7TH INTERNATIONAL CDIO CONFERENCE 2011 June 20-23, 2011
TECHNICAL UNIVERSITY OF DENMARK – DTU CONFERENCE PROGRAM Overview of building 101 Message from the chairpersons On behalf of the International Advisory Committee, the Technical Program Committee and the Local Organizing Committee, we welcome you to DTU – the Technical University of Denmark, and to the 7th International CDIO Conference.
The conference provides a forum for CDIO collaborators and prospective members to exchange ideas and experiences, follow CDIO 16 developments and progress, and help refine and define the CDIO initiative, its standards and syllabus.
17 The conference takes place on DTU’s spacious and leafy campus in Lyngby, 12 km north of Copenhagen. Copenhagen is Denmark’s Entrance D Entrance E capital and largest city, with a population of over a million. It is also one of the world’s most environmentally friendly cities, with 36% of its citizens cycling to and from work – a combined distance of 1.2 million km daily! Copenhagen has no less than 10 Michelin-star restaurants (the most of any city in Scandinavia) and is home to the restaurant Noma, currently rated the best in the world.
All extended abstracts have been reviewed by at least three members of the Technical Program Committee, and as in the two previous 15 13 conferences in Montréal (2010) and Singapore (2009) authors were given the option of having their full paper undergo a peer review process. Over 60 of the 155 accepted submissions have chosen to do so this year. As an additional feature of this year’s conference 11 5 selected papers will be forwarded for publication in special issues of the journals European Journal of Engineering Education (EJEE), Advances in Engineering Education (AEE) and International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE).
Accepted papers will be presented in one of three formats: 1) a traditional 20-minute oral presentation, 2) a teaser pre-session followed by a regular poster exhibition, or 3) a 60-minute freestyle session, where the author has free rein to run the session anyway she or he sees fit. We have given 8 contributions the chance for a freestyle session – so look forward to some exciting, interactive, “out of the box” experiences. We stress that all contributions have equal stature, regardless of the format of delivery. In addition, we 1 2 4 6 7 8 14 have showcased several demonstrations of CDIO projects. Finally, a variety of introductory and advanced workshops are on offer on Monday June 20, catering to both CDIO novices as well as experienced CDIO veterans. 3 We would like to recognize the many contributions required to organize a conference of this size: The authors who submitted work, 9 10 12 without which we could not have had a conference; the Technical Program Committee; the many reviewers that were needed to Entrance A Entrance B handle the volume of submissions we received; the International Advisory Committee for advice; the financial support of DTU, 18 IBM, Grundfos, Lego, Novozymes, Vestas and Velux; the Local Organizing Committee who attended to the myriad practical details of arranging a conference. Finally, we thank you, the conference participants and hope that you have a successful week “Building 1: S01 11: Glass Hall Educational Networks” with colleagues, students and other stakeholders in the imperative endeavor that is engineering education.
2: S02 12: S12 Martin E. Vigild, Conference Chair 3: Registration (Lounge) 13: S-huset Ron J. Hugo, Technical Program Committee Chair Nicolas von Solms, Technical Program Committee Co-Chair 4: S04 14: Sports Hall Duncan Campbell, Technical Program Committee Co-Chair 5: Runway 15: Library 6: S06 16: Oticon Hall 7: S07 17: To Skyscraper Workshop 8: S08 (Building 228) 9: S09 18: Bus to/from Hotels 10: S10
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CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 3 TECHNICAL UNIVERSITY OF DENMARK - DTU MESSAGE FROM THE PRESIDENT
The Technical University of Denmark (DTU) was founded in 1829 by the father of electromagnetism, Hans Christian Ørsted. Today OF THE TECHNICAL UNIVERSITY OF DENMARK DTU is a vibrant community of research and innovation, scholarship and learning – aiming in all its endeavors for the highest pos- sible standards of excellence. Dear Participants of the 7th International CDIO Conference,
The main campus is located north of Copenhagen near the town of Lyngby. Scattered across the great plain are more than 100 buil- On behalf of DTU, it gives me great pleasure to welcome you to our university for this event, chaired by Dr. Martin E. Vigild, Senior dings divided into four quadrants – exactly like points in a coordinate system. Vice President and Dean of Undergraduate Studies and Student Affairs at DTU. This year’s theme: “Building Educational Networks” emphasizes the broader context of engineering education –including our stakeholders in industry, who employ our graduates; as well Our educational mission is to prepare students to address the challenges of the future. To this end, the University is looking to enrol as education initiatives within the CDIO Concept to enhance the quality of the engineering education, we provide. At this point in the most capable students from all corners of the earth and to provide them with an education that not only strengthens their intel- time, the CDIO initiative includes more than 60 institutions worldwide, with many more waiting to join. In fact, I understand that lects and sharpens their skills – but also broadens their horizons. eight new institutions will be applying for membership at this year’s conference. More than 250 people will attend the conference; and the list of conference contributions includes participants from 21 countries. Further, DTU is the largest provider of research-based consulting for the public sector in Denmark, and international organizations and intergovernmental institutions widely use our competencies. At present, about one fourth of the 4500 DTU employees work on At DTU, we are proud to have been part of the CDIO concept from very early on; and during the conference, you will see many public-sector assignments. examples of the profound – and positive – impact this innovative education initiative has had on our engineering programs.
DTU is one of the highest ranked technical universities in Europe – recognized internationally for excellence in research within the The 7th International CDIO conference is not only about “Building Education Networks”, it is also about forming lasting and rewar- technical and natural sciences; high-quality public consulting services; capacity for innovation and transfer of technology; internati- ding social and professional networks. onal collaboration; and research-based education. With world-class facilities and dedicated lecturers, DTU excels in its commitment to teaching and provides learning opportunities both within and outside the classroom. Further, DTU students have the flexibility to Welcome to an enjoyable and productive week in Denmark. create their own academic programs that prepare them for a future in today’s globalized society.
At DTU, we want our students to find their experience outside the classroom as rewarding and fulfilling as their academic expe- rience. Numerous cultural, educational, athletic, and social activities are available to students and staff alike because we want our Lars Pallesen campus to be welcoming to everyone who works and studies at the University. President DTU, Technical University of Denmark Welcome to Rethink City - CDIO Academy 2011
CDIO Academy 2011 comprises a contest and subsequent Innovation Camp, where students from all our CDIO Universities contri- bute with their unique ideas for solving problems facing megacities.
In an eight-week campaign in spring 2011, almost 2,000 students from all over the world engaged in our Rethink City Contest. Stu- dents submitted more than 300 innovative ideas for addressing megacity challenges. A panel of professors from CDIO universities selected the best 25 ideas based on the ideas´ innovative potential. The teams behind the best ideas attend the Rethink City Innova- tion Camp, which is running in parallel to the CDIO conference.
All 100 students from the 25 selected teams gather in “Rethink City” on DTU campus. They will mature and refine their ideas with the help of top international scholars in an international and cross-functional setting.
Lectures and teamwork will happen in the Rethink City close to the conference facilities. Follow the signs and feel welcome to engage with your students.
At the end of the Innovation Camp, winning teams will be selected and celebrated at the conference closing reception at Copenhagen City Hall.
Welcome to Rethink City
4 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 5 Sunday, June 19th, pm Monday, June 20th, am Time Time Time Time Plenary Session Introduction and Welcome CDIO Book Meeting Bus to DTU from Hotels Registration 09:00 University President, DTU 15:00 Ed Crawley and Johan 16:30 16:30 Malmqvist ₋
18.00 Key Note - 10 year Retrospective Oticon Hall 09:20 Ed Crawley Chair: Martin Vigild Room S06 Room
Lounge - S01 - Lounge 10:10 Lego Presentation Allan Verner Rasmussen
10:30 Concept Questions Introduction Peter Goodhew Oticon H. 17:00 Council, Program and Theme Leaders Meeting 10:40 Short Coffee Break - Coffee to go Ed Crawley and Johan Malmqvist Introductory Workshop Time Advanced Workshop Time Advanced Workshop 10:45 Ready to Engineer MW1B: Skyscraper MW1C: MW1D: Concept Questions (22) Ed Crawley 10:50 Workshop (36) Lego Workshop (156) 10:50 Peter Goodhew Peter Gray BEST
Room S08 Room Integrated Curriculum 11:30 Johan Malmqvist and Kristina Edström Project-Based Learning Project-Based Learning Activity Activity Library Oticon Hall 11:40 Building 228 Short Coffee Break Active Learning MW2D: System Thinking (157) 12:15 Andrew McLaren 12:00 Ed Crawley 18:00 Welcome Speech - CDIO Academy Room S01 Room S09 Room S01 Room 13:00 Lunch - Glass Hall 13:00 Lunch - Glass Hall 13:00 Lunch - Glass Hall S-huset
Monday, June 20th, pm Time Introductory Workshop Time Advanced Workshop Time Advanced Workshop 18:30 Innovation in Megacities - an Industrial Perspective, Grundfos Learning from Design-Implement Experiences MW1B: Skyscraper MW1C: MW3D: Air Pump - Improvement of a "Skyskraper- 14:00 Jacob Kuttenkeuler and Kristina Edström 14:00 Workshop (36) Lego Workshop (156) 14:00 type" Exercise for Mechanical Engineering Peter Gray BEST Programs (102)
S-huset Guy Cloutier Project-Based Project-Based 15:20 Break CDIO Standards for Evaluating and Change Learning Activity Learning Activity MW4D: Waste = Food (4) Library 15:30 Oticon Hall Management 15:40 Marjan Eggermont Building 228 Welcome Reception Ed Crawley, Jacob Kuttenkeuler, Juha Kontio, 19:00 Leong-Wee Kwee Huay, Kristina Edström, Johan Malmqvist and Matt Murphy
17:00 CDIO Academy Visit (Sports Hall) 17:00 S09 Room S01 Room CDIO Academy Visit (Sports Hall)
S-huset CDIO Academy Visit 17:30 Sports Hall Sports 20:30 Bus to Copenhagen Speed Dating 18:00
Glass H. Glass Chair: Paul Hermon 18:30 Conference Dinner - Glass Hall
21-22 Bus to Copenhagen
6 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 7 Coffee Break
Coffee Break
SEFI Track SEFI Track 1 Curriculum Development - Development Curriculum CDIO SEFI and from Experiences and Dominguez Urbano Kristina Edström Kristina
Room S10 Room RoomS10
SEFI Track 2 SEFI Track 3 Anette Kolmos and and Kolmos Anette Edström Kristina Keynote - 10 Years of CDIO Years - 10 Keynote Should we do CDIO or PBL? Yes! CDIO or PBL? do we Should Ed Crawley
Room S10 Room (24) S10 Room (73) (136) (27) (83) (34) (5) (39) (120)
T3D Project Based Learning II T3D Project Based Learning T2D Project based Learning I T2D Project Learning based Chair: Peter Goodhew Chair: Interacting by Teaching Inductive CDIO-projects with for Course Introductory An Engineers Software and Georgsson Fredrik BOP Design BOP Design Ed Crawley (14) Koster, Jean Tim Simpson, GoltermanPer Johnny Petersson Science Foundation for Foundation Science Case TFS1D: The Learning Koster Jean Chair: and James Ren Sudworth Caroline for Tools Analysis as Visualization to Enhance Teams Multinational as Engine Stirling Using a Simple Meyer Erik Knud What Engineering Students Know What Know Students Engineering Marjan Eggermont Marjan Robert Niewoehner, Robert Niewoehner, Myler, Peter McCartan, Charlie Project based Learning Learning Project based Emplayability The Transition into University: University: into Transition The and Reasoning Engineering Escudeiro Paula Escudeiro, Nuno Peter Goodhew, Matt Murphy, Matt Goodhew, Peter Developing Undergradyate Projects Projects in Undergradyate Developing and Ana Barata Ana and Mechanical Engineering Practice Practice Engineering Mechanical
Room S04 Room Room S04 Room Room S04 Room
T6D Project Based Learning IV T6D Project Based Learning T5D Project Based Learning III T5D Project Based Learning Yvonne Agersø et. al. et. al. Agersø Yvonne (115) Biological Chemistry Enhancing Enhancing Chemistry Biological TFS4D: Standards Intellectual Using Feedback Eggermont Marjan Chair: Programme Degree Extended Course Compulsory in the Learning Collaboration and Technical Technical and Collaboration Chair: Sylvain Turenne Engineering CDIO Mechanical A real 4th Semester in the Project Course Students: Engineering to vs. CDIO Engineering in Software Contents and Challenges Challenges and Contents Rob Niewohner the Students' with Experience Communication Between Groups Between Communication Aage Birkkjær Lauritsen Birkkjær Aage (137) Daniel Einarson Anne Ladegaard and Skov Anne Kiil Søren as a Vocabulary for Student as a Vocabulary Skyscraper Activity Skyscraper Teaching Chemical Product Design Product Chemical Teaching Working- Processes vs. Educational Diane Grayson, Kendy Madisha Madisha Kendy Grayson, Diane Ngcobo Bongani and Laboratory and Project Based Project Based and Laboratory
Room S04 Room Room S04 Room Room S04 Room (132) (32) (139) , (37) (11) (23) (9) (57) (106)
T6C Accreditation II T6C Accreditation T5C Implementation and Impact Il Impact and T5C Implementation Trinh Minh Thi Doan, Nhut Tan Ho, TFS4C: Reflexivity Reflection and (152) Levy David Chair: of Implementation Step Change at VNU-HCM Implementation Long Tien Vu, Binh Thanh Phan Chair: Juha Kontio Juha Chair: Why Engineering Your Get at Expectations Accreditation The University of Sydney University of Sydney The Robin Clark and Jane Andrews Jane and Clark Robin University Story Aston CDIO - The and Nghia Duc Nguyen Nguyen Duc Nghia and Programme Accredited? Accredited? Programme Goodhew Peter J. Gray Peter and C. Levy David David Levy David in Reviewing and Evaluating CDIO Evaluating and in Reviewing (107) Using CDIO to Meet Accreditation Meet Accreditation Using CDIO to Panel Discussion on CDIO and on Discussion Panel Mark Prince and Gareth Thomson Gareth and Prince Mark Experience of First Year CDIO First Year of Experience
