENDIX B - ENGINEERING CONTENT FOR SELECTED ENGINEERING DISCIPLINES AND INNOVATIVE PROGRAMMES (DISCIPLINE: MECHANICAL) (a) Engineering Sciences, Principles, and Applications “An accredited programme is expected to cover the broad areas of the respective disciplines at an appropriate level. The following are examples of underpinning courses that may be introduced for the respective disciplines”: • Materials, • Statics and Dynamics • Fluid Mechanics • Thermodynamics and Heat Transfer • Mechanical Design • Instrumentation and Control • Vibrations • Solid Mechanics • Manufacturing/ Production • Electrical Power and Machines • Electronics and Microprocessors • Computer Aided Engineering
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-1 – B-2 APPENDIX B - ENGINEERING CONTENT FOR SELECTED ENGINEERING DISCIPLINES AND INNOVATIVE PROGRAMMES (DISCIPLINE: MECHANICAL) (b) Mathematics, Statistics and Computing
“These courses should be studied to a level necessary to underpin the engineering courses of the programme and with a bias towards application. The use of numerical methods of solution is encouraged, with an appreciation of the power and limitations of the computer for modelling engineering situations. Wherever practicable, it is preferred that mathematics, statistics and computing are taught in the context of their application to engineering problems and it follows that some mathematical techniques may be learnt within other subjects of the course. In addition to the use of computers as tools for calculation, analysis and data processing, the programme should introduce their application in such area as given in the following…”: • Computer Aided Design and Manufacture • Economics Analysis for Decision Making • Databases and Information Systems • Operational Research • On-line Control of Operations and Processes
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-2 – B-3 APPENDIX B - ENGINEERING CONTENT FOR SELECTED ENGINEERING DISCIPLINES AND INNOVATIVE PROGRAMMES (DISCIPLINE: MECHANICAL) (c) Engineering Applications
“Emphasis on engineering applications in degree programmes aims to ensure that all engineering graduates have a sound understanding of up-to-date industrial practice, in particular:
Mechanical Engineering: • To appreciate the characteristic behaviour of materials in a variety of user environments • To appreciate the range of manufacturing methods currently available and the skills which they require in people for their use • To appreciate the cost aspects of material selection, manufacturing methods, operation and maintenance in their interaction with design and product marketing • To understand the whole process of industrial decision-making in design, manufacturing and use and how it is influenced not only by technical ideas but also by the practical constraints of financial and human resources as well as the business and social environment of engineering”
Reference: EAC Manual 2012, Engineering Accreditation Council 2012, BEM, Appendix B, page B-2 – B-3 8
8 Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 9 Note: IEA – International Engineering Alliance 10 OBJECTIVE
Explain the Rationale for Design Implement experiences / Design Project
EAC Requirement, OBE, Complex Engineering, Design Project; Determine how CDIO can Strengthen OBE Implementation & Design Component
Explain The Pillar of CDIO- The Standard & Syllabus – Capstone/ Integrated Design Project
Design Thinking, Design Project, EAC Requirement, Project Component, CDIO Element
Project Intent, Gallery Walk, Prototyping, Assessment 11
OUTLINE Strengthening OBE Implementation/ MQA Requirement Correlation to CDIO
1. Review of: OBE/ EAC/ CDIO Framework – Capstone Project
2. Correlation: EAC – CDIO; OBE - CDIO
3. How CDIO help to strengthen EAC/ OBE – Capstone Project
4. MQA: Aim of Programme (Diploma – Bachelor)
5. Correlation: MQA (LO) – CDIO
6. How CDIO help to strengthen MQA requirement
7. Conclusion
12
OBE: OUTCOME- BASED EDUCATION FRAMEWORK Example Malaysia (High Income Economy)
UiTM VISION / MISSION LO World Class Bumiputera Human Capital Overall UiTM’s Professional & Versatile Graduates Learning Outcomes ENTREPRENUERSHIP , COMMUNICATION, LEADERSHIP INNOVATIVENESS / CREATIVENESS
FAC FAC FAC FAC FAC PEO ASSESSMENTINDIRECT & DIRECT
DEPT PO
ELEMENTS OF SOFTSKILLS OF ELEMENTS CO
* PEO – PROGRAMME EDUCATIONAL OBJECTIVES, * PO – PROGRAMME OUTCOMES, * CO – COURSE OUTCOMES
UJKA_BHEA 2010 Revision
Reference: Ramesh Singh 2016, EAC Workshop – IHL
Training, 1-3 Aug 14 Reference: Ramesh Singh 2016, EAC Workshop – IHL
Training, 1-3 Aug 15 Reference: Ramesh Singh 2016, EAC Workshop – IHL
Training, 1-3 Aug 16 Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 17 Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 18 Reference: Wan Hamidon 2016, EAC Workshop – IHL Training, 1-3 Aug 19 Directly related to POs
20 Do HOTS [C5 & C6] are CPS/ CEA ?? Should we assess the CPS & CEA in Final Examination or can we have it in Design project??
Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 21 22 Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug Reference: Noor K Nordin 2016, EAC Workshop – IHL 23 Training, Academic Curriculum, 1-3 Aug How?? Total CPS/ CEA C
D
I
O
Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 24
DISCUSSION
Take 5 minute to list differences between and IDP/Capstone, FYP and other courses and discuss among your colleague
25
DISCUSSION
Take 5 minutes to discuss HOW IDP/Capstone can be used to address Complex Engineering Activities.
26 Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 27
Ref: Graduate Attributes and Professional Competencies, Version 3: 21 June 2013 28
Ref: Graduate Attributes and Professional Competencies, Version 3: 21 June 2013 29
Ref: Graduate Attributes and Professional Competencies, 30 Version 3: 21 June 2013 Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 31
EAC: ENGINEERING ACCREDITATION COUNCIL Qualifying Requirements
8 Components of Qualifying Requirement (Manual 2012)
1. Min 120 crs (80 credits – core engineering courses)/ 4yrs 2. FYP min 6 crs 3. Industrial Training min 8 weeks 4. Full time academic staff min 8 5. Staff: stud (1:20) or better 6. Examiner Report (2 in 5 years) 7. PEO 8. PO WA - WP - WK 32 Reference: Noor K Nordin 2016, EAC Workshop – IHL Training, Academic Curriculum, 1-3 Aug 33
EAC: ENGINEERING ACCREDITATION COUNCIL Accreditation Criteria Criterion 1: Criterion 2: Criterion 3: Criterion 4: Criterion 5: Academic Students Academic & Facilities Quality Curriculum Support Staff Management System 1. Reflect the 1. Students 1. The full time 1. Quality Environment 1. QMS: controlling, philosophy Performance: equivalent to part 2. Adequate TL managing, 2. Balanced: PO/CO/ PEO time staff max 40% facilities: learning directing, 2. Qualification: > support facilities, organizing, technical-non 2. Good st Master or 1 study areas, library, supervising technical understanding of degree with computing & 2. Institutional 3. Broad areas Mathematics & industrial information support, operating (breadth / Physics experience/ technology sys., Lab, professional workshop environment, depth) 3. Student intake financial resources: 4. Variety Teaching requirement/ qualification 3. Sufficient 3. Competent- OBE/ experimental V, M, strategic Learning & credit transfer/ education/ facilities: experience plans, constructive Assessment credit exemptions background/ in understanding & leadership, mode 4. Teaching-learning engineering & operating adequate policy & 5. *Credit hour/ environment teaching engineering mechanism to Lab work/ 5. Counselling experience/ good equipment; modern attract, appoint, Industrial services: communication/ engineering practice retain & reward enthusiasm/ 4. Maintained for staff training/ Academic, career, scholarship/ safety, health & 3. Programme quality Engineering financial, & health professional environment mgt & planning practice/FYP/ societies 5. Facilities to support Design Project 4. Sufficient technical student’s life 4. External Assessment & 6. Condition for staff (max 2 labs) Advisory system passing course 5. Quality assurance34 34
HOW CDIO MAY HELP TO STRENGTHEN: EAC/ OBE
CORRELATION OF : EAC-CDIO OBE-CDIO (PO)
35 EAC, ACCREDITATION CDIO SYLLBUS SUB-SECTION CRITERIA NOTE: i ii iii iv v Strong 1.1 Knowledge of Underlying Sciences correlation Good 1.2 Core Engineering Fundamental Knowledge correlation 1.3 Advanced Engineering Fundamental Knowledge 2.1 Engineering Reasoning and Problem Solving i- Academic Curriculum 2.2 Experimentation and Knowledge Discovery 2.3 System Thinking ii- Students 2.4 Personal Skills and Attitudes Iii- Academic & 2.5 Professional Skills and Attitudes Support Staff 3.1 Teamwork Iv- Facilities 3.2 Communications 4.1 External and Societal Context V- Quality Mgt System 4.2 Enterprise and Business Context 4.3 Conceiving and Engineering Systems 4.4 Designing
4.5 Implementing 4.6 Operating 36 PROGRAMME OUTCOME (FKM, EM220) PO1 Able to apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems; PO2 Able to identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences; PO3 Able to design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations PO4 Able to conduct investigation into complex problems using research based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions; PO5 Able to create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations; PO6 Able to apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice; PO7 Able to understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development; PO8 Able to apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice; PO9 Able to communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions; PO10 Able to Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings; PO11 Able to recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change PO12 Able to demonstrate knowledge and understanding of engineering and management principles and apply these to one’s own work (including as an entrepreneur), as a member and leader in a team, to manage projects and in multidisciplinary environments. 37 OBE: PROGRAMME
CDIO SYLLBUS SUB-SECTION OUTCOME(PO) NOTE:
10 11 12
1 2 3 4 5 6 7 8 9 Strong 1.1 Knowledge of Underlying Sciences correlation Good 1.2 Core Engineering Fundamental Knowledge correlation 1.3 Advanced Engineering Fundamental Knowledge 2.1 Engineering Reasoning and Problem Solving 2.2 Experimentation and Knowledge Discovery 2.3 System Thinking 2.4 Personal Skills and Attitudes 2.5 Professional Skills and Attitudes 3.1 Teamwork 3.2 Communications 4.1 External and Societal Context 4.2 Enterprise and Business Context 4.3 Conceiving and Engineering Systems 4.4 Designing 4.5 Implementing 4.6 Operating 38 HOW CDIO MAY HELP TO STRENGTHEN: EAC/ OBE
HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE
39 HOWEAC/ CDIOOBE ATTRIBUTE HELP TO STRENGTHEN/CDIO- COMPLEMENTARY COMPLEMENT FRAMEWORK EAC/1. Framework OBE framework consists of 12 standards, referred to responsibilities of an engineer; PEO + PO + CO It helps to systematically strengthen the skill (Skill set: Cognitive + set which include disciplinary knowledge + psychomotor + Affective) personal skills + interpersonal skills set
2. ApproachHOW CDIOAdopt MAY the principleHELP of TO product, process and system lifecycle development & Deployment: GraduateSTRENGTHEN: Outcomes after Conceiving, EAC/ Designing, OBE Implementing, and being trained with certain Operating (as the context for engineering objective set education) It helps to directly embed the skill set required by current business environment
3. Outcome the learning outcome or learning objectives the desired objective is which is the detail of what students should first identified before know and be able to do (open – ended) at the the curriculum is conclusion of their engineering programs are created to support the codified intended outcome
40 HOWEAC/ CDIOOBE ATTRIBUTE HELP TO STRENGTHEN/CDIO- COMPLEMENTARY COMPLEMENT FRAMEWORK EAC/4. Assessment OBE The CDIO directly and clearly help to assess student learning in personal, interpersonal students is required to and product, process and system building demonstrate what they skills, as well as in disciplinary knowledge have learned the required skills and CDIO provides an approach of: syllabusHOW content CDIO in Introduce MAY- TeachHELP-Utilize TO-Assess; it helps to practice strengthen the implementation & assessment STRENGTHEN:skills set. EAC/ OBE
It provides variety teaching-learning-assess mode to support the EAC requirement 5. Curriculum Structure CDIO helps to explicitly define curriculum structure : Integrated curriculum is a documented plan that Balanced technical & integrates CDIO skills with technical disciplinary non-technical course & content and that exploits appropriate disciplinary breadth & depth of linkages courses It provides more meaningful program
41 HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK 6. Design Project It helps to provide a systematic package of design build experiences from year 1 to year4 7. Teaching-Learning It provides project based on design-build Approach experiences & TL approaches through active Variety teaching learning learning assesment mode With integrated learning experiences, faculty can be more effective in helping students apply disciplinary knowledge to engineering practice and better prepare them to meet the demands of the engineering profession.