Room S12 Room Room S12 Room T3C Accreditation I T3C Accreditation S12 Room resources TFS1C: CDIO & Brennan Bob Chair: Peter Grayand in Assessment Attributes Graduate Schools Engineering Canadian CEAB the and CDIO Syllabus the Accreditation to Meet Cdio Standards Peter Gray and Sellens, Rick Accreditation Expectations Accreditation Robert W. Brennan and and Robert W. Brennan Gareth Thomson and Thomson Gareth and Peter Goodhew Malmqvist, Johan Can we do it on a it on do we Can budget? Update An Outcomes: Graduate Expectations Using the CDIO Standards to Meet Meet to CDIO Standards Using the for Enabler an CDIO as The and Hugo Ron Cloutier, Guy Levy David Edward Crawley, Ron J. Hugo Ron Mapping the relationship between the relationship Mapping Mark Prince Mark Prince Rick Sellens Rick Advanced WorkshopAdvanced Using the on
Room S12 Room Room S12 Room (28) (59) (63) (18) (55)
T6B Evaluation and Evolution III T5B Evolving CDIO T5B Evolving Implementing CDIO TFS4B: Implementing (141) Chair: Duncan Campbell for the CDIO Framework Regenerating EDUCATIONAL FRAMEWORKS 103) Siegfried Rouvrais and Vanea and Rouvrais Siegfried Chair: Maria Knutson Weddel Knutson Maria Chair: on Assessment Effect of Reflective in Culture Classical Teaching (41) Engineering Engineering Duncan Campbell, Campbell, Duncan Sustainability and Internationalization Chiprianov Internalisation of CDIO Principles of Internalisation (114) Petersen, Häuser Lene Gion Koch Svedberg Koch Gion Internationalization & Sustainability & Sustainability Internationalization Maria Knutson Wedel, Ed Crawley Wedel, Knutson Maria Fortin Clement and (140) Mushtak Al-Atabi and WanWong Yee the on reflections Self-critical and Besenbacher Bente Tørresø Rosholm Jesper Explorative Evaluation of Courses of Evaluation Explorative Duncan Campbell, Campbell, Duncan Maria Knutson Wedel, Ed Crawley Wedel, Knutson Maria Fortin Clement and MODELING AND ARCHITECTING
(138) (86) S09 Room Room S09 Room Room S09 Room
T3B Evaluation and Evolution II T2B Evaluation and Evolution I Evaluating the Implementation of Implementation the Evaluating CDIO for System Grading Graduate Programs Compliant TFS1B: CDIO QA with Evaluation Self Gustafsson Göran Chair: at Singapore CDIO Programs Longitudinal a 3 Year Polytechnic: Study Sale Dennis Leong-Wee, Helene Wee Cheryl and / / Capabilities A Knowledge Descriptor Based Competencies António Costa and Angelo Martins Cloutier Guy Chair: Bergeling Ann-Sofie CDIO Courses of Related Evaluations the of Circle Quality the Closing in Students' Knowledge Improving Komskog, Peter Hansson, Jonas Bjarne Kjær Ersbøl, Bjarne Sara Naumann, Thyberg Hussmann, Munkebo Peter Schrey-Niemenmaa, Katriina Ristola Arja and Karhu Markku and Stiwne Edvardsson Elinor Juha Kontio, Janne Roslöf, Janne Kontio, Juha Teacher and Student Intention and and Intention Student and Teacher Student Between an Association Does Exist? CDIO approach? Hussmann, Munkebo Peter Ylva Odemark and Högfeldt Anna-Karin (131) Tamara Sliusarenko and Line Harder Clemensen Line Programs of Master Evaluation Peer Frederik Schaufelberger, Frederik Kristina Edström, Kristina Exercises Laboratory Commitment in a CDIO Curriculum in a Commitment Anita Bisbi, Johan Malmqvist, Birgitta Carlsson, Hilde Lysne, Hilde Carlsson, Birgitta Högfeldt Ann-Karin for - A Concept Learning Peer
Room S09 Room Room S09 Room Room S09 Room (144) sday, June 21th,sday, (25) (43) (142) (80)
(69)
Active Break - Project Demonstrations - Project Break Active Break Bus to Copenhagen Bus Freestyle Session III Learning Active T5A Active Learning with TFS4A: with Active Learning Gonzáles, Alejandra Chair: Bill Lucas Learning to Approach Deep Activating Flight Using Design System Control Chair: Rick Sellens (Reception) Session Poster Academy Visit CDIO Chair: Rick Sellens Simulation as a CDIO Conduit CDIO Conduit a as Simulation and Gibbens Peter Puzzles Puzzles Alejandro Forero, Alejandro Quizzes through Classes in Large Dries Verstraete Dries Juan Carlos Giraldo, Giraldo, Carlos Juan Gloria Marciales, Mar Ruiz, del Maria José Luis Uribe and Viveros Francisco (126) Poster Teaser Session Poster Maria Knutson Wedel Knutson Maria Learning Aircraft Design and Flight Aircraft Design and Learning (50)
Library Room S01 Room Room S01 Room Hall Oticon fl.) (2. Library Tuesday, June 21st,Tuesday, pm June Active Learning Learning Active
Time 13:30 14:30 14:50 15:00 15:10 15:30 16:00 16:40 17:00 17:30 17:50 18:00 20-21
Coffee Break II Learning Active T3A Lunch - Planned Roundtable Freestyle Session T2A Active Learning I Learning Active T2A (118) Ferreira, Eduarda Pinto TFS1A: Classes in Large Murphy Matt Chair: to of Strategies A Comparison Foster and Study Regular Encourage Learning Deep DORÉ Sylvie in Method Instruction Peer in Mathematics Classes Introductory Susana Nicola and Figueiredo Isabel Hugo Ron Chair: Brockhoff Bruun Per in other Online Materials and e-Notes College Technical Kanazawa Engineering to Applied Strategies Tony McNally McCartan, Charlie (104) Inge Li Gørtz Li Inge Taking the Classical Large Audience Large Classical the Taking by textbooks traditional Replacing University Mathematics First Year Michio Tennichi, Hirofumi Yamada, Furuya, Shigeko Matsui, Hiroshi Mathematics Hermon Paul and Tablet Computer and Web and Computer Tablet Karsten Schmidt and and Schmidt Karsten Steen Markvorsen Steen Hands-On Education at at Education Hands-On University Lecture Online Using Online Using University Lecture and Kanai Ryo Ito, Kouhei Conferencing Facilities Conferencing Anastasia Rynearson of Active Learning Evaluation An 16:20
Room S01 Room Room S01 Room Room S01 Room Tuesday, June 21st,Tuesday, am June Time 09:00 09:30 10:20 10:40 11:30 11:50 12:10 12:30 11:10 10:00
8 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 9 10
Wednesday, June 22nd, am Panel Discussion Time Keynote: Issues of Sustainability - challenges to address in Engineering Education Chair: Martin Vigild 09:00 Per Falholt, Executive Vice President, research and development, Novozymes Finn Strøm Madsen, President, Vestas Technologi R&D Oticon Hall Martin P. Bendsøe, President of the Danish Academy of Technical Sciences & Senior Vice President, Dean of Graduate Studies and International Affairs, DTU
Curriculum & Program Design I Design Implement I CDIO Skills I Industry Chair: Birgitte Lund Christiansen Chair: António Cardoso Costa Chair: Johan Malmqvist Chair: Dave Wisler 10:40 Professional Practice and Design: System Engineering in Senior-Design Constructive Alignment (CA) for An Innovative Approach to Develop Key Components in Curriculum Capstone Projects (121) Degree Projects - Intended Leaning Students' Industrial Problem Solving Design (10) Kevin W. Rudd, Jennifer K. Waters, Outcomes, Teaching & Assessment Skills (88) Jane Goodyer Duncan O'Mara, (7) Rainer Seidel, Christoph J. Flaherty and Johan Malmqvist and Mehdi Shahbazpour and Michael Janssen Maria Knutson Wedel David Walker A Model for the Development of a From Frustration to Success: Foundations for a New Type of Developing Engineering Design 11:00 CDIO Based Curriculum in A Case Study in Advanced Design-Engineers Experiences from Core Competences Through CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIOCONFERENCE 2011 Electrical Engineering (45) Design-Build Experiences (44) DTU (123) Analysis of Industrial Products (87) Erik Bruun and Claus Kjærgaard Thomas Bolander, Paul Fischer Ulrik Jørgensen, Claus Thorp Hansen and and Thomas Kjærgård Hansen Hanne Lindegaard and Torben Lenau Søsser Brodersen
A CDIO Approach to Design of the Basic Engineering May an Increased Focus on Student's Hyperion: A Global Engineering Room S01 Room S09 Room S10 Room S12 Room 11:20 Curriculum Design of Five Project Subject for the Second year Personal Development Contribute to Design Experience (52) Engineering Programs at UCSC (151) of Electrical Engineering at Increased Motivatio, better Academic Jean Koster, Alec Velaxco, Solange Loyer, Marcia Muñoz, Telecom BNC (81) Performance and Teamwork in Tom Wiley, Claus-Dieter Munz, Christian Cárdenas, Ramon Bragos. Eduard Alarcón, Engineering Programs? (100) Ewald Krämer, KC Wong, Claudia Martínez, Victor Fraudel Joseph Pegueroles, Adriano Jörgen Blennow et. al. Dries Verstraete and Manuel Cepeda Camps, Albert Oliveras, Miguel Garcia-Hernandez and Elisa Sayrol CDIO as the Educational and A Design Build Activity for a Multidisciplinary Teaching - Excursions and Industry Participation 11:40 Cultural Structuring Element in the "Design Build" Course (49) MSc Course on Teamwork and in a Weekly 5 ECTS Course (92) DTU B.Eng. In Electronics Education Carsten Rode, Operation (122) Lisbeth M. Ottosen and (78) Jørgen Erik Christensen and Jan Karlshøj and Anne Dederichs Iben V. Christensen Claus Kjaergaard, Peter Baruer, Claus Simonsen Jens Christian Andersen
12:00 Lunch - Spontanious Roundtable - Glass Hall
CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIOCONFERENCE 2011 Wednesday, June 22nd, pm Curriculum & Program Design II Design Implement II CDIO Skills II Integrated Curriculum Time Chair: Pernille Andersson Chair: Kristina Edström Chair: Helene Leong Chair: Peter Gray
13:00 A Concept for a Bachelor Program in The Steam Engine Powering the Communication in Engineering An Approach to Foster Integrative Electrical Engineering (77) Electric Grid (124) Education - a New Way of Looking Skills During the Engineering Studies Henrik Niemann Chresten Træholt, at Integrated Learning Activities and (74) Joachim Holbøll, Forms of Communication (93) Lennart Elmquist and Ole Cornelius Thomsen and Ida Klasén Glenn Johansson Claus Kjærgaard Integration of a Computional A Basic Design-Build-Test Learning by Inquiry: A Method for Mutual Workshops Enhancing 13:20 Mathematics Educational in the Experience: Modek Wind Turbine Implementation of CDIO Principles Curriculum Integration (3) Mechanical Engineering Curriculum Using Additive Manufacture (48) (67) Lotte Bjerregaard Jensen, (135) Martin Widden, Allan Rennie, Noemi Rozlosnik Steen Markvorsen and Michael Enelund, Stig Larsson and Stephen Quayle and Henrik Almegaard Johan Malmqvist Kester Gunn
Developing Open Source System The Use of "Design Thinking" in The Challenge of Conceiving: The Integrated Curriculum of Room S01 Room S09 Room S12 13:40 Expertise in Europe (29) C-D-I-O Projects (70) S10 Room Approaches to Problem Identification TU Delft Aerospace Engineering (54) Mads Nyborg and Chong Siew Ping, and Framing (97) Aldert Kamp Jørgen Christensen Patrick Chow Pak Kin and Ulrik Jørgensen and Christopher Teo Eng Leong Claus Thorp Hansen
Active Student Care - Lowering Graduate and Ph.d. Course on Design A Course on Applied 14:00 Student Dropout (61) and Manufacture of Micro Mechanical Superconductivity Shared by Four Jens Bennedsen Systems (17) Departments (31) Hans Nørgaard Hansen and Bogi B. Jensen, Arnaud De Grave Asger B. Abrahamsen, Mads P. Sørensen and Jørn B. Hansen
14:20 Bus to City Hall City Hall Closing 15:00 CDIO Academy Awards
Chair: Martin Vigild
18:00 Journal special issue meeting TBA 11 Thursday, June 23rd, am Important information. Time Plenary Session Bus transfer A View on CDIO from the There will be bus transfer from the conference hotels to DTU in the morning and from DTU to the conference hotels in the evening. 08:15 · Kanazawa Institute of Technology Schedules will be available at the registration stand in the Lounge area, and you will find a printed version of the schedule in the · Aalborg University conference kit that you received with this conference program. Even though we are striving to keep to the timetable, changes may occur, so please keep yourselves updated via the notice boards at the registration stand or via our Facebook page (search for “7th · RWTH Aachen International CDIO conference”).
Room S01 Room · Kemi-Tornio UAS · Savoni UAS DTU wireless 10:00 Coffee Break In your conference kit you will find login information for DTU wireless. Furthermore the Eduroam network will also be available for those already having access to this network. Plenary Session 10:15 A view on CDIO from the • AFEKA Tel-Aviv Academic College of Engineering Facebook • SCE – Shamoon College of Engineering, Israel The conference Facebook page is intended to be a rapid way of finding out about what’s going on up to and during the conference. • Chengdu Univ of Information Technology Here you will find the latest updates and changes. It is not intended to replace the conference website but is rather a less formal way • University of Zagreb to keep updated and create a feeling of ”community” around the conference. Parallel sessions A particular aim of this page is the creating and discussing of so-called ”concept questions”. These will provide material for amongst Reginal meetings 11:30 other things Peter Goodhew’s (University of Liverpool) advanced workshop on the topic, Monday 20th June. • Regional meetings: UK-IRE, Nordic, NA, SA, ANZ, Continental Europe … • Rethinkning engineering education, 2 ed meeting To access the page you should search for “7th International CDIO conference” on Facebook. Rooms S02 + S04 + S10 + S12 S12 + S10 + S04 + S02 Rooms
12:30 Lunch Presentation of Freestyle Sessions The presenters of the Freestyle sessions on Tuesday morning at 9.00 (TFS1) and Tuesday afternoon at 13.30 (TFS4) should be aware Thursday, June 23rd, pm that the schedule is very tight here, since the oral sessions follow on directly afterwards (T2 at 10.00 and T5 at 14.30, respectively). Time Plenary Session This means that you should keep strictly to the allotted time of one hour. It is however also a way to connect the freestyle and oral sessions, which are in the same rooms and on the same topics. Thus the freestyle sessions should be considered as a thematic intro- Report Back From Regional Discussions duction and “kick-off” to the oral presentations that follow. 13:15
Room S01 Room Conference evaluation We are, of course, aware that there is room for improvement and we would very much like you to give us feedback on your experiences of the conference via an on-line form. You will find a clickable link at the CDIO Conference Facebook page and the official Confe- Wrap-Up rence Webpage (www.cdio2011.dtu.dk), or by following the link: https://www.inquisiteasp.dk/surveys/NTRJ88 14:00 Meeting Summary Full Papers Room S01 Room Responsible: Ed Crawley All full papers can be found at the USB stick in the conference kit.