8. Skill sets The CDIO directly helps to tap 4 group of skills: University + MQA Personal, Interpersonal, CDIO, Core Discipline knowledge 9. Staff Competency The CDIO provide ways how staff should be competent
42 HOW CDIO HELP TO STRENGTHEN/ COMPLEMENT EAC/ OBE OBE ATTRIBUTE CDIO- COMPLEMENTARY FRAMEWORK 10. Industrial Exposure It provides Integrated curriculum together with design-build experience which considers real industrial project (to be connected with industry) 11. Complexity level of CDIO helps to emphasize the complexity by defining curriculum the scope size of project, when it is applied, duration of project, and where it is applied either earlier semester or at the end of academic study 12. Facilities CDIO complements the requirement of facilities in EAC; where it is important for hands-on learning, self learning & societal learning
43 SUMMARY
The CDIO approach provides a reference model for engineering education where professional practice and innovation is focused.
TheCONCLUSION CDIO approach is codified in the CDIO Syllabus and standards. CDIO elements can be used as an integrated set or piecewise, are subjected to adaptation to local context.
The CDIO is an open endeavor-you are welcome to participate and contribute – 129 universities worldwide are now members of the CDIO initiative [2015].
To learn more, visit www.cdio.org or read Rethinking Engineering Education: The CDIO Approach by Crawler,Malmqvist, Ostlund, & Brodeur, 2007.
The CDIO helps to strengthen the EAC/OBE/ MQA 44 OBJECTIVE
Explain the Rationale for Design Implement experiences / Design Project
EAC Requirement, OBE, Complex Engineering, Design Project; Determine how CDIO can Strengthen OBE Implementation & Design Component
Explain The Pillar of CDIO- The Standard & Syllabus – Capstone/ Integrated Design Project
Design Thinking, Design Project, EAC Requirement, Project Component, CDIO Element
Project Intent, Gallery Walk, Prototyping, Assessment 45 OUTLINE
The Pillar of CDIO-The Standard & Syllabus
1. Objective of Session 2. CDIO Learning Environment vs Business Environment 3. Business Environment: Product/ Process/ System cycle 4. Conceive; Design; Implement; Operate (business environment) 5. What is CDIO & 12 CDIO Standard 6. Underlying need to Goals 7. The CDIO Syllabus 8. Standard 1-12 9. Summary of Engineering Education
46
WHAT IS CDIO? LEARNING ENVIRONMENT versus BUSINESS Technical/ Disciplinary CONCEIVE DESIGN Customer needs knowledge Technology Plans Regulation Concept. Drawings development Algorithm Technical Business plan PRODUCT Personal /SYSTEM Interpersonal skills lifecycle skills OPERATE IMPLEMENT (deliver intended Manufacturing value) Coding Maintaining Testing Evolving Validation
STAKEHOLDERS?? 47 Conceive – Design – Implement – Operate worldwide implementation ORIGINAL COLLABORATORS
Chalmers KTH Linköping MIT
EUROPE N. AMERICA REST OF WORLD
Note:- KTH: Royal Institute of Technology 48 • MIT and other leading American, European, Canadian, British, African, Asian, and New Zealand schools have formed a collaborative, the CDIO Initiative, to develop and implement this model worldwide dedicated to improving the education of engineering students.
•
With 97 collaborating educational institutions worldwide, the CDIO initiative is expanding constantly. Reported on 30 May 2013 49 https://www.facebook.com/uitmcdio/ 50 CDIO Collaborators - 2013 Southern Europe Region Instituto Superior de Engenharia do North America Region Porto Arizona State University Polytecnico di Milano California State University, Northridge Telecom Bretagne Daniel Webster College Universitat Politècnica de Catalunya Duke University (Telecom BCN) École Polytechnique de Montréal Latin America Region Embry-Riddle Aeronautical University Pontificia Universidad Javeriana LASPAU: Academic and Professional UNITEC Laureate International Programs for the Americas (affiliated with Universities Harvard University) Universidad Católica de la Santísima Massachusetts Institute of Technology Concepción Nordic Region Pennsylvania State University Universidad de Chile Aalborg University Denmark Queen's University (Canada) Universidad de Santiago de Chile Chalmers University of Technology United States Naval Academy Africa Region Engineering College of Aarhus University of Calgary University of Pretoria Gdansk University of Technology University of Colorado Southeast Asia Region Group T - International University College University of Manitoba Singapore Polytechnic Leuven University of Michigan Nanyang Polytechnic Helsinki Metropolia University of Applied School of Engineering at Taylor's University College Sciences Vietnam National University - Ho Chi Minh City Hochschule Wismar East Asia Region Hogeschool Gent Beijing Jiaotong University Jönköping University Chengdu University of Information Technology Kemi-Tornio University of Applied Science College of Light Industry, Hebei United University KTH Royal Institute of Technology Kanazawa Institute of Technology Lahti University of Applied Sciences Kanazawa Technical College Linköping University Shantou University Savonia University of applied Sciences Tsinghua University Seinajoki University of Applied Sciences Qingqong College, Hebei United University RWTH Aachen Middle East Region Technical University of Denmark AFEKA Tel Aviv Academic College of Engineering Turku University of Applied Sciences 51 51 SCE Shamoon College of Engineering Umeå University Notional Development of Engineering Education
Pre-1950s: Product, Practice Process & System Building Skills, 1960s: 2000: Science & CDIO Personal, practice Interpersonal Skills 1980s: Science Disciplinary Knowledge
Engineers need BOTH dimensions, and we need to develop an education that delivers BOTH
52 52 • In the late 1990s, MIT engaged in a rigorous process to determine the knowledge, skills and attitudes that graduating engineers should possess. They surveyed industry and government leaders, alumni, and educators, and examined industry and accreditors' wish-lists • The results show that the success of real-world engineering requires more than knowledge of engineering fundamentals; it requires abilities ranging from experience with hands-on design- build projects to skills in communications and teamwork.
53 INDUSTRY EXPECTATIONS – DESIRED ATTRIBUTES OF AN ENGINEER
Good communication A good understanding of skills – written, oral, engineering science graphic and listening fundamentals – Mathematics,
Physical and Life Sciences and Information Technology A profound understanding of the importance of A good understanding of teamwork design and manufacturing process
Curiosity and a desire A multi-disciplinary, to learn for life systems perspective
A basic understanding of the Personal Skills- high ethical context in which engineering is standards, ability to think both practiced – Economics, History, critically and creatively, Environment, Customer and independently and cooperatively , Societal Needs flexibility 54 INDUSTRY EXPECTATIONS – DESIRED ATTRIBUTES OF AN ENGINEER
Have we done Have we that ?? documented it ??
What skills Where the hands should we on experience infuse ?? and social learning can take place ?? How is our students
employment OBE ?? status ?? 55 WHAT IS CDIO? BUSINESS ENVIRONMENT (PRODUCT)
Product Life Cycle: Sales and Profit
Example A Cell phone DESIGN IMPLEMENT Component-based test CONCEIVE framework Manual GUI Services & testing Automation API automation Cell Phone lifecycle OPERATE Raw materials CP is mined & manufactured Processed CP is purchased & used Service virtualization
Consumer recycle phone Recover valuable Consumer throw material Reused/ away phone (gold, plastic, refurbished Incinerator/ copper) Landfill 56 Recycling CONCEIVE (C) Example: car • Customer needs • Technology • Regulation • Conceptual development • Enterprise strategy • Business plan
57 DESIGN (D)
• Plans • Drawings A car •Algorithm
A bridge
58 IMPLEMENT (I)
• Manufacturing • Coding • Testing • Validation
59 OPERATE (O) (deliver intended value) • Maintaining • Evolving/ Growing
60 CONCEIVE – DESIGN – IMPLEMENT – OPERATE ?
The 2nd Penang Bridge Ramp collapsed, 6 June 2013
The 4th Floor of a building under construction Collapsed (behind Hilton Hotel, PJ), 15 May 2016
61 DESIGN Current Scenario, Malaysia (Asia Design Sharing Council)
New Straits Times 3 , 4 July 2013
Cooperation towards creating a better world through design (Korea, Thailand, Philippines, Vietnam, Malaysia
A strategic design agency under MOSTI 12 Trans-Pacific Partnership Countries? TPP 62 WHAT IS CDIO?: 12 CDIO STANDARD
WHY 1 CDIO THE CDIO WHAT AS THE SYLLABUS CONTEXT
3 5 DESIGN- PROGRAM INTEGRATED 8 7 LEARNING IMPLEMENT HOW CURRICULUM EXPERIENCES EVALUATION 2 6 12 WORKSPACES 4 INTRO TO ASSESSMENT ENGINEERING 11 HOW 9 FACULTY 10 WELL COMPETENCE
9- Skills Competence 2- Learning Outcome 10- Teaching Competence 7- Integrated Learning Experience 8- Active Learning 63
JUSTIFICATION – WHY CDIO
CDIO is not a new practice for FKM UiTM. The faculty has been implemented the CDIO elements since the faculty or Engineering School establishment or development. Only the CDIO term is new; …but it is not really new, just to add flavours for program rebranding and the continuous needs on current education reform. Justification:
1. The content of CDIO syllabus itself supports the nature of future engineers & requirements as stated by EAC, BEM.
2. CDIO Framework which emphasizes on Introduction to Engineering course [CDIO, Standard 4] in sem. 1 is interesting and suit with the needs to support overall students motivation at the beginning of the program; the course should be taught interactively to give a reason on the entire design of program/curriculum plan.
3. CDIO shows how to design an Integrated Curriculum [CDIO, Standard 3] to cover the requirement of knowledge, technical, personal & interpersonal skills without putting burden on the customer/ students.
4. CDIO shares the way to conduct Design Implement Experience [CDIO, Standard 5] where it is directly supported the requirement of EAC for Complex Problem Solving & Complex Engineering Activities.
Nor Hayati Saad, NHS UiTM CDIO Coordinator/ Head of master trainer , 21 September 2016
64
JUSTIFICATION – WHY CDIO (cont.)
Justification:
5. CDIO emphasizes on KEY IMPORTANT of LEARNING: Learning Outcome [CDIO, Standard 2], Integrated Learning Experience/ Experiential Learning [CDIO, Standard 7], & Active Learning [CDIO, Standard 8]; therefore CDIO provides ways for Teaching& Learning to be more interesting, to embed concrete experience on engineering practices, and to ensure all designed courses more meaningful.
6. CDIO highlights & imparts the importance of workspace for students grooming and also to support students’ T&L experiences [CDIO, Standard 6].