14:15 Council, program and theme leaders meeting Video Recordings Parallel sessions will be recorded and made available at the conference website and at the CDIO website for the benefit of the whole CDIO community. We will make the recordings available under Creative Commons (http://creativecommons.org/licenses/by-nc- nd/3.0/) Room S01 Room Responsible: Ed Crawley and Johan Malmqvist
12 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 13 Short abstracts TFS1D (Tuesday, Free Style 1D) The Learning Science Foundation TFS1A (Tuesday, Free Style 1A) 1for Project Based Learning Active Learning in Large Classes Robert Niewoehner US Naval Academy Inge Li Gørtz Tim Simpson DTU Informatics, Technical University of Denmark Pennsylvania State University In this paper we present our ideas of how to use active learning in the lectures when teaching large classes, and describe how we Jean Koster successfully have in a second semester course in the DTU Diploma and Civil Engineer program at the Technical University of Den- University of Colorado mark. By large classes we mean classes with more than 50 students (in our course there is approximately 200 students attending the Ed Crawley lectures). Massachusetts Institute of Technology The main idea is to use inductive, case-based learning, with many small exercises/discussions during the lectures. We describe a Our paper summarizes the principles of Ambrose’s “How Learning Works” and describes how the best practices of project based lea- framework for the lectures, that most lectures in the class were based on. rning instantiate the emerging scholarship of educational and cognitive psychology. Ambrose’s principles suggest criteria by which we might identify best practices in contextual and project based learning. We’re seeking to shift the arguments for contextual and TFS1B (Tuesday, Free Style 1B) project based learning from appeals to intuition to a sound foundation built from the teaching and learning sciences. We intend an active session exploring the application of these principles to the CDIO community’s observations regarding what works in project Quality Assurance with CDIO self-evaluation based learning. - First results of a Nordic project T2A (Tuesday, parallel session 2A): Active Learning I) Juha Kontio, Janne Roslöf Turku University of Applied Sciences A comparison of strategies to encourage Kristina Edström, Sara Thyberg Naumann, Fredrik Schaufelberger KTH – Royal Institute of Technology regular study and foster deep learning Peter Munkebo Hussmann Sylvie DORÉ DTU - Technical University of Denmark École de technologie supérieure (ETS), Montreal, Quebec, Canada Katriina Schrey-Niemenmaa, Markku Karhu, Arja Ristola Three strategies were devised to encourage regular study and foster deep learning. Students were: Metropolia University of Applied Sciences 1.asked to draw a map of the course material that was to be covered in the coming week; Our paper describes the Nordic project ‘Quality Assurance in Higher Education’. The main goal of the project is to develop and im- plement a self-evaluation model in the participating Higher Education Institutions (HEIs) to support their quality assurance work 2.asked to produce an individual map of the material covered the previous week; and continuous curriculum development in the field of engineering. The framework of development is the CDIO self-evaluation 3.given the choice between drawing a map, writing a summary or attending a 10 minute quiz given at the beginning of the lecture, model. In this freestyle session we will introduce our results and challenge the audience to evaluate our work with clickers. At the all on the material covered the previous week. same time we disseminate the project achievements and hopefully provide new ideas and support for quality assurance work on other higher education institutes. The third strategy proved the most effective. To explain this result, it is hypothesized that motivation played an important role. When students have a better sense of control over their learning – for example, by having a choice of learning strategies and selecting the one which corresponds most to their learning style – their motivation increases [2]. Furthermore, sense of competence was increased TFS1C (Tuesday, Free Style 1C) for the students who handed in maps or summaries by performing well in the quizzes. These conditions foster a deep approach to CDIO and resources - Can we do it on a budget? learning. Gareth Thomson, Mark Prince Aston University, Birmingham, UK
Universities are continually under pressure to do more in terms of delivery, for less in terms of resources. For engineering and design courses, particularly those where a high level of practical project work is expected, this can be a particular challenge. The session will be structured around participants taking part in a simple, low cost and hopefully enjoyable CDIO activity in order to catalyse debate amongst participants on effective CDIO learning under limited resource.
14 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 15 Peer Instruction method in introductory T2D (Tuesday, parallel session 2D) Project Based Learning I classes in Mathematic Inductive teaching by Eduarda Pinto Ferreira, Susana Nicola, interacting with CDIO-projects ISEP – Polytechnic Institute of Engineering of Porto, Per Goltermann GECAD – Knowledge Engineering and Decision Support Research Center Technical University of Denmark, Department of Civil Engineering Isabel Figueiredo ISEP – Polytechnic Institute of Engineering of Porto The paper describes experience with the use of CDIO-project results in a traditional course, taught for both those students who will attend the relevant CDIO-project and those who will not. The classic course in concrete structures interact with the CDIO-project, The teaching-learning process has been a constant target of studies, particularly in Higher Education, in consequence of the annual both by using project results as a inductive starting point for the traditional teaching and by creating a basis for a CDIO-project, increase of new students. Considering the particular case of Engineering, it has been witnessed a rising concern with the active lear which runs parallel to the last part of the course. ning strategies and forms of assessment. Research has demonstrated that students learn more if they are actively engaged with the material they are studying. In this presentation we describe, present and discuss the techniques and the results of Peer Instruction method in introductory Mathematic courses of an Engineering Bach. An introductory course for software engineers Fredrik Georgsson, Jonny Pettersson T2B (Tuesday, parallel session 2B) Evaluation and Evolution I Department of Computing Science, A Knowledge / Capabilities / Competencies Descriptor Umeå Institute of Technology, Umeå University, Sweden Based Graduate grading System for CDIO compliant We present an introductory course for software engineers focused on the learning objectives: • practise conceiving, designing, imple- menting and operating in a team based environment, • understand the concepts of CDIO and how it is incorporated in their study Programs program, • learn the basics in oral and written communication and working within a team, • reflect on the ethical issues of being a software engineer, • understand their future profession and start the process of being able to set goals for their future career. The Antonio Costa, Angelo Martins course has been given twice and we have noticed a larger acceptance amongst the students for including the practise of generic skills Porto Institute of Engineering, Porto Polytechnic, Porto in other courses. This paper discusses the problem of graduate program grading and proposes a descriptor based graduate grading system that is more suited to CDIO compliant engineering programs. It identifies the weaknesses of Cumulative Grade Point Average techniques as a SEFI TRACK 1 means to quantify the “quality” of graduates and describes a grading system for individually characterizing proficiency in terms of Knowledge, Capabilities and Competencies. This alternative grading system, derived with feedback from capstone project super- Curriculum development visors and other external stakeholders, aims to improve the social recognition of graduates and to facilitate the profiling of these graduates by employers – experiences from SEFI and CDIO Urbano Domínguez Garrido Universidad de Valladolid Evaluating the implementation of CDIO programs at Kristina Edström Singapore Polytechnic: a 3 year longitudinal study Royal Institute of Technology, Stockholm Helene Leong-Wee, Dennis Sale, Cheryl Wee Curriculum development practitioners have much to learn from each others’ experiences through a dialogue between the commu- Singapore Polytechnic nities. The objective of this workshop is to share experiences of curriculum development in the SEFI and CDIO frameworks. While the SEFI and CDIO communities have much in common in terms of philosophy, the work has developed separately and there is a This paper describes the longitudinal study of a large scale implementation of CDIO in Singapore Polytechnic. The three year eva- potential to achieve stereoscopic vision through looking at these common problems from two slightly different angles. While SEFI- luation determined the impact of CDIO on the students’ engineering knowledge and skills, interest and motivation in engineering, CDWG has a general approach to engineering education and teachers development, CDIO has developed a more specified model. In development of CDIO skills, and ability to integrate the knowledge and skills taught. this workshop we aim to investigate and compare aims, approaches and results of curriculum development innovations. Participants Evaluation data was collected through student journals, surveys and interviews with students and faculty. The curricular changes with experience in one of these “camps” will be able to learn from the other, and newcomers have a chance to learn about both. were phased-in in 15 three-year programs and the evaluation instruments were customised accordingly. The findings showed that students were positive about the changes and lecturers’ teaching competencies were key influences of students’ learning.
16 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 17 T3A (Tuesday, parallel session 3A) Active Learning II Charles D McCartan Tony McNally Taking the classical large audience university lecture J Paul Hermon online using tablet computer and web conferencing Queen’s University Belfast This paper describes a specific engineering mathematics module which has been developed and implemented to promote deeper facilities learning using the CDIO methodology. It conforms to several CDIO Standards and also seeks to develop personal, interpersonal and Per Bruun Brockhoff, Professor in Statistics professional skills through an extensive active and interactive learning paradigm. The content, pedagogy, efficacy and evaluation of DTU Informatics, Technical University of Denmark (DTU), Richard Petersens Plads, Building 321, DK-2800 Kgs. the module in relation to student attainment, engagement and enjoyment over a three year period since it was first implemented are discussed. Summative and formative data is used in this regard. Resource and time are the big tradeoffs associated with this approach Lyngby, Denmark. www.imm.dtu.dk/~pbb to teaching engineering mathematics During three offerings of the course Introduction to Statistics at DTU the lecturing was carried out 100% through a tablet computer combined with the web conferencing facility Adobe Connect as an aid to record and share the lectures as well simultaneously as for T3B (Tuesday, parallel session 3B) Evaluation and evolution II creating videos for subsequent viewing. It will be described exactly how this can be done using simple audio and video equipment. A quantitative and qualitative analysis of the course evaluations are given to document how (positive) students reacted on the initiative. TEACHER AND STUDENT INTENTION In June 2011 the experience from a fourth offering during the spring 2011 is included. AND COMMITMENT IN A CDIO CURRICULUM Elinor Edvardsson Stiwne Replacing traditional textbooks by e-Notes and Ann-Sofie Bergeling other online materials in first year university Linkoping University, Department of Behavioural Sciences And Learning (IBL) & Centre for Teaching & Learning The inter-disciplinary structure of the course 11821 Site Investigations combined with the real-world case and just-in-time teaching mathematics applied, has resulted in more motivated and hard working students. They attend classes and practical sessions, and they put much Karsten Schmidt, Department of Mathematics energy in the writing of their final projects. As teachers we receive far better and more interesting reports to read, due to the fact that Technical University of Denmark several tools are combined to provide a better understanding of a certain problem. We have student evaluation data available from Steen Markvorsen, Department of Mathematics CEQ tests and standard DTU course evaluation, as well as qualitative statements from individual student feedback, which will be Technical University of Denmark presented in the final paper.
The introductory mathematics course for engineering students at DTU is undergoing a substantial renewal process. Teachers and students collaborate to optimize first year mathematics by using today’s computer technologies and internet facilities. The session will be opened by a talk where the ambitions and ideas behind the renewal are presented. Especially we will explore the Does an association between student obvious challenges that the authors of e-Notes are facing. evaluations of related CDIO courses exist? The second part of the session offers hands-on exercises for the participants where the relations between the e-Notes, the interactive exercises and other online materials will be demonstrated. Bjarne Kjær Ersbøll, Tamara Sliusarenko, Line Harder Clemmensen Department of Informatics and Mathematical Modelling, The Technical University of Denmark, DK-2800 Kgs. Lyngby, Denmark. CDIO in a theory course without a project This paper analyses routine course evaluation performed by students in the computer science related professional bachelor degree educations at DTU. Specifically, a set of two related courses are considered. The courses are: “Introductory Programming” and “De- Hands-On Education at Kanazawa Technical College velopment Methods for IT-Systems”. Both courses include lectures and lab work. It is seen that both similarities and differences in the Michio Tennichi, Hirofumi Yamada, Hiroshi Matsui, Shigehiko Furuya, Kouhei Ito, Ryo Kanai, Anasta- evaluations can be found. The similarities and differences can in part be used to assess if the CDIO concept has been implemented as sia Rynearson it was intended and possible adjustments can be suggested. Kanazawa Technical College
Kanazawa Technical College has a tradition of working with industry and the community in order to improve education. This paper introduces Kanazawa Technical College and describes the hands-on project courses at every year level that have been developed Peer Evaluation of Master programs though a government grant. The courses are also being evaluated against the CDIO Standards and Syllabus, and will be modified – Closing the Quality Circle of the CDIO approach? based on the evaluations. Peter Munkebo Hussmann Technical University of Denmark An Evaluation of Active Learning Strategies Applied to Anita Bisi Aalto University Engineering Mathematics Johan Malmqvist Birgitta Carlsson Chalmers University of Technology
18 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 19 Hilde Lysne The CDIO as an enabler for graduate attributes Norwegian University of Science and Technology Anna-Karin Högfeldt assessment in canadian engineering schools Royal Institute of Technology Robert W. Brennan This paper describes a Quality Assurance project which is conducted within the Nordic Five Tech (N5T) Alliance, a strategic alliance Schulich School of Engineering, University of Calgary of the five leading technical universities in Denmark, Finland, Norway and Sweden. Ron J. Hugo The project is concerned with the development of a quality enhancement tool. The tool is described and its impact on curriculum Schulich School of Engineering, University of Calgary development quality of teaching and learning within the involved programs is analysed. The paper argues how international peer evaluation contribute to closing the quality circle in the CDIO approach, and assess the value of the approach to contribute to the In this paper, we describe the process that is being followed at the Schulich School of Engineering to address the Canadian Engi- creation of long-term relationships in educational networks. neering Accreditation Board’s new graduate attributes criterion, and show how the CDIO syllabus can play an integral role in this process.