7. The CDIO Standard & practices also emphasize the Faculty Competence; all staff need to be competent in order to groom, nurture and facilitate students. Therefore the competency of staff / staff skills (knowledge, technical, personal and interpersonal skills) [Skills Competence, CDIO Standard 9] and Teaching Competency [Teaching Competence, CDIO Standard 10] are very important and it is aligned with EAC requirement.
8. CDIO shares the importance of Assessment and provides guideline in matching with the Cognitive requirement and ways to write learning outcome statement and prepare rubrics of assessment [CDIO Standard 11] .
Nor Hayati Saad, NHS UiTM CDIO Coordinator/ Head of master trainer , 21 September 2016 65
12 CDIO STANDARD
CDIO Standards Standard 1 CDIO as the context Standard 2 CDIO Syllabus Outcomes Curriculum Standard 3 Integrated Curriculum Standard 4 Introduction to Engineering Standard 5 Design-Build Experiences Workspace/Labs Standard 6 CDIO Workspaces
Standard 7 Integrated Learning Experiences Teaching & Learning Methods Standard 8 Active Learning
Standard 9 Enhancement of Staff CDIO skills Enhancement of Standard 10 Enhancement of Staff Teaching Faculty Competence Skills
Standard 11 CDIO Skills Assessment Assessment Methods Standard 12 CDIO Program Evaluation 66 CDIO GOALS/ STANDARDS
• Define the distinguishing features of a CDIO program • Serve as guidelines for program reform, • Create benchmarks and goals that can be applied worldwide • Provide a framework for continuous improvement
67 UNDERLYING NEED TO GOALS
Educate students who Understand how to conceive-design- implement-operate PROCESS
4. CDIO
1. Technical 2. Personal 3. Interpersonal
PRODUCT SELF TEAM
Complex Mature A modern value-added team-based and thoughtful engineering engineering individuals systems environment
The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education 68 CDIO SYLLABUS
“ The Syllabus is just a reference document, and it is not prescriptive. If programs feel that the Syllabus is not appropriate for their programs, or needs to be expanded, they can modify it in any way desirable to them.”
Crawley, Malmqvist, Lucas and Brodeur (2011) The CDIO Syllabus v2.0: an updated statement of goals for Engineering Education,
69 71 CDIO AS THE CONTEXT [STANDARD 1]*
Adoption of the principle that product, process, and system lifecycle development and deployment – Conceiving, Designing, Implementing and Operating -- are the context for engineering education (See Handbook, p. 5)
•It’s what engineers do! • Provides the framework for teaching skills • Allows deeper learning of the fundamentals • Helps to attract, motivate, and retain students
72 CONCEIVE – DESIGN – IMPLEMENT – OPERATE (It’s What Engineers do)
CONCEIVE (1)
DESIGN (2)
IMPLEMENT (3)
Process Cycle of product Development
OPERATE (4)
Capstone Project (FKM) 73 LEARNING OUTCOMES [STANDARD 2]*
In Enterprise, Business, Societal Context
Section1 • what Section 2 Cognitive & Affective: Technical students Personal • Engineering Disciplinary reasoning should know Knowledge • Problem solving • be able to do • Experimentation • Knowledge discovery Section 3 Section 4 • System thinking Product, Interpersonal •Creative thinking System •Critical thinking Building • Professional ethics
• Conceive • Teamwork • Design • Leadership • Implement • Communication •Operate 74
INTEGRATED CURRICULUM [STANDARD 3]*
Disciplinary Courses + skills + Project = Integrated Curriculum
Soft/ Personal- Interpersonal skills C PRODUCT D Learning Practical PROCESS skills SYSTEM Experiences An integrated lifecycle O I Curriculum: Organized around disciplines, but Learning of With skills and Disciplinary project Knowledge interwoven
76 Disciplinary Subject Linkage
• To show the common intellectual bases of the disciplines • To demonstrate how disciplines work together • To deepen understanding of disciplines by comparing and contrasting • To (potentially) increase industry participation
77 INTRODUCTION TO ENGINEERING [STANDARD 4]
Framework for Engineering Practices; ‘Students engage in the practice of engineering through problem solving and simple design exercises, individually and in teams’
Personal skills Interpersonal Product/ skills
Process/ Communication System
Leadership Networking Practical skills
Teamwork
78 Importance of Introduction to Engineering
• 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 Disciplines • To teach some early and essential skills (e.g., teamwork)
79
DESIGN-IMPLEMENT EXPERIENCES [STANDARD 5]* Creation of Product/ Process/ System
Complexity (Low): Complexity (High) Building a model airplane from a kit Gokart
Activity I-O Activity C-D-I-O Structure Structured Structure Unstructured Solution Known Solution Unknown Team Individual Team Large team Duration Days Duration months
80 CDIO Consideration
Basic Advanced
Small/ Few days Scope Large/ Few weeks or month
•e.g. I-O Complexity • C-D-I-O •Structured •Unstructured •Known solution •Unknown •Individual •Large team
Earlier in the Squence in At the end of program the program the program
INTRODUCTION CAPSTONE PROJECT/ TO ENGINEERING FYP 81 ENGINEERING WORKSPACES [STANDARD 6] Emphasize on Hands-On Learning (Personal & Sosial learning)
Classroom, Lecture hall, Seminar room, CDIO Wokspace & Laboratories
82 INTEGRATED LEARNING EXPERIENCES [STANDARD 7]* Pedagogical approaches & Professional Engineering Issues
Example : Industrial partner, alumni, key stake holders
Personal Skills: Initiative & Willingness Personal to Take Risks & Disciplinary Determination Interpersonal Knowledge Flexibility skills ILE Creative Thinking Critical Thinking Awareness of One’s Personal Knowledge, Product/ Skills & Attitudes Process/ Curiosity System building skills Lifelong Learning Time and Resource mgt
83 ACTIVE LEARNING [STANDARD 8] Teaching learning based on active experiential learning method: thinking & problem solving activities
Group Discussion Debate-Lecture & Competition Blended Learning Concept question
Lab. Demonstration & hands-on Active experiential learning: students take on roles that simulate professional engineering practice, e.g. design- implement projects, simulations, & case studies. 84 ENHANCEMENT OF FACULTY SKILLS COMPETENCE [STANDARD 9]* Actions that Enhance Faculty Competence
Staff need to Provide be competent relevant in all skills examples to Engineering Practices Students! Industrial Attachment
Rapid pace of Technological Innovation: As role Continous models of updating contemporary engineering engineers skills
Partnership with industry in Research & Education Project 85 ENHANCEMENT OF FACULTY TEACHING COMPETENCE [STANDARD 10]
Integrated Learning Experiences + Active Experiential Learning Method + Assessing Student learning
IMECHE Student Chapter, Malaysia, 2012 Academic Visit, Hannover 2012 MoU with Dassault Aviation 2012
Support for faculty participation in university and external faculty development programs
Forums for sharing ideas & best practices Training/ Conference
Emphasis in performance reviews Hiring on effective teaching methods
86 LEARNING ASSESSMENT [STANDARD 11]*
Measure of the extent to which each student achieves -personal and interpersonal skills, -product, process, and system building skills, -disciplinary knowledge
Introduce -Teach - Utilize - Assess
Written and oral tests Recorded observations of student performance Rating scales (Rubric) Student reflections Journals/ portfolios Peer and self-assessment 87 PROGRAM EVALUATION [STANDARD 12] Evidence of overall Program Course evaluations Instructor reflections Entry and exit interviews (student feedback) Reports of external reviewers (external examiner) Follow-up studies with graduates/ Alumni Follow-up studies with employers/ industry other key stakeholders: visiting professor
Feedback •Decision- •Instructor Program •Students • Continous •Program Administrator •Improvement •Alumni •other key stakeholders
88 SUMMARY OF THE MAIN GOALS OF ENGINEERING EDUCATION with CDIO
To educate students who are able to:
Master a deeper working knowledge of the technical fundamentals
Lead in the creation and operation of new products, processes, and systems
Understand the importance and Strategic impact of research and technological development on society
89 OBJECTIVE
Explain the Rationale for Design Implement experiences / Design Project
EAC Requirement, OBE, Complex Engineering, Design Project; Determine how CDIO can Strengthen OBE Implementation & Design Component
Explain The Pillar of CDIO- The Standard & Syllabus – Capstone/ Integrated Design Project
Design Thinking, Design Project, EAC Requirement, Project Component, CDIO Element
Project Intent, Gallery Walk, Prototyping, Assessment 90 INNOVATION & DESIGN THINKING
91 If I had 20 days to solve a problem, I would spend 19 days to define it.
92 In this case, the This is the type of problem is well innovation that Apple defined, but the excels at, where there is path to the solution a clearly defined problem is unclear, usually and a reasonably good because those understanding of how to involved in the solve it domain have hit a wall.
These tend to be new This is the type of work approaches to old done at universities and products and services. some R&D labs. There isn’t a clearly defined outcome. The point is to discover more about how things work 93 Design Thinking for Innovation
94 Audit / Benchmark Trends, understand customers
Arts, sciences, culture, meditation, Co-creative, multi-disciplinary, sleep on it visual, brainstorming, future scenarios' 95 Five phases of design process
1 2 3 4 5 DISCOVERY INTERPRETATION IDEATION EXPERIMENT EVOLUTION
I have a I learned I have an idea I see an I tried challenge something How do build opportunity something How do I How do I it? What do I What do I approach it? interpret it? create? evolve it?
The design process is what puts Design thinking into action It’s a structured approach to generating and developing ideas 96 Why do companies have so much trouble managing creativity and innovation? Because traditional business does not link the two design thinking Managers do not know “what to do” with designers
97 COMBINE OUTSIDE-IN & INSIDE-OUT
Identify Business
Develop Create Fit them to Technology Concepts Users
Understand Create Build Users Concepts Business
Develop Technology
98 USE EMPATHY FOR STAKE HOLDERS
DESIRABILITY What is it, people desire?
VIABILITY FEASIBILITY What can be What can be done in terms of financially viable? capabilities and technology?
99 EMBRACE DIVERSITY & MULTI-DICIPLINARY
100 Physical Design
INDUSTRY MECHANICAL TechnicalObjective & DESIGN ENGINEERING
GRAPHIC HUMAN PRODCTION PHYSICAL DESIGN SCIENCES ENGINEERING SCIENCES
WEB HARDWARE COMPUTER DESIGN ENGINEERING SCIENCES
Human Subjective & INTERACTION SOFTWARE
DESIGN ENGINEERING
Digital Design 101 THINK HOLISTIC: META-COGNITIVE
102 GENERATE MANY, MANY, MANY IDEAS …
103 FIND AND ITERATE ALTERNATIVE SOLUTIONS
Solution
104 What is Design Thinking?
What is Design Thinking?
105 SOME BOOK EXAMPLES ………
106 What is Design Thinking?
….. is human-centered Focus on people / customers and their needs and not on a specific technology or other conditions. Methods therefore used are observations, interviews, brainstorming, prototyping… Innovating at the intersection of business, technology and people leads to radical, new experience innovation. The user is the one to decide if a product or a service should exist or be established.
107 What is Design Thinking?
….. is human-centered EMOTIONAL INNOVATION EXPERIENCE - Brands INNOVATION - Marketing BUSSINESS - Relationship (viability) PROCESS INNOVATION
PEOPLE DESIGN (desirability) TECHNOLOGY (feasibility) THINKING
FUNCTIONAL INNOVATION 108 What is Design Thinking?
……… is an iterative learning process
During anytime of the projects, Design Thinking teams work with the iterative approach : Redefining the problem, need finding, ideation, building of prototypes, testing with the user. The iterative approach enables a higher expertise in the field of human needs and supports variety of results.