Peer-learning – A concept for improving students’ Mapping the Relationship Between the CDIO Syllabus knowledge in laboratory exercises and the CEAB Graduate Outcomes: An Update Jonas Hansson, Peter Kolmskog, Ylva Odemark and Anna-Karin Högfeldt Guy Cloutier Royal Institute of Technology, 100 44 Stockholm, SWEDEN Ecole Polytechnique de Montreal, Quebec, Canada A comparative study that was performed in a University level physics laboratory exercise. A reference group performed the exercise Ron Hugo the traditional way. Another group, the peer-learning group, performed the exercise in a modified way to increase student to student University of Calgary, Alberta, Canada interactions. The study was evaluated by three methods: a survey, a knowledge test and by an observer. The peer-learning group Rick Sellens showed higher levels of satisfaction, performed better on the test and were more active in the classroom. We believe that student Queen’s University, Kingston, Ontario, Canada helping each other greatly influence a more authentic student performance which is essential to promote creativity and curiosity. CDIO Standard 2 stipulates learning outcomes based on a syllabus that has been validated by program stakeholders and most CDIO programs are using the CDIO Syllabus (version 1) as the basis for developing their own outcomes. Version 2 of the Syllabus is newly T3C (Tuesday, parallel session 3C) Accreditation I available and this paper will update the mapping between CDIO and Canadian Engineering Accreditation Board (CEAB) originally presented at the International CDIO Conference 2010. Using the CDIO Standards to It is anticipated that this update will be presented within the proposed panel session on accreditation and CDIO standards. Meet Accreditation Expectations Edward F. Crawley MIT, Boston, MA USA Advanced Workshop on Using the CDIO Standards to Johan Malmqvist Meet Chalmers University of Technology, Göteborg, Sweden Peter J. Goodhew Accreditation Expectations University of Liverpool, Liverpool, UK Rick Sellens Peter J. Gray Queen’s University, Kingston, ON, Canada United States Naval Academy, Annapolis, MD USA Peter J. Gray United States Naval Academy, Annapolis, MD USA This session will provide an overview of the rationale and process for using the CDIO Standards to meet accreditation expectations. The overview will examine the nature of the CDIO Standards and their relationship to discipline-specific and other accreditation David Levy standards in terms of their purpose (improvement vs. accountability), level of specificity (generic vs. specific), and comprehensive- University of Sydney, Sydney, Australia ness (broad vs. narrow). In addition, a general process will be described that is based on case study reports by CDIO Collaborators. This Advanced Workshop will focus on achieving successful processes at institutions that are implementing CDIO within their This session will form the basis for CDIO Leadership Council policy and procedures and will be linked to other related sessions. national or regional accreditation context. Within an administrative environment the starting point is often the accreditation requirements document and the question “How will we meet them?” Ideally, a good quality program already meets the requirements and a better question is “How will we show that we already meet them?” This then becomes a process of harvesting from existing documentation of the program. The program documentation includes the obvious curriculum mapping, records of student outcomes achieved based on the CDIO syllabus, and the self evaluations carried on within the program as evidence of continuous improvement.
20 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 21 T3D (Tuesday, parallel session 3D) Project Based Learning II methodology to set and manage international teams of students who will collaborate to develop their capstone project while working at their home institutions. MUTW promotes students’ team work and communication skills. MUTW generally intends to prepare The Transition into University: students for an emerging economy based on active (mass)collaboration while increasing their employability as well as their enthusi- What Engineering Students Know asm and motivation for schoolwork. We also present the results achieved during the first year of the project. Peter Goodhew, Matt Murphy Roundtables – Tuesday during Lunch University of Liverpool Charlie McCartan Water Education: An e-learning platform Queen’s University Belfast Peter Myler for water-related competence development University of Bolton Eva Eriksson, Erik Arvin, Inmaculada M. Buendía, Henrik Bregnhøj, Luca James Ren Vezzaro and Peter Steen Mikkelsen Liverpool John Moores University Department of Environmental Engineering (DTU Environment), Technical Caroline Sudworth University of Denmark, Miljøvej, Building 113, DK 2800 Kgs. Lyngby, Denmark COGENT The Danish water sector needs competence development and the number of international students enrolled in at DTU Environment The overall aim of this preliminary project is to develop a set of web-based diagnostic and support tools designed to identify more is increasing. Based on their different backgrounds there is a clear need for adaptation and development of the existing courses. In re- clearly the attributes of students entering engineering programmes in 2010 and to support their transition into university. sponse, DTU Environment has created an e-learning platform called Water Education, based on the platform Moodle. It is scheduled to be operational in 2011. Based on the experiences so far, it can be concluded that in some areas major time savings can be obtained and increased learning has been documented compared to a traditional classroom teaching on the same topic. Engineering reasoning and visualization as analysis tools for BOP design. Roundtable Discussion on Using the CDIO Standards to Marjan Eggermont Meet Accreditation Expectations Department of Mechanical and Manufacturing Engineering, Schulich School of Engineering, University of Calgary Rick Sellens Queen’s University, Kingston, ON, Canada Base of the Pyramid (BOP) Design is a human-centered process that requires an in-depth look at causes and effects of poverty. Engi- Peter J. Gray neering reasoning (R. Niewoehner) and visualization tools were used to give 740 first year engineering students an opportunity to United States Naval Academy, Annapolis, MD USA understand the complex issues in communities in developing countries. Based on their analysis, students developed design solutions for one of seven interconnected areas: Water, Health, Energy, Agriculture, Shelter, Transportation, and Education. The paper will David Levy discuss student observations, projects, and their subsequent increased empathetic view towards complex issues in this area of ‘design University of Sydney, Sydney, Australia for the other 90%’. This roundtable will follow the same lunch table format used at the Montreal meeting. The intention is simply to gather the interested participants around lunch tables to address the questions: What structural or administrative hurdles can we anticipate in the process of using our CDIO resources to meet Accreditation re- Mechanical Engineering Practice quirements? How will we meet these hurdles successfully and creatively? The roundtable size and duration will scale to match time and space available, possibly operating as up to three separate lunch tables – using a simple Stirling engine as case with questions shaped by attendee special interests. Knud Erik Meyer Department of Mechanical Engineering, Technical University of Denmark
In the first course given in mechanical engineering, students construct a small Stirling engine. This is an excellent case that allows Curriculum development for clean technology work with many disciplines on a simple level. Results are tested using simple measurements. The engines can be manufactured a Silja Kostia, Lassi Hurskainen and Irma Mäkelä relatively low cost. Setting the construction up as a completion was highly motivating for the students. Lahti University of Applied Sciences, Faculty of Technology
The need for clean technology means that new knowledge and skills have to be integrated into curriculum of next generation engi- neers. We present here a project aiming at curriculum development for clean technology. In this paper the focus is in discussion how Developing Undergraduate Projects in Multinational CDIO standards can be utilized both in pedagogic and curriculum level. The CDIO framework provides an opportunity to emp- Teams to Enhance Employability hasize environmental issues by using active learning methods, providing clean technology- focused design – build experiences and define clean technology knowledge and skills as one of the learning outcomes. Nuno Escudeiro, Paula Escudeiro, Ana Barata ISEP/IPP Instituto Superior de Engenharia – Instituto Politécnico do Porto
This paper presents MUTW - Multinational Undergraduate Team Work, an Erasmus Multilateral project devoted to create and test a
22 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 23 Today’s graduate engineers not only have to be work-ready, but they have to be world-ready - ready to work and ready to address Implementing CDIO – Revolution or Evolution? global engineering issues of people and our environment. The CDIO framework, developed 10 years ago, comprises a set of guiding Gareth Thomson, Mark Prince Standards, with evaluation rubrics, a syllabus structure with nominated syllabus topics, and resources and tools to assist the prac- Aston University, Birmingham, UK titioner to design, reform and deliver engineering programs. Amongst other attributes, the CDIO Standards include elements for program evaluation in a cycle of continuous improvement, and allows for continuous improvement of the CDIO framework itself. While the CDIO standards and syllabus give a strong framework upon which to develop good quality engineering programmes, the This has led to a revision of the CDIO Syllabus which includes a greater emphasis on internationalization and sustainability, and practical means by which Universities and Colleges implement these is often less clear. We are therefore keen to work with a number elective topics on leadership and entrepreneurship. This workshop explores ways of implementing aspects of internationalization and of institutions worldwide currently in the early stages of CDIO implementation to help develop a knowledge base and support net- sustainability within the syllabus. work to help guide future partners in choosing and deploying a suitable CDIO implementation strategy for their own organisation.
TFS4C (Tuesday, Free Style Session 4C) From DBT to TDB – a novel view on design-build projects Reflection & Reflexivity in Reviewing and Evaluating Göran Gustafsson Chalmers University of Technology, Gothenburg, Sweden CDIO: An Empirical Approach to Evaluation Dag Raudberget Dr Robin Clark & Dr Jane Andrews, School of Engineering & Applied Science, Jönköping University, Jönköping, Sweden Aston University, UK. We propose that design-build-test projects are changed into test-design-build projects, in line with the philosophy in lean product This interactive workshop will build on research conducted at Aston University School of Engineering and Applied Science to explore development. More focus is put on the early stages of the PD process, with knowledge discovery and testing to find out which of seve- and critique the value of introducing CDIO across the first year undergraduate curriculum (Clark & Andrews, 2011). Participants ral/many possible solutions to a problem should be developed into a product. This fits very well with CDIO ideas. We want to discuss will be invited to consider the challenges experienced when evaluating CDIO. An empirical approach to evaluation developed by the the problems associated with such a change in a round table session. researchers to provide empirically grounded evidence of the pedagogical and vocational value of CDIO will form the basis of the workshop. This approach is distinctive in that it encapsulates both engineering and social science methods of evaluation. TFS4A (Tuesday, Free Style Session 4A) Complexity in design of digital systems: TFS4D (Tuesday, Free Style Session 4D) Using Intellectual Standards as a active learning with puzzles Vocabulary for Student Feedback Alejandro Forero, Juan Carlos Giraldo, Alejandra González, Gloria Marciales, Maria del Mar Ruiz, José Luis Uribe, Francisco Viveros. Robert Niewoehner Pontificia Universidad Javeriana - Bogotá. US Naval Academy Departamento de Electrónica NO ABSTRACT AVAILABLE Departamento de Psicología In engineering education, puzzle solving has been used long time ago to develop critical thinking skills. It has been proposed to use T5A (Tuesday, parallel session 5A) Active Learning III Jigsaw Puzzles in an undergraduate course of electrical engineering for two main purposes: (1) Introduce the concept of complex systems, and (2) Justify the need for a methodological approach in a course of Digital Systems Design. This activity has been carried Activating deep approach to learning out the first week of class and it was designed to be conducted in three progressive stages. In each stage, difficulty level increases. in large classes through quizzes TFS4B (Tuesday, Free Style Session 4B) Maria Knutson Wedel Chalmers University of Technology, Gothenburg, SWEDEN Implementing CDIO Internationalization and The aim of this paper is to describe a new learning activity, Reflection quizzes, the design and to analyse how learning is affected. Sustainability Reflection quizzes are given in the beginning of lecture allowing students to test themselves on how much they remember from the previous lecture. I go through the answers briefly. The students took on different approaches; some discussed together, some -com Duncan Campbell peted, some wanted to sit on their own using their notes. Many stated that the best was to find out why wrong was wrong and it was Queensland University of Technology clear that they took on a more deep approach towards learning. Maria Knutson Wedel Chalmers University of Technology Edward Crawley Massachusetts Institute of Technology Clément Fortin École Polytechnique de Montréal
24 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 25 has emerged. As such, the ability of educational organizations to work together is often hard to ensure. Following constructive align- Learning Flight Control System Design ment principles, an educational program relies on three main pillars: (i) an intended curriculum, (ii) a taught curriculum, and (iii) a using Flight simulation as a CDIO Conduit validated learned curriculum. At the core of program descriptions, those three views share concepts, such as learning outcomes. To enable interoperability among existing programs and frameworks, and sustain flexibility and evolution of standards, it is relevant Peter Gibbens to clarify common core concepts belonging to various frameworks. A system modeling approach is obvious for meeting such inter- University of Sydney operability challenges, since it makes it possible to meaningfully, unambiguously, and accurately specify concepts, relations, and Dries Verstraete viewpoints among stakeholders. University of Sydney Flight stability and control system design is a problematic area for teaching and learning in most tertiary insti- The CDIO Initiative celebrates its 10th anniversary by proposing today a mature integrated framework for engineering programs. tutions because of limitations in implementation and operation opportunities. Implementation and operation is a critical element Structured in twelve standards, it permits to create, to reform, or to continuously improve engineering educational programs. It of student learning because of the need for students to understand the relationship between design procedures and decisions, and encourages introducing appropriate pedagogical methods and also addresses student workspaces and staff workforce. Based on the their consequences in flight operation. Motion based flight simulation is a very effective mechanism for students to experience the CDIO standards as a proof of concept, this paper proposes to model three views based on structural diagrams. Significant relations transient responses and stability of a flight control system in flight, and to relate these back to the design process to reinforce learning. between educational concepts are then defined. Furthermore, getting its inspiration from an architectural approach, this paper sig- This paper describes how a motion based flight simulation facility has been integrated into a flight control system design course in a nificantly contributes to lay the foundations of an architectural meta-model for describing complex educational systems, which will way that makes use of the CDIO principles. Students conceive and design a flight control solution for a given aeroplane, and then are contribute to tackling interoperability and flexibility issues. able to embed that solution in the simulator and to operate the autopilot so as to experience the dynamics of their solution through the subsequent vestibular and visual stimuli. T5C (Tuesday, parallel session 5C) Implementation and Impact II The paper also addresses how this concept is being expanded into a more thorough implementation in which courses in aircraft design, dynamics, and aerodynamics are being unified in a CDIO structure, with flight simulation providing capstone learning op- Step Change Implementation of CDIO portunities. – The Aston University Story T5B (Tuesday, parallel session 5B) Evolving CDIO Mark Prince, Gareth Thomson Aston University, Birmingham, UK Regenerating the CDIO Framework The paper will provide a comprehensive account of the CDIO vision for Aston, the reasons for changing from the established pro- for Internationalization and Sustainability gramme and didactic delivery structure, how it has been implemented, the teaching and learning practices that are being employed, the experiences of staff and students involved during its development and practical implementation, and what lessons have been Duncan Campbell learned from a successful 1st semester. Further to this there will be an attempt to indicate what efficiencies have been gained from Queensland University of Technology restructuring the programmes around the CDIO framework, indicating some of the strengths of adopting more active-learning Maria Knutson Wedel strategies in modern engineering education. Chalmers University of Technology Edward Crawley Massachusetts Institute of Technology EXPERIENCE OF FIRST YEAR CDIO Clément Fortin IMPLEMENTATION AT VNU-HCM École Polytechnique de Montréal Binh Thanh Phan, Nghia Duc Nguyen Today’s graduate engineers not only have to be work-ready, but they have to be world-ready - ready to work and ready to address glo- Vietnam National University – Ho Chi Minh City System, Ho Chi Minh City, Vietnam bal engineering issues of people and our environment. The CDIO framework, developed 10 years ago, comprises a set of guiding Stan- Nhut Tan Ho dards, with evaluation rubrics, a syllabus structure with nominated syllabus topics, and resources and tools to assist the practitioner California State University, Northridge, U.S.A to design, reform and deliver engineering programs. Amongst other attributes, the CDIO Standards include elements for program evaluation in a cycle of continuous improvement, and allows for continuous improvement of the CDIO framework itself. This has led Trinh Minh Thi Doan, Hong Thi Tran, Nghia Hoi Nguyen, Long Tien Vu to a revision of the CDIO Syllabus which includes a greater emphasis on internationalization and sustainability, and elective topics Vietnam National University – Ho Chi Minh City System, Ho Chi Minh City, Vietnam on leadership and entrepreneurship. This paper presents the arguments underpinning the Syllabus revision, from the perspective of Along with the development of economy and society, Vietnam is facing a challenge of training a skilled labor force. This requires internationalization and sustainability, and sets the context of interpretation and application of the CDIO Standards. improving the education system, especially higher education, to meet society needs. As a flagship and the largest university system in Vietnam, the Vietnam National University-Ho Chi Minh City (VNU-HCM) System has spearheaded many initiatives to improve the quality of education in Vietnam. A key effort in these initiatives is VNU-HCM’s leadership in adopting and adapting CDIO Modeling and architecting educational frameworks principles to build a model framework for widespread implementation of CDIO in Vietnam. In this paper, we present the first year experience of implementing CDIO at VNU-HCM from the point of view of a system of universities and the achievements that we Siegfried Rouvrais¹ and Vanea Chiprianov¹´² have accomplished. In particular, we discuss: (i) the lessons learned and the challenges in promoting cultural changes, in treating ¹ Telecom Bretagne, Université européenne de Bretagne, Brest, France human as a the most valuable asset in bringing about changes, and in sharing and disseminating our work within our university ² UMR CNRS 3192 Lab-STICC system and engaging peer institutions in Vietnam; (ii) the policy supports needed for organizational changes at system, university, Nowadays, there are several program criteria that are proposed for accreditation. However, up to represent various accreditation and department levels; and (iii) our evolution of the development of a model framework for widespread implementation in Vietnam bodies’ requirements, diversity of disciplines, and specific national contexts, no global and unified framework for higher education
26 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 27 and initial results which suggest that the model framework has the potential for accelerating the efforts, improve the efficiency and Project demonstration Session increasing the likelihood of success for universities that are participating in the adoption of CDIO. CDIO Projects in DTU’s B.Eng. in IT Study Program
T5D (Tuesday, parallel session 5D) Project Based Learning III Jens Sparsø, Thomas Bolander, Paul Fischer, Thomas Kjærgård Hansen, Stig Høgh, Mads Nyborg, Chri- stian W. Probst, Edward Todirica Extended Degree Programme Students’ Experiences Dept. of Informatics and Mathematical Modelling with the Skyscraper Activity Technical University of Denmark, Since September 2008 seven of DTU’s B.Eng. study programs have been based on the CDIO concept. This submission presents the Diane Grayson, Kendy Madisha and Bongani Ngcobo CDIO design-build projects on semesters 1 through 4 in the B.Eng in IT study. Similar submissions from the other 6 stydy programs University of Pretoria (South Africa) are intended to be presented in one CDIO project demonstration session organized as an exposition with stands and with stands and Students who have not done well in high school mathematics and science but show aptitude may enrol for a 5-year degree, the Engi- posters and students demonstrating the projects. neering Augmented Degree (ENGAGE). ENGAGE students take additional modules in parallel with mainstream modules. In 2010 the 275 students taking ENGAGE Physics did the Skyscraper activity. Logistical problems including sourcing materials and working with large groups. Results showed that many students did not plan well or use physics principles to guide their designs. Mixed race CDIO project in Public Transport and Urban Planning in and gender groups functioned better than homogenous groups. Concepts from the activity will be developed further in 2011 in the ENGAGE Mechanics module. DTU’s B.Eng. in Traffic and Transport study programme Allan Larsen, Maj-Britt Quitzau, Jonas Elkjær Andersen, Otto Anker Nielsen and Morten Elle Laboratory and project based learning in the Technical University of Denmark compulsory course Biological Chemistry enhancing This paper describes the second semester CDIO project of the B.Eng. in Traffic and Transport study. A number of similar papers describe the other DTU B. Eng. programmes in order to document how the CDIO concept is being implemented across the various collaboration and technical communication between programmes. These papers will accompany an exposition with stands providing additional information and with students demon- groups strating their projects. Yvonne Agersø, Anette Bysted, Lars Bogø Jensen, Mathilde Hartmann Josefsen National Food Institute, Technical University of Denmark CDIO projects in DTU’s B.Eng. in Electronics study Biological Chemistry is a 2nd semester course. A practical/theoretical project concerning antimicrobial resistance in retail meats was introduced. The students work in groups each responsible for a subtopic. All groups collect meat samples based on criteria defined program in the class. The samples are subjected to the same set of experiments. Results are shared between groups; meaning that the groups Claus Kjærgaard, Peter Brauer, Jens Christian Andersen do not present their own results, but results related to their topic on behalf of the entire class. The concept supported CDIO learning Technical University of Denmark and a better understanding between theoretical and practical aspects was obtained. Moreover, the engagement in laboratory work improved. The aim of this paper is to describe the four CDIO semester projects in the B.Eng. in Electronics study, and – along with similar papers describing the other six B.Eng. programs – to provide documentation to accompany an exposition with stands providing ad- ditional information and with students demonstrating their projects. SEFI TRACK 3 Should we do CDIO or PBL? Yes! CDIO projects in civil engineering study program at DTU Anette Kolmos Anette Krogsbøll, Claus Simonsen, Jørgen Erik Christensen, Tina Beier Larsen, Aalborg University Per Goltermann, Holger Koss, Jørgen Sand Kristina Edström Technical University of Denmark Royal Institute of Technology, Stockholm The objective of this workshop is to investigate and compare principles and experiences of the PBL and CDIO frameworks. This will Four interdisciplinary projects (of which two is a Design build type) in civil engineering are described along with a brief description potentially indicate what an institution experienced in one of the communities can learn from the other “camp”, as well as provide a of the entire study program for the Bachelor of Engineering program at DTU. The aim is to provide documentation to accompany an chart for anyone who wishes to learn about any of these models. CDIO and PBL will be compared in terms of history, organization exposition with additional information and students demonstrating their projects as part of a larger session with all study programs of community, educational principles and conceptual framework, model of change, variation in implementation, body of research, from DTU represented. The CDIO syllabus serves as background for evaluation of learning outcomes and for development of study extent of dissemination (world map), and relation to certification and evaluation. Finally, it is suggested that the two approaches have programme and projects. very much in common and can be combined, and especially that the practitioners have much to learn from each others’ experiences through a dialogue between the communities.
28 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 29 The Universal Primer - An open source solution for The process of implementing archiving, organizing and streaming live lectures CDIO principles at DTU architectural engineering Marc Juul Christoffersen Lotte Bjerregaard Jensen, Toke Rammer Nielsen, Henrik Almegaard, Hans Peter Nielsen, Michael Jør- Christian Panton gensen, Morten Toft jensen, Teresa Surzucka Surzucka, Per Kjæerby, Kurt Kielsgaard, Nina Gall Jør- Maciej Krajowski-Kukiel gensen and Vibeke Møgelvang David Christian Askirk Fotel The paper will relate to a possible CDIO demonstration session. Labitat The paper outlines the process of implementing CDIO principles in a design oriented engineering diploma programme. On the one H.C. Ørsteds Vej 5, DK-1879 Frederiksberg C, Denmark hand the focus on integrated design implicitly holds qualities parallel to those of CDIO - the curriculum integration, the focus on Henrik Madsen design-build etc. But there are also difficulties expecialy concerning the ‘operation’ part of the CDIO principles and several of the ge- Janne Kofod Lassen nerative skills. CDIO has provided new ideas and tools by which to address the interface between engineering and design. The paper Povl Ole Haarlev Olsen will demonstrate how CDIO was implemented and which adjustments were made after the first runs. Lasse Engbo Christiansen DTU Informatics/Interreg project: Vind I Øresund T6B (Tuesday, parallel session 6B) Evaluation and Evolution III Richard Petersens Plads, Building 321, DK-2800 Lyngby, Denmark Many disparate projects providing open access to educational videos are currently available or under development. These projects Effect of Reflective Assessment lack a unifying interface for accessing content, employ differing content licenses, and provide little or no infrastructure for user- contribution or live teaching. The goal of the Universal Primer is to address these problems, and allow anyone, anywhere, to teach or on Internalisation of CDIO Principles learn anything that can be reasonably taught or learned through a computer. Mushtak Al-Atabi and Wong Yee Wan The Universal Primer is : • A fully open source solution for streaming live lectures. • A Wikipedia-like website for uploading and School of Engineering, Taylor’s University, Malaysia organizing open-licensed community-contributed educational material. CDIO initiative aims at creating engineers who can engineer through the use of a product life cycle as an educational framework. Relevance: The Universal Primer is an attempt at building a global educational network that allows teacher’s and students to connect CDIO’s Standard 11 which refers to the CDIO Skills Assessment focuses on the assessment of student learning in personal, inter- across the globe. personal, and product and system building skills, as well as in disciplinary knowledge. This paper presents an assessment rubric for a Multidisciplinary Engineering Design module in which the students are required to explicitly reflect on when did they Conceive, Design, Implement and Operate while working in a multidisciplinary team on a given project. To assess the effectiveness of the re- Construction of ecocars and windturbine cars flective component of the assessment, two groups of students were surveyed; the first group was assessed on the achievement of their following the CDIO principle learning outcomes, quality of the project submitted and the interpersonal skills while the second group was asked to reflect on the CDIO process frequently during the semester. The initial results show that asking the students to intentionally analyse their learning Jesper Schramm and Robert Mikkelsen experience through the prism of CDIO creates more awareness of the CDIO as a process which can lead to internalisation of the pro- Department of Mechanical Engineering cess as a thinking and problem solving process that can be used when learning other modules that are not design and build by nature. Technical University of Denmark Nils Koppels Allé, bldg. 403 Dk – 2800 Lyngby Self-critical reflections on the This paper describes the process of active learning in connection with the construction of concept cars by the students at the Tech- classical teaching culture in Engineering nical University of Denmark (DTU). The concept of the ecocars is to develop a car where the top priority is energy efficient solutions in order to make the car run as far as possible on one litre of gasoline energy equivalent. In parallel the idea of the windturbine cars Gion Koch Svedberg is to design-build vehicles for driving directly against the wind, powered by a wind turbine. School of technology, Malmö University1, Sweden The CDIO initiative aims at reforming the classical way engineering is being taught at technical universities. However, current teaching staff often feels resistance to making changes to a style of teaching that they themselves experienced as students. Due to CDIO Projects in DTU’s ignorance about the results of research in higher education, they know little about the implications of the classical teaching culture in engineering on student’s learning. This paper uses commonly accepted research findings to analyse the consequences of the clas- Chemical and Biochemical B.Eng. Study Program sical teaching culture at a typical department of computer science. It is meant to provoke a pedagogical discussion and to increase the Karsten H. Clement, Pernille Harris, Yvonne Agersø, Tim Hobley awareness about pedagogical questions at engineering departments that have not yet turned to the CDIO initiative. Technical University of Denmark
This paper describes how the CDIO standards have influenced the cross-disciplinary projects that are part of DTU’s Chemical & Biochemical B.Eng program. Four projects are described: the 1st semester design-build project that has a power plant as the frame; the 2nd semester project in biochemistry where students investigate samples of meat from retail stores, the 3rd semester project where design of unit operations used in enzyme production is in focus, and the 4th semester design-build project on biotechnology encompassing planning and performing lab scale fermentation experiments and designing and performing the product recovery.