109 What is Design Thinking?
… consist of diverging & converging phases Design Thinking enables team members to think diverse. The results of diverse thinking build the base for the converging finalization. Design Thinking is a structured method with clearly defined milestone over a project timeline. Projects are usually built upon a certain goal defined in the beginning. Design Thinking projects on the other hand, have a lot of ambiguity to it as the outcome is open until the very final phase.
110 What is Design Thinking?
…… consist of diverging & converging phases
PROBLEM SOLUTION UNDERSTAND PROBLEM SOLUTION
ABDUCTIVE THINKING
Innovation through new ways of thinking
111 What is Design Thinking?
……. is prototyping Tangibility, experiencing and testing of results are essential basics of design thinking. Prototypes allows end-users to participate early in the innovation process. Surface feel allows earliest understanding of complex challenges.
112 What is Design Thinking? ……. is prototyping
MAKE YOUR IDEAS TANGIBLE
FEEDBACK 113 Why Design Thinking in CDIO?
HOW To make it I O
HOW To make it C D I O
114 Why Design Thinking in CDIO?
CONCEIVE DESIGN IMPLEMENT OPERATE
What is our Design Thinking Framework for UiTM?
115 Why Design Thinking in CDIO? SP’s Design Thinking Framework
generate new idea
define develop Sense & Empathy Ideation Prototype Sensibility
refine our point of view
116 OBJECTIVE
Explain the Rationale for Design Implement experiences / Design Project
EAC Requirement, OBE, Complex Engineering, Design Project; Determine how CDIO can Strengthen OBE Implementation & Design Component
Explain The Pillar of CDIO- The Standard & Syllabus – Capstone/ Integrated Design Project
Design Thinking, Design Project, EAC Requirement, Project Component, CDIO Element
Project Intent, Gallery Walk, Prototyping, Assessment 117 What is Project Intent?
118 119 Project Intent
The STEEP Analysis used in marketing a method to analyse the macro-economy of the firm (to determine which factors can influence its success)
120 Project Intent
The impact of the external environment on the Company
Revealing the trends of the external environment on the world
Revealing environmental trends that may have an impact on the company
Analysing these trends
Analysing the Pointing out new Analysing the
STEEP Analysis STEEP effects opportunities future trends
Take special measure to take advantage of the opportunities 121 From 1 minute idea
122 Project Intent
PROBLEM The problem we are trying to solve The project intent CUSTOMERS For whom?
RATIONALE Why does it matter?
PRIOR EFFORTS How often solution attempts have failed?
NEW VALUE What make our solution different from others
OPPORTUNITY What are the greatest opportunity?
REFERENCES Any reference or analogies?
123 Empathy
Empathy
124 Empathy
IT IS ABOUT LOOKING AT PEOPLE
AND SEEING THINGS FROM THEIR/ CUSTOMER VIEWPOINTS, NOT YOURS 125 Empathy
Empathy is
Seeing with the eyes of another, Listening with the ears of another, and feeling with the heart of another.
126 Empathy
WE NEED EMPATHY TO :
Collaborate Successfully Solve Problems Drive Change Align Interests Make Good Decisions Lead Effectively
127 Empathy
Low Empathy High Empathy Most The Ideal, organisations when High Scale that have possible reached
Most Social Enterprises Low Scale at an early stage
128 Empathy
QUOTES AND DEFINING WORDS THOUGHTS & BELIEFS
ACTIONS & FEELINGS & EMOTIONS BEHAVIOURS
“Graduate with Head (knowledge), Hand (Hands-on) and Heart (Good Attitude)” – Session With VC 20 June 2016 Empathy
We believe empathic discovery & observation is the key to successful innovation
130 Empathy – Select 1 Design Project
Discover Unmet Needs of User Observation and interview tools Develop 20 Question
131 Empathy
An interview is an official meeting in whichINTERVIEW one or more persons question, consult, or evaluates another person to get information
132 Empathy
Interviewing people offers only a short period of time in which you can learn about candidates and determine if they are right for a position in your company.
Even a second interview does not afford you much time. Interviews are brief encounters, and therefore, they should be taken advantage of so that you make the best use of your time 133 Empathy
Interviewing people
134 INTERVIEW ACTIVITY
Activity – Let’s try out an interview Activity – Let’s try out an interview ( 1:30Interview pm Interview Interview
3 interview at least half an hour each.
What do you observe about
interview A, B and C 135 What is clustering technique?: Affinity Diagram – Can you help to cluster: 1 min Idea?
….is the process of organising objects into groups whose members are similar in some way.
136 Empathy
It Might Look Like This ….. pre-clustering
137 Empathy
… post clustering
138 Summary
. Innovation is the central issue in economic prosperity . Design thinking play an important role in innovation . Design thinking involves empathy, embrace and observation and interrelated with people, business and technology.
139 Conceiving and Design Products & Systems
140 Conceive and Design
DEFINE NEED/PROBLEM EMPATHY STEEP CONCEIVE QFD PERSONA HOUSE OF QUALITY SOLUTION BRAINSTORMING
IDEATION CONCEPT PROTOTYPE DESIGN
IMPLEMENT OPERATE
141 What is prototype
“A prototype is an early sample or model built to test a concept or process or to act as a thing to be replicated or learned from.” – Landay, 2013
142
Prototyping
Prototyping is the iterative development of artifacts – digital, physical, or experiential – intendes to elicit qualitative or quantitative feedback (Geehr, 2008)
143 Why Prototype ?
They serve a variety of purposes which include: Evaluation and feedback (within and outside of team) can test out ideas for yourself can see/interact with prototype vs document Team members can communicate effectively It encourages reflection: very important aspect of design Prototypes answer questions, and support designers in choosing between alternatives
144 What to prototype
• Technical issues: working details of a business rule e.g. stepwise working of how the rule is applied
• Screen layouts and information display: placement of different widgets, types of widgets, etc e.g. should edit fields come after/before control buttons
• Work flow, task design: the sequence of steps required to achieve the task e.g. flow from one screen to another, changes on the screen
• Difficult, controversial, critical areas: provide alternative solutions to be assessed e.g. business critical reports with specific alignment of fields 145 Types of prototyping
Low Fidelity Prototyping High Fidelity Prototyping Throw-away Prototyping Evolutionary Prototyping
146 Low Fidelity Prototyping
Low-fidelity prototyping is generally limited function, limited interaction prototyping effort.