30 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 31 Explorative Evaluation of Courses T6D (Tuesday, parallel session 6D) Project Based Learning IV Lene Häuser Petersen A real CDIO mechanical engineering project in 4th Bente Besenbacher semester Jesper Rosholm Tørresø Engineering College of Aarhus (IHA) Aage Birkkjær Lauritsen Engineering College of Aarhus Many course evaluations tend to focus on teacher performance and whether students like or don’t like the course or the teacher. An explorative evaluation method was developed and has been tested on both interdisciplinary projects and traditional introductory In the past 6 years we have been practicing project work on 4th Semester in the design of energy technology systems at the mechanical programming courses. The method focuses on how and when students learn during a specific course and which learning activities engineering study at the Engineering College of Aarhus. In my presentation, I will give a description of the project, and the thoughts enhance the students learning. The students took an active part in the evaluations and the method facilitated that focus was remo- behind; pedagogic-didactic as well as technical and professional considerations. The project is presently a permanent part of the ved from the teacher’s person to the learning activities. The evaluations resulted in very useful recommendations for improving the 4th semester and counts as one third of the semester. The semester’s theme is Energy-and System Design. Content on 4th semester courses. is organized in light of what skills an engineer must possess in the field of energy technology. Here, it is vitally important, that the T6C (Tuesday, parallel session 6C) Accreditation II engineer is able to develop energy technology systems, thus being able to design systems, and not just individual components. It is not sufficient, that the engineer is able to calculate eg. a heat exchanger; the engineer must be able to consider the components as parts of a Why Get Your Engineering Programme Accredited? complex system. The semesters project design is developed on basis of these considerations. The semester consists of 4 theory courses in: thermodynamics, control- and simulation of dynamic systems, electronics and hydraulic systems. The project work is performed Peter Goodhew in groups of 4-6 students, and will partly support the general theory being taught in the courses, but will also provide students with University of Liverpool skills in teamwork, project work and system building. The pedagogical considerations behind the development of the project are quite In many countries engineering degree programmes can be submitted for accreditation by a professional body and/or graduate engi- simply that students learn best through active work and experiments, after which they can analyze and reflect on the results obtained. neers can be certified or registered. Where this is available most academic institutions feel that they must offer accredited engineering It was therefore obvious to enable the students to implement projects based on the ideas behind the CDIO concept (it should be noted, programmes. I suggest that these processes are at best ineffective (they do not achieve their aims) and at worst they are destructive that the first semester of project work was conducted in 2004, before IHA had joined the CDIO-program). of creativity, innovation and confidence in the academic community. I wish to argue that such processes (including any internal cer- tification within CDIO) should be abandoned completely. I will propose alternative ways of maintaining the quality of engineering design and manufacture, which place the responsibility where it properly lies – with the manufacturer or contractor. Teaching chemical product design to engineering students Using CDIO to Meet Accreditation Expectations at The course contents and challenges University of Sydney Anne Ladegaard Skov and Søren Kiil David C Levy Department of Chemical and Biochemical Engineering, Technical University of The University of Sydney, Sydney, Australia Denmark (DTU), Building 229, DK-2800 Kgs. Lyngby, Denmark
This paper discusses our experience in the School of Electrical and Information Engineering at the University of Sydney in succes- The master course Chemical and Biochemical Product Design has been taught at DTU for the past 10 years. The course covers the sfully using the CDIO framework to help meet Accreditation expectations in preparation for our 2009 accreditation visit by Engine- main phases of product design from mapping of customer needs, over idea generation and selection, to production of the product. ers Australia. The primary aim of the course is to provide the students with a quantitative approach that enables them to analyse products and ideas using fundamental scientific disciplines from the engineering curriculum. The course is comprised of four team projects of which the last one is dedicated to the student teams own identified needs. Examples of needs that students have worked on are solvent free nail Panel discussion on CDIO and Accreditation polish, new ways to anti-icing on cars, slow-melting ice cream, and coffee tablets for instant coffee. David C Levy The University of Sydney, Australia Working- vs. Educational Processes Peter J Gray USNA in Software Engineering vs. CDIO
This is a proposal for a focused panel discussion session cum workshop on the topic of how institutions have used CDIO Standards Daniel Einarson to meet Accreditation Expectations. It will comprise elevator pitches followed by the panel discussion with audience participation to Computer Science, Kristianstad University, Sweden address the issued highlighted in the elevator pitches. We will require formal paper submissions from the panel members. They will The contribution of this paper is mainly two folded. An investigation on working processes of Software Engineering, and compari- speak briefly to their papers in their elevator pitches sons with the CDIO initiative will be provided. Interestingly enough those seem to be quite close. Moreover, a case study on a project based course will be presented. The project requires large number of participants to fulfil the task. This in turn put high demands on communication, coordination, etc. Challenges of that kind, and others, should be handled within the frames of the defined working process. Problems, outcome of the course, and possible improvements will be discussed.
32 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 33 POSTER TEASER SESSION / POSTER SESSION Thirdly, we present our research findings on the student learning experience in relation to the development of critical thinking skills from using dynamic simulation to solve chemical engineering problems. The research employs a rigorous qualitative methodo- AN OBSERVATIONAL STUDY OF INFUSING DESIGN THINKING logy involving observation and in-situ and post activity questioning of student performance relating to solving problems. A broad phenomenographic approach was employed to identify the range of variation in student’s cognitive approaches and heuristics when INTO THE CDIO FRAMEWORK. solving the problem scenarios presented. Some comparisons are also been made in terms of performance on simulated activities Soh Kim Fai between student groups explicitly taught critical thinking skills and those not explicitly taught these skills. Singapore Polytechnic The paper concludes with an optimistic frame on both the explicit teaching of critical thinking and the particularly useful role of dynamic simulation as an effective pedagogic tool for developing the range of critical thinking skills. Design Thinking (DT) is a human centric way of designing product, process, system and services, which has the potential to provide learning opportunities for engineering students to explore human desirability, technical feasibility and business viability. This paper attempts to outline how DT can be infused into a CDIO framework in the context of capstone projects since they allow students to appreciate the whole product lifecycle at logical stages (i.e. C-DI-O). Engineering students were asked to innovate on ordinary consu- AN ATTEMPT TO HANDLE THE CALCULUS PROBLEM mer products in order to make explicit the effects of the Design Thinking process for transformative solutions based on the insights Fredrik Abrahamsson gained from ethnographic studies. Salient points for reflection, based on project supervisor’s observation as well as students’ feedback Department of Mathematics, School of Engineering, Jönköping University are also presented. While DT may leads to non technical solutions, the author feels a need to skilfully steer engineering students to utilise some of their disciplinary knowledge and skills. For many years now, we have experienced a negative trend concerning the mathematics skill level of our new engineering students. This has been particularly noticeable in the calculus course, which is mandatory for all engineering programs at Jönköping University. CDIO SYLLABUS SURVEY: SYSTEMS ENGINEERING AN To handle this problem, we have made some structural changes to the way we teach the subject, emphasizing the teaching efforts to standard type problems – named ‘A-problems’. A list of categories of such A-problems has been constructed, the purpose of which ENGINEERING EDUCATION FOR GOVERNMENT is to help the student identify the most important ideas and develop the basic skills needed to understand calculus. The students are Robert Niewoehner also given the option to form groups and solve selected problems together and then hand in their solutions for marking. If a group United States Naval Academy has presented enough correct solutions this grants the group members some bonus points for the final exam, which is divided into two parts where the first one deals entirely with A-problems. During the past few years this way of teaching calculus have been During the spring of 2010, approximately 300 hiring managers working for the US Navy participated in the CDIO survey sampling implemented by all math teachers and we are cautiously optimistic concerning the results. the desired engineering skills and proficiencies for their workforce of over 30,000 scientists and engineers. The survey results will support engineering education reform initiatives spanning engineering schools across the country, particularly those in which the Navy directly invests. Sponsors sought an opportunity to send a clear “demand signal” to the academic community to promote engi- neering education reforms and help them align their programs with projected workforce needs. This application is novel in several INTRODUCING CHIP DESIGN USING SPEED OF LIGHT regards. First, the survey collected data spanning a very large government agency employed in the development of high technology Stefan Schlotterbeck-Macht, Konrad Doll, Ulrich Brunsmann systems. Secondly, data was sought regarding the desired attributes of both new-hires, direct from undergraduate programs, and University of Applied Sciences Aschaffenburg, Aschaffenburg, Germany mid-career individuals, to better distinguish the attributes sought from graduate programs serving the US Government. Finally, adaptations of the traditional CDIO survey method were implemented, several of which were beneficial, yielding interesting results, We present a novel didactical concept for undergraduate teaching of microelectronics based on an experiment using a CMOS cyclic and at least one which was problematic. pulse-shrinking time-to-digital-converter (TDC) in order to directly measure the speed of light. With emphasis on the design of a TDC for didactical purposes we use this concept in the core courses for chip design on transistor level. It starts with demonstration experiments in the physics course and in the electronic devices course in order to boost enthusiasm for microelectronics. In the context of our research on road safety we demonstrate the relevance of the field. A SPICE course and an introductory course on chip DEVELOPING CRITICAL THINKING SKILLS THROUGH DYNAMIC design at transistor level follow, including project-based learning, i.e. design, simulation and layout of TDC components. Within a SIMULATION USING AN EXPLICIT MODEL OF THINKING laboratory project on electronic devices after fabrication of a chip the students are offered to characterize their own designs or to de- velop a microcontroller circuitry to use it. We present the integration of our concept into the syllabus of microelectronics education at Dennis Sale, Sin-Moh Cheah the University of Applied Sciences Aschaffenburg, its operational learning objectives and the achieved learning outcomes including Singapore Polytechnic active learning and CDIO design-build experience. Evaluation of the courses shows that the acceptance of the didactical concept is A major skill area of CDIO is Part 2.4 Personal Skills and Attitudes, which subsume skill sets relating to good thinking. This paper above 90%. The speed of light experiment is ranked first by our students. takes the position that critical thinking skills can be explicitly taught, much in the same way as other skills. Students need to clearly understand what good thinking actually entails, have opportunities for active and experiential application in real-world contexts, as well as receive clear and useful feedback from expert professionals. CDIO EXPERIENCE FOR NEW FACULTY: INTEGRATING CDIO SKILLS In this paper, we firstly present our model of thinking, which has been derived from extensive review of the literature and our own INTO A STATISTICS MODULE research in cognitive modelling engineers as they solve real world problems. The model identifies the key types of thinking involved in such problem solving as well as the cognitive processes involved. This provides a practical heuristic model of good thinking, which Poh-Hui Chua, Sin-Moh Cheah, Mark Nivan Singh can be taught explicitly and used for purposes of assessing thinking. Secondly, focusing on the chemical engineering context, we Singapore Polytechnic outline the various ways in which critical thinking skills can be effectively taught in a range of learning contexts and, in particular, Over the past three years, various CDIO skills such as teamwork and communication, personal skills and attitudes (e.g. critical and dynamic simulation. creative thinking, holding multiple perspectives) have been introduced into various technical modules for the Diploma in Chemical Engineering (DCHE) in Singapore Polytechnic. Skills in conceiving, designing, implementing and operating a process, product or system using chemical engineering principles have also been integrated in the three-year curriculum.
34 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 35 Sunday, June 19th, 2011 Monday, June 20th, 2011 Tuesday, June 21st, 2011 Wednesday, June 22nd, 2011 Thursday, June 23rd, 2011
Conference 08:00 08:00 Registration and Coffee 08:00 Registration and Coffee 08:00 Registration and Coffee 08:00 Plenary Session: 08:10 08:10 08:10 08:10 A view on CDIO from the: 08:20 08:20 08:20 08:20 08:15 Kanazawa Institute of Technology Program 08:30 08:30 08:30 08:30 08:30 Aalborg University 09:00 09:00 09:00 09:00 Keynote: RWTH Aachen 08:45 08:40 08:40 08:40 08:40 Kemi-Tornio UAS * Per Falholt, Executive Vice President, research and development, 08:50 08:50 08:50 08:50 09:00 Savoni UAS for the 7th Novozymes 09:00 09:00 University President Welcome 09:00 TFS1A TFS1B TFS1C TFS1D 09:00 * Finn Strøm Madsen, President, Vestas Technologi R&D 09:15 09:10 09:10 09:10 Active QA with CDIO CDIO & Learning 09:10 * Martin P. Bendsøe, President of the Danish Academy of Techni- Learning in Self Evaluation resources Science International CDIO 09:20 09:20 Keynote - 10 Year Retrospective 09:20 09:20 cal Sciences and ”Senior Vice President, Dean of Graduate Large Classes (K. Edström) Can we do it Foundation for 09:30 09:30 09:30 E. Crawley 09:30 Coffee 09:30 (I. Li Gørtz) on a budget? Project based Studies and International Affairs 09:45 09:40 09:40 09:40 (G. Thomson) Learning 09:40 conference 2011 Coffee Break 09:50 09:50 09:50 (R. Niewoehner) 09:50 Panel Discussion 10:00 10:00 10:00 10:00 T2A T2B T2D SEFI TRACK 10:00 10:15 10:10 10:10 10:10 Active Evaluation Project based 1: Curriculum 10:10 10:20 10:20 LEGO Presentation 10:20 Learning I and Learning I development 10:20 10:30 Plenary Session: Evolution I SEFI and A view on CDIO from the: 10:30 10:30 Concept Questions, Peter Goodhew 10:30 10:30 CDIO 10:45 AFEKA Tel-Aviv Academic 10:40 10:40 Coffee to go 10:40 Coffee Break - Lounge S01 U. Dominguez 10:40 W2A W2B W2C W2D College of Eng. SCE - Shamoon College of Eng. 10:50 10:50 MW1A MW1B MW1C MW1D 10:50 & K. Edström 10:50 Curriculum Design CDIO Industry 11:00 & Program Implement I Skills I Chengdu Univ. of Information 11:00 11:00 Introductory Advanced Advanced Advanced 11:00 11:00 Tech. University of Zagreb Workshop 1 Workshop Workshop Workshop Design I 11:15 11:10 11:10 11:10 T3A T3B T3C T3D 11:10 (see Day Skyscraper Lego Workshop Concept ques- Parallel Sessions: 11:20 11:20 11:20 Active Evaluation Accredita- Project based 11:20 11:30 Progr.) (P. Gray) (BEST) tions Regional Meetings Learning II and tion I Learning II 11:30 11:30 MW2A (P. Goodhew) 11:30 11:30 Rethinking Eng. Edu., 2 ed Evolution II 11:45 11:40 11:40 Introductory Break 11:40 11:40 meeting Workshop 2 11:50 11:50 11:50 11:50 12:00 (see Day MW2D Lunch - Spontaneous Roundtable 12:00 12:00 Progr.) 12:00 12:00 12:15 12:10 12:10 Advanced 12:10 12:10 Workshop Lunch 12:20 12:20 MW3A 12:20 12:20 12:30 System Think- Introductory 12:30 12:30 ing 12:30 Lunch - Planned Roundtable 12:30 Workshop 3 12:45 12:40 12:40 (E. Crawley) 12:40 12:40 (See Day 13:00 12:50 12:50 Progr.) 12:50 12:50 13:00 13:00 Lunch 13:00 13:00 W3A W3B W3C W3D 13:15 Plenary Session: 13:10 13:10 13:10 13:10 Curriculum & Design CDIO Integrated Report back from Regional Program Implement II Skills II Curriculum discussions 13:20 13:20 13:20 13:20 13:30 Design II 13:30 13:30 13:30 TFS4A TFS4B Imple- TFS4C Reflec- TFS4D SEFI TRACK 2: 13:30 13:45 13:40 13:40 13:40 Active menting tion & reflexiv- Using Intellec- Keynote - 10 13:40 Learning CDIO ity in tual Standards year 14:00 Meeting Summary, Wrap-Up 13:50 13:50 13:50 internatio- reviewing and as a Vocabulary Retrospective 13:50 with puzzles 14:00 14:00 MW4A MW1B MW1C MW3D 14:00 nalization & Evaluating for Student (E. Crawley) 14:00 14:15 (A. Gonzáles) Sustainability CDIO Feedback (R. 14:10 14:10 Introductory Advanced Advanced Air Pump - 14:10 14:10 Workshop 4 Workshop Workshop Improvement (D. Campbell) (R. Clark) Niewoehner) 14:30 Council, Program and Theme 14:20 14:20 14:20 14:20 Bus to City Hall Leaders (See Day Skyscraper Lego Workshop of a 14:30 14:30 Progr.) (P. Gray) (BEST) Skyscraper- 14:30 T5A T5B T5C T5D Coffee 14:30 14:45 14:40 14:40 type” 14:40 Active Evolving Implementa- Project based 14:40 Meeting Learning III CDIO tion and Learning III 15:00 14:50 14:50 exercise 14:50 14:50 (G. Cloutier) Impact II 15:00 CDIO Book 15:00 15:00 SEFI TRACK 15:00 City Hall Closing 15:15 Coffee when Coffee when Meeting MW5A 3: CDIO Academy Awards 15:10 15:10 convenient convenient 15:10 Active Break - Project demonstrations 15:10 CDIO and 15:30 15:20 15:20 Introductory - Lounge S01 - Lounge S01 Break 15:20 15:20 PBL 15:30 15:30 Workshop 5 15:30 15:30 15:45 A. Kolmos & 15:40 15:40 (See Day MW4D 15:40 15:40 16:00 15:50 15:50 Progr.) Advanced 15:50 Project 15:50 Workshop 16:00 16:00 16:00 T6B T6C T6D demon- 16:00 16:15 Waste = Food Evaluation and Accredita- Project based strations 16:10 16:10 (M. Egger- 16:10 16:10 Evolution III tion II Learning IV 16:30 16:20 Registration 16:20 mont) 16:20 16:20 16:30 Bus to DTU 16:30 16:30 16:30 16:45 16:40 16:40 16:40 16:40 17:00 16:50 16:50 16:50 16:50 17:00 Council, Program and 17:00 CDIO Academy – CDIO Academy – 17:00 TPTS7 - Poster Teaser Session 17:00 17:15 17:10 Theme Leaders Meeting 17:10 Conference Visit Conference Visit 17:10 17:10 til Sports Hall til Sports Hall 17:30 17:20 17:20 17:20 17:20 17:30 17:30 CDIo 17:30 17:30 17:45 Academy 17:40 17:40 17:40 17:40 18:00 Conference Visit to Sports Hall 17:50 17:50 17:50 Break 17:50 18:15 18:00 Welcome Speech - CDIO Academy 18:00 Speed Dating 18:00 Poster Session and reception 18:00 Journal Special Issue Meeting
18:10 18:10 18:10 (CDIO Academy Visit) 18:10 18:30
18:20 18:20 18:20 18:20 18:45 18:30 Innovation in Megacities 18:30 Conference Dinner 18:30 18:30 18:40 - an Industrial Perspective (Grundfos) 18:40 18:40 18:40 19:00 18:50 18:50 18:50 18:50 19:15 19:00 Welcome Reception 19:00 19:00 19:00 19:10 19:10 19:10 19:10 19:30 19:20 19:20 19:20 19:20 19:45 19:30 19:30 19:30 19:30 20:00 20:00 20:00 Bus to Copenhagen 20:00 20:00 20:10 20:10 20:10 20:10 20:15 20:20 20:20 20:20 20:20 20:30 Bus to Copenhagen 20:30 20:30 20:30 20:30 20:40 20:40 20:40 20:40 20:45 20:50 20:50 20:50 20:50 21:00 21:00 Bus to Copenhagen 21:00 21:00 21:00 21:10 21:10 21:10 21:10 21:15 21:20 21:20 21:20 21:20 21:30 21:30 21:30 21:30 21:30 21:40 21:40 21:40 21:40 21:45 21:50 21:50 21:50 21:50 36 22:00 22:00 22:00 22:00 22:00 As part of its CDIO implementation plan, the course management team for DCHE is integrating other CDIO skills such as experi- development. This is to be further supported by getting faculty to participate in reflective practice upon completion of a CDIO as- mentation and knowledge discovery, and professional skills and attitudes (e.g. ethical practice) into the curriculum. In this paper, we signment. The paper then describes approaches taken by the course management team to initiate the faculty CDIO skill acquisition will be discussing the CDIO experience of a new faculty and how this is achieved through a professional development programme to process. The advantages and disadvantages of the various approaches will be discussed, as well as reflections by faculty on their use- support the initiative. The programme starts with enrolment of a new faculty into a Certificate in Teaching (CT) course, to be com- fulness. Finally, the paper will discuss the issues and challenges faced by the course management team and mentors in adopting the pleted within one year. A key feature of the CT course is the need for a new faculty to conduct an action research project as partial approaches. We will identify some key learning points and outline future directions in facilitating a more effective approach towards fulfilment of the course. professional development in this area.
Specifically, this paper focuses on the action research project of a new faculty to introduce suitable CDIO skills into a Year 3 module entitled Quality Management and Statistics. The main CDIO skills introduced are experimentation and knowledge discovery, whe- EVIDENCE FOR EXCELLENCE IN INTERNATIONALIZATION & reby students are required to formulate hypotheses in verifying experimental results under a simulated real-world task scenario in a laboratory. The students need to carry out a series of experiments coupled with statistical analyses to either confirm or nullify the MOBILITY: A SELF ASSESMENT hypotheses. Based on the analysis of their results, the students are also expected to make relevant inferences, and provide suggesti- Tommy Josefsson, John Ahlnér ons/solutions to resolve the problem in the simulated task scenario. School of Engineering, Jönköping University This paper presents the approach taken in conducting the action research and shares preliminary students’ experience in learning Internationalization and Mobility (I&M) has become an integrated part of engineering education, making institutions embracing it the module, particularly in forming their hypotheses. The new faculty’s own reflection of his experience in re-designing the learning as a worthy profile in their marketing strategies. Though most areas of operation at an engineering institution are annually evaluated tasks using CDIO will also be presented. through systematic quality assurance, their I&M profile seldom is put under scrutiny. One reason might be that the standard for I&M insufficiently is stated through assessable outcomes and evidence. CONTEXTUALISING UNIVERSITY-SCHOOL STEM EDUCATION The issue of I&M has been propelled onto the agenda of CDIO and proposed at the 6th international conference at Montreal, June 2010, as a 13th CDIO standard (Campbell, 2010).The proposal was thoroughly discussed at various meetings at the conference, in the COLLABORATION THROUGH DISTRIBUTED LEADERSHIP CDIO regional groups and the CDIO council, which endorsed follow-up actions. In an effort to support the process, this paper will Les Dawes, Peter Hudson, Lyn English, & Jo Macri present a self-assessment of I&M at the School of Engineering, Jönköping University with the ambition to formulate clearer outcomes and evidence for excellence in Internationalization and Mobility. Queensland University of Technology, Australia The self-assessment will follow the general guidelines for the implementation at an institution of Implementing educational reform requires partnerships, and university-school collaborations in the form of investigative and expe- CDIO Standards with the involvement of all stake holders. The central question will be: What are the evidence for a good standard rimental projects can aim to determine the practicalities of reform. However, there are funded projects that do not achieve intended of internationalization at the university? Information will be taken from both undergraduate and Master students from their eva- outcomes. In the context of a new reform initiative in education, namely, science, technology, engineering and mathematics (STEM) luation forms and from interviews with the personnel at the International Office and heads of departments. Research will also be education, this study explores the management of a government funded project. In a university-school partnership for STEM edu- made on what is written in the area of assessing Internationalization & Mobility. cation, how can leadership be distributed for achieving project outcomes? Participants included university personnel from different STEM areas, school teachers and school executives. Data collected included observations, interviews, resource materials, and video Clearly formulated evidence for excellence in I&M and a model of how to constructively assess it in an organization should contribute and photographic images. Findings indicated that leadership roles were distributed and self-activated by project partners according to the current discussion within the CDIO initiative. to their areas of expertise and proximal activeness to the project phases, that is: (1) Establishing partnerships, (2) Planning and col- laboration, (3) Project implementation, and (4) Project evaluation and further initiatives. Leadership can be intentional and uninten- tional within project phases, and understanding how leadership can be distributed and self-activated more purposefully may aid in PEER RATING FOR FEEDBACK IN GROUP PROJECTS generating more expedient project outcomes. J Paul Hermon, Charles D McCartan Queen’s University Belfast SUSTAINING CDIO CAPABILITY: PROFESSIONAL DEVELOPMENT The National Student Survey (NSS) in the UK has since 2005 questioned final year undergraduate students on a broad range of issues relating to their university experience. Across disciplines and universities students have expressed least satisfaction in the areas of FOR ENGINEERING FACULTY assessment and feedback. In response to these results many educational practitioners have reviewed and revised their procedures and Sin-Moh Cheah, Mark Nivan Singh the UK Higher Education Academy (HEA) has produced guidelines of best practice to assist academics in improving these specific Singapore Polytechnic areas. The Product Design and Development (PDD) degree at Queen’s University Belfast isstructured with an integrated curriculum with group Design Build Test (DBT) projects as the core of each year of the undergraduate programme. Based on the CDIO syllabus The Diploma in Chemical Engineering (DCHE) adopted the CDIO framework as the basis for its curriculum since 2007. Over the and standards the overall learning outcomes for the programme are defined and developed in a staged manner, guided by Bloom’s ta- last several years, specific CDIO skills have been introduced in various core modules in the 3-year diploma program. The course xonomy of learning domains. Feedback in group DBT projects, especially in relation to the development of personal and professional management team has recognized the need to continually sustain the CDIO capability of its faculty. The paper describes the efforts skills, represents a different challenge to that of individual assignment feedback. A review of best practice was carried out to establish undertaken by the course management team to provide the necessary deep learning (Marton, [1]) of the CDIO initiative to new fac- techniques which could be applied to the particular context of the PDD degree without modification and also to identify areas where ulty and returning faculty. The goal was to get the new and returning faculty to learn about the CDIO initiative in the same manner a different approach would need to be applied. A revised procedure was then developed which utilised the structure of the PDD de- as the initial “pioneering” batch of CDIO implementers, known as “CDIOers”. This paper first discusses professional development gree to provide a mechanism for enhanced feedback in group project work, while at the same time increasing student development of the faculty with regard to CDIO skills in the polytechnic which, in the author’s view, is insufficient in its present format to sustain of self and peer evaluation skills. Key to this improvement was the separation of peer ratings from assessment in the perception of the development of faculty competence in CDIO skills. Learning from identified gaps in the present arrangements, this paper will the students and the introduction of more frequent face to face feedback interviews. This paper details the new procedures developed argue for an integrated approach to the professional development of faculty by integrating faculty training, pedagogy and curriculum and additional issues which have been raised and addressed, with reference to the published literature, during 3 years of operation.
38 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 39 PROBLEM AND PROJECT BASED CURRICULUM VS. CDIO SEQUENCING THE INTEGRATION OF CONTENT AND Olli Kaikkonen, Teijo Lahtinen LANGUAGE: AN INVENTORY OF STUDENT EXPERIENCE AND Lahti University of Applied Sciences, Mechatronics, Finland UNDERSTANDING In engineering education the qualifications and competencies has been determined mainly from the point of view of science and technology. Especially during the 90ties the spectrum of competencies of engineers expanded to concern more social and inter- Andreas Eriksson, Carl Johan Carlsson personal items (teamwork, management), communication (foreign languages, presentation skills), acquisition of knowledge and Chalmers University of Technology problem solving: from Theory to Skills. There was a growing gap between the competencies required by the industry and produced The present study aims at assessing students’ perception of integrated content and writing activities during the first three years of the by the education system. Traditional engineering curriculum cannot properly face this challenge: there was a need for a fundamental Mechanical Engineering programme at Chalmers University of Technology. The programme features one content and language--‐in- update of the curriculums of engineering programs. tegrated project course per year. Ultimately, these interventions should scaffold students’ gradual development as writers and support To change the strategy of curriculum totally will start the massive change process, which will cover the whole organisation. All their learning of content as well as writing. The focus here is the engineering students’ perception of these interventions and their changes create instability to the organisation: the sense of insecurity, incompetence and lack of professionalism. Therefore the change own development as writers and communicators. Questionnaires and interviews were used to investigate: management is essential to ensure the continuation of the process. In every change process you need a proper strategy as a backbone • students’ understanding of the writing interventions in a three--‐year programme of your development process. As a CDIO Collaborator we changed our pedagogical strategy from Problem and Project Learning to • if and how students’ perception of the interventions change during the three years CDIO. This means that Problem and Project Learning has now “tool” status: they are tools for implementing process. • how students perceive their own writing and writing development The Curriculum should be seen as a complete plan, how the learning and teaching are implemented and organized in the program, • students’ perception of writing activities and how these relate to their development as writers. not just a list of contents. Our present curriculum is based on hybrid model of Problem Based Learning (PBL) and Project Learning. • if and how students’ perception of the role of writing in higher education and beyond changes over the three--‐year period. During the 1st and 2nd study year the basic knowledge and skills are studied mainly with PBL and Project Learning. The focus is The results of the study are to be used as input in the development and improvement of writing activities. The aim is to develop writ- in the development of study and process skills. The basic technology of Mechatronics is also learned. In 3rd and 4th study year the ing interventions at programme level that contain activities that are seen as relevant, motivating and easily understandable, that students will work in demanding projects with the companies (real life cases). The professional core studies have been integrated in comprise writing and communication activities which are well--‐aligned over the three years, and that develop an analytical and three categories: Automatic Systems, Mechanical Systems and Production Technology. In every study year students will run a whole reflective approach to writing in academia and the workplace. planning and implementation process: from an automatic device (1st year) to the whole systems. In this paper we will discuss how Problem Based and Project Based Learning are related to CDIO and compare PBL and Project Learning to CDIO (key element, focus, outcomes). We also reflect our present curriculum to the 12 CDIO Standards and survey how REVERSE ENGINEERING AS A DIDACTIC they will match. How many of standards are fulfilled from our perspective? As an end result we produce a collection of evidence as a part of that survey and a list of tasks which we have to execute to be considered as a CDIO Engineering Program. TOOL IN NANO- AND MICRO TECHNOLOGY Erik V Thomsen NORTH AMERICAN AEROSPACE PROJECT - ADAPTABLE DESIGN/ Department of Micro- and Nanotechnology Technical University of Denmark This paper describes a student exercise in the field of nano & micro technology from the course “Solid State Electronics and Micro BUILD PROJECTS FOR AEROSPACE EDUCATION Technology”. The course corresponds to a 10 ECTS point workload and is aimed at the bachelor student level. The timeframe for the exercise is 3x4 hours distributed over two weeks of study. The exercise is based on reverse engineering of a commercial piezoresi- Edward Crawley stive pressure sensor and the students discover and analyse how this device is made. Based on their observations they calculate the MIT, Cambridge, Massachusetts 02139, USA expected performance of the device and compare it to the measurements they have performed. The use of reverse engineering as a Robert Niewoehner, Peter Gray didactical tool thus promotes active learning. USNA, Annapolis, Maryland 21402, USA Jean Koster University of Colorado, Boulder, Colorado 80309, USA INSPIRATION OF CDIO FOR The North American Aerospace Project (NAAP) is a NASA/industry sponsored effort to accelerate penetration of the project-based educational concept of “Conceiving, Designing, Implementing, and Operating” (CDIO) into US Aerospace Engineering programs. PROFESSIONAL MASTER TRAINING IN CHINA NAAP is developing innovative educational approaches, tools, methods and concepts specialized for the education of the future XiaoYing Mi, Ying Wang, Chang Liu aerospace engineers. Several projects have been made available in a standardized template format. The template is designed to help Beijing Institute of Technology, Beijing, People’s Republic of China an interested faculty member to quickly adopt a project and introduce it in a class. In this paper, we reviewed the CDIO Initiative from the perspective of Professional Master Training; conceived the training objec- tives of Professional Master based on the understanding of CDIO’s core idea; designed Master’s curriculum system and teaching methods to meet the new international requirements for professionals of high-tech development constructed graduate practice platform with the support of the practical results of Material Engineering graduates in BIT during the past three years to verify that they have reached the required training objectives.