They are constructed to depict concepts, design alternatives and screen layouts. They are intended to demonstrate general look and feel of the interface.
They are created to educate , communicate and inform, but not to train, test or serve as a basis for which to code.
Low fidelity prototyping is used early in the design cycle to show general conceptual approaches without much investment in development.
147 Low Fidelity Prototyping
Uses a medium which is unlike the final medium, e.g. paper, cardboard Is quick, cheap and easily changed Examples: sketches of screens, task sequences, etc ‘Post-it’ notes Storyboards
148 Sketching
• Sketching is important to low-fidelity prototyping
• Don’t be inhibited about drawing ability. Practice simple symbols
• Can use post-its, photo-copied widgets, etc.
149 Sketching
150 Storyboards
Often used with scenarios, bringing more detail, and a chance to role play
It is a series of sketches showing how a user might progress through a task using the device, like a comic book
Used early in design
Goals are to effectively communicate with users or stakeholders
151 Storyboard prototye
Storyboards/Tutorials/Manuals Manuals - storyboards set within textual explanations- people often read manuals of competing products to check: interface/functionality/match to task
152 153 Through the sketch, we saw that this could be genuinely meaningful to people, because of the commonness of the desire to learn a second language; this idea also left room for numerous creative ideas The second sketch depicts an app that would allow users to interact with native speakers of other languages in scenarios that are likely to arise in a genuine experience abroad.
The third of these The first sketch depicts sketches depicts a an app for tangible "time-traveling" world exploration, which interface that would we found to be the most allow users to swipe practical and the easiest through different time to visualize. periods as they observed a given virtual location 154 would like and allowed us to evaluate their intuitiveness. their evaluate to us allowed and like would gestures the what of idea a general gaveus sketches The effort. or timemuch investingout with applicationKinectofour functions different with toassociate wanted we thegestures visualize to us allowed sketching because sketching through prototypechose to group Our for Reasoning Sketches Alex's Storyboard prototype
155
Storyboard prototype 156
Storyboard prototype 157
Storyboard prototype 158
159 it made us focus on a specific user to help us narrow our user base while helping us to visualize a more concrete situation where our application would be used. This made us focus on the details of our design more and better understand the need that we were trying to satisfy.
160 Using Stationary
Stationary Index cards (3 X 5 inches) Large, heavy, white paper (A3 or 11x17) 5x8 in./A5/A6 index cards Tape, stick glue, correction tape Pens & markers (many colors & sizes) Post-its Overhead transparencies Scissors, cutters… Each card represents one screen Often used in website development
161 High Fidelity Prototyping
Prototype looks more like the final system than a low-fidelity version. Danger that users think they have a full system…….see compromises Hi-fi prototypes
Characterised by a high-tech representation of the design concepts
Resulting in partial to complete functionality.
Advantage:
Enables users to truly interact with the system.
162 Problems with Hi-fi prototypes
Take time to build higher cost
Testers and reviewers comment on fit and finish issues
Reluctance to change the design
Users may think they have a full system
A single bug can lead to a complete halt in evaluation
163 Throw-away Prototyping
Throw Away Prototype is developed from the initial requirements but is not used for the final project.
Written specifications of the requirements
Some developers believe that this type is a waste of time because you don’t use it.
Regardless if prototype is discarded or kept for production, you must use a easy to use language.
164 Evolutionary Prototyping
Evolutionary prototyping is consider the most fundamental form of prototyping.
Evolutionary prototyping main concept is to build a robust prototype and constantly improve it.
Objective to deliver a working system to the end user.
According to Steve McConnell, "evolutionary delivery is a lifecycle model that straddles the ground between evolutionary prototyping and staged delivery."
165 ASSESSMENT METHODS
HOW CDIO MAY HELP TO STRENGTHEN: EAC/ OBE
166 167 CORRESPONDANCE BETWEEN THE ASSESSMENT INSTRUMENTS AND BLOOM’S TAXONOMIC LEVEL – COGNITIVE DOMAINS
168 CORRESPONDANCE BETWEEN THE ASSESSMENT INSTRUMENTS AND BLOOM’S TAXONOMIC LEVEL – COGNITIVE DOMAINS
169 THE USE OF RUBRICS – STEPS FOR DESIGNING A RUBRIC
1
2
3
170 EXAMPLE – THE MIND MAP RUBRICS
171 EXPERIENTIAL LEARNING CYCLE
172 THANK YOU
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173 Acknowledgement
Many thanks to those who (from the institutions/ bodies) directly/ indirectly contribute materials for the slide presentation, sponsor/ support the CDIO program and academic program/curriculum/ achievement and development:
1. Singapore Polytechnics (2012-2014)
2. Temasek Foundation, Singapore (2012-2014)
3. Wordwide CDIO initiatives (2012-present)
4. All UITM CDIO Master Trainers (2012 – present)
5. The CDIO Patron, the Vice Chancellor of UiTM (2012 – present)
6. All CDIO sponsors, Deputy Vice Chancellor for Academics and Internationalization UiTM, Engineering Deans UiTM (Faculty of Mechanical Engineering, Civil Engineering, Electrical Engineering and Chemical Engineering) (2012 – present)
7. Engineering Accreditation Council (All the Director and Deputy Directors) (2012 – present) 174 8. All FKM staff UiTM