40 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 41 HYPERION FLYING WING AIRCRAFT TECHNOLOGY CURRICULUM INTEGRATION: TWINNING OF A CORE CHEMICAL Jean Koster, Scott Balaban, Andrew Brewer, Chelsea Goodman, Derek Hillery, Cody Humbargar, Mark ENGINEERING MODULE WITH A TEAMWORK Johnson, Mikhail Kosyan, Derek Nasso, Julie Price, Eric Serani, Alec Velazco, Tom Wiley, and Richard Zhao & COMMUNICATION MODULE University of Colorado, USA Jessy J.C. Yau, Sin-Moh Cheah Martin Arenz, Holger Kurz, David Pfeifer & Matthias Seitz, Claus-Dieter Munz, Ewald Krämer Singapore Polytechnic University of Stuttgart, Germany Teaching in the Diploma in Chemical Engineering (DCHE) of Singapore Polytechnic largely follows the traditional way of covering Kai Lehmkuehler, KC Wong, Dries Verstraete various technical disciplines in modular format, taught by faculty with relevant working experience in the chemical and process University of Sydney, Australia industries. The teaching is supported by various “soft skills” such as inter-personal communication, report writing and presentation Student engineering teams develop a 3m scale model inspired after the NASA-Boeing X-48B blended wing body to use as a test taught separately by faculty from the School of Communication, Arts and Social Sciences (CASS). Since its adoption of CDIO in 2007, bed for advanced technical studies. The design concept, named Hyperion, implements a novel hybrid gas/electric power train as a the DCHE Course Management Team (CMT) had directed its efforts at integrating various CDIO skills into suitable core modules in green aircraft technology. The aircraft serves as a test-bed for research and development in the following focus areas: aerodynamics, the curriculum. One such module is Introduction to Chemical Thermodynamics, taught to Year 1 students where CDIO skills such structures and materials, weights and mass properties, handling and control, flight mechanics, and efficiency improvements on as teamwork and communication, personal skills and attitudes (e.g. critical and creative thinking) had been integrated. Subsequent performance. The University of Colorado’s collaboration with the University of Stuttgart, Germany, and the University of Sydney, evaluation of the module had shown that, although students generally benefitted in learning about CDIO skills in the module, there Australia, allows the global project team to work full 24-hour days on the project by transitioning every 8 hours. Thus, the project is a strong need to further integrate the module with key concepts underpinning teamwork and communication. As a result, the teaches essential global industry skills in project management and systems engineering through long-distance design collaboration various “soft skills” modules are consolidated into a new module entitled Teamwork and Communication Toolbox, to be taught in with multidisciplinary and multicultural teams of graduate and undergraduate students located around the world. Lessons learned such a way that it “twins” with the CDIO-infused Introduction to Chemical Thermodynamics module. The CMT works closely with will be valuable for the students and industry. CASS in designing the syllabus and learning outcomes for the Teamwork and Communication Toolbox module. CASS faculty retains the responsibility for teaching the Teamwork and Communication Toolbox module, while DCHE faculty handles the teaching of the Introduction to Chemical Thermodynamics module. Student learning is achieved via carefully designed “twinning” activities TEACHING INTERPERSONAL SKILLS IN AN INTERNATIONAL that requires them to integrate the knowledge gained in both modules. The paper shares the work done in the “twinning” initiative (including active learning experiences) and compares the impact on student learning before and after the “twinning”. The challenges DESIGN-BUILD COURSE faced, and future recommendations to further improve the “twinning” process will also be discussed. Jørgen Erik Christensen CHRISTMAS LIGHTS STUDENT PROJECT Technical University of Denmark Lauri Kantola, Aila Petäjäjärvi, Markku Saastamoinen, Matti Räisänen, Jouni Virtanen Markku Karhu Kemi-Tornio University of Applied Sciences Helsinki Metropolia University of Applied Sciences Cecillia Christensen The Christmas Lights Student Project was carried out during the fall 2010. It was done by the first year electrical engineering stu- NLP Practitioner, Nykøbing Falster, Denmark dents. The target of the project was to learn about the electrical circuit design. In Finland, Christmas time is the darkest time of the year. The sun is barely seen in the northern parts of the country. During this time of the year, people like to decorate their homes The Technical University of Denmark (DTU) and Helsinki Metropolia University of Applied Sciences (Metropolia) started the CDIO with Christmas lights. These bright coloured, beautiful decorations bring some light to the darkness and promote the ‘Christmas concept in the autumn of 2008. The aim with this was to reform the B.Sc. courses to guide students to become better and more ef- feeling’. At Kemi-Tornio University of Applied Sciences (KTUAS) the first year electrical engineering students began their path to- ficient engineers. The working conditions of a typical engineer involve many other fields than just those requiring technical skills. wards Christmas in September 2010 by starting the Christmas Lights Student Project. This CDIO project was designed to offer the Interpersonal skills are becoming increasingly important, including communication, teamwork and leadership. The purpose of this students practical learning by doing experiences in the field of electrical circuit design, programmable logic controllers and team paper is to describe the co-operation between DTU and Metropolia on the development of an International Communication Course (project) work. This paper together with the poster represents the learning objectives of the project, the project work itself and the for the engineering students and to emphasize the importance of including a course like this into the CDIO concept, to be worked on results which were also in the process of further development. The course described in this paper is a strictly non-engineering course in communication; it is introduced at the school event in December 2010. The Christmas Lights Student Project was managed by three teachers. Ten student special in that its chief purpose is to bring into focus the fact that students have to take an active part in the exercises as well as involve teams were working on the project. Each student team had four members and they were allowed to use their imagination and design themselves in the interactive communication process. This is in stark contrast to a teacher giving lectures about communication, their very own view on Christmas Lights. For the first year electrical engineering students, it is important that electricity, electrical leaving the students passive listeners. The personal involvement aroused a negative reaction from several students at the beginning circuits, electrical components and the difficulties or challenges related to real world design become visible and concrete. The theory of the course however, during the one- week course the students gained a better understanding of the importance of learning how lessons on the electrical circuits are more easily forgotten than the practical construction work. It was also seen in this project that to communicate appropriately. Altogether, the four key questions dealing with the quality of the course show a very high satisfac- the students really enjoyed the design of their Christmas Lights. The project also affected the team spirit positively and the learning tion with the instruction. The grades one and two (1 best/very much, 5 worst/very little) of the responses to these four questions are outcomes were good. So, this paper (and poster) represents the Christmas Lights Student Project and gives some ideas on how a suc- ranging on average from 69.5% to 88% (on a yearly basis). The positive responses indicate that the students are very satisfied with the cessful student project can be carried out. It also introduces the institution of Kemi-Tornio University of Applied Sciences and its course recognising the need for education on international communication. participation in the international CDIO conference for the first time. The KTUAS has planned to join the CDIO initiative during the year 2011. Hopefully this paper and the poster presentation together with a strong participation in the conference will offer the school a good CDIO starting point.
42 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 43 thesis students at our research group. In recent years, we have formalised the approach and used our industry experience to create a EMBEDDED DSP INTENSIVE PROJECT 2010 very successful framework for project supervision. This paper is a best practice guide aiming at research groups that would like to try Antti K. Piironen, Juho Vesanen to implement our supervision approach or parts of it. Helsinki Metropolia University of Applied Sciences, Finland The approach is based on the belief that engineering students should be prepared for their new role as development engineers or PhD Malcolm Blake, John Evans, Panos Abatis students as part of their master thesis writing. The supervision principles are: Coventry University, United Kingdom Ownership: The student should feel that their project is their own. Ideally, they should formulate the project themselves. Manfred Jungke, Wolfgang Stief Write early: We strongly encourage the students to write and generate figures and images already from the first week of the project Frankfurt am Main University of Applied Sciences, Germany period. Andrius Usinskas, Vilius Matiukas, Valentina Omelcenko Vilnius Gediminas University of Technology, Lithuania Management: The student is considered project manager of his own project. The supervisor is a guide or coach (or a project owner) Plans: The student is asked to write a project plan during the first week of the project together with a risk-analysis. In this paper, we describe the first Embedded DSP Intensive Project (eDSP IP) held on August 2010 in Helsinki Metropolia University Group Meetings: A group of students and supervisors meet every week on a fixed weekday. of Applied Sciences. The general idea was to bring together teachers from four European University to integrate their high expertise In our team, it is normal that one supervisor supervises three to five projects simultaneously. The core of the supervision is the weekly on different electronics and IT engineering fields, thus creating and delivering a series of multidisciplinary lectures. This intensive meetings where the students present what they have been doing and what they plan to do. By default, all students are present at all project was supported by the funds of the Erasmus Intensive Programme of the European Commission. meetings. Weekly meetings are scheduled to be at a specific day at a specific place for the entire process.
CULTURE IN ENGINEERING EDUCATION A SPIRAL AND DISCIPLINE-ORIENTED CDIO FRAMING INTERCULTURAL COMPETENCES CURRICULUM IN MEDICAL IMAGING Birgitte Hoffmann, Ulrik Jørgensen Jens E. Wilhjelm, Lars G. Hanson, Kaj-Åge Henneberg, Jørgen A. Jensen Dept. of Management Engineering, Technical University of Denmark Department of Electrical Engineering, Technical University of Denmark Hans Peter Christensen Danish Research Centre for Magnetic Resonance, Copenhagen University Hospital Dept. of Civil Engineering, Technical University of Denmark Hvidovre, DK-2650 Hvidovre, Denmark As engineers today often work in intercultural projects and contexts, intercultural competences must be part of the learning objec- Rasmus Larsen tives in engineering educations. Cultural aspects of engineering education should not just be treated as a question of appropriate Department of Informatics and Mathematical Modeling, Technical University of Denmark communication and teaching: cultural aspects are basically part of engineering disciplines, work challenges as well as the contextual Liselotte Højgaard elements in engineering curriculum. Department of Clinical Physiology, Nuclear Medicine & PET. Rigshospitalet. This is reflected in the aims of the CDIO programme; however, the programme, as well as the teaching practises, undoubtedly needs University of Copenhagen, DK-2100 Copenhagen Ø, Denmark to further develop approaches to cultural aspects in engineering education. Hence the key-question of this paper is how CDIO sup- This contribution describes and evaluates an experimental combination of a spiral and discipline-oriented curriculum implemented port the development of intercultural competences in engineering education. in the bachelor’s and master’s program in Medicine and Technology. The implementation in the master’s program is in the form of The paper explores the implementation of CDIO in an intercultural arctic engineering programme in Greenland that since 2001 has a study line in Medical Imaging and Radiation Physics containing three disciplines: Imaging modalities, Radiation therapy and been enrolling students with special focus on developing intercultural competences. The discussion draws on the socio-technical Image processing. The two imaging courses in the bachelor’s program and the first imaging course in the master’s program follow a approaches to technology and professional engineering practises. We conclude that intercultural teaching is not just a matter of tea- spiral curriculum in which most disciplines are encountered in all courses, but in a gradually more advanced manner. The remaining ching in spite of cultural differences; it involves the ability to communicate across differences and foster mutual learning processes courses in the master’s program follow a discipline-oriented curriculum. From a practical point of view, the spiral course portfolio and approaches to problem solving. We also point to methods and lessons learned to address this challenge in practice. works well in an undergraduate environment, where the courses involved are to be taken by all students and in the order planned. However, in the master’s program, such a tight schedule is impractical since students are likely to seek specialization. From a peda- The discussions and findings of the paper have relevance in several ways. Firstly, it addresses the continuously development of CDIO, gogical point of view, the spiral curriculum is advantageous to use in the initial semesters where the teaching can be conducted so including the current discussion of a new principles. Secondly it has practical relevance to the engineering education, which to a gro- that the students can build on their intuitive understanding of the subject. The program was evaluated in terms of the progression wing degree has to cope with the potentials and challenges of internationalisation of educations and thus intercultural classrooms. in scientific demands in exam from course to course and in terms of the pattern of course selection by the students. The analysis was Thirdly it has a more general relevance for educational development as engineers most often are working in projects within different based on 96 students. The pattern of course selection was found to follow the intentions of the program, thus demonstrating high cultural settings and contexts and in culturally diverse groups. fulfillment of the learning outcomes.
PROJECT SUPERVISION – AN ENGINEERING APPROACH INDUSTRY INITIATED INTERNATIONALIZATION Rasmus R. Paulsen, Rasmus Larsen, Bjarne Kjær Ersbøll, Knut Conradsen OR JTH GOES TO CHINA, A CASE STUDY DTU Informatics, Technical University of Denmark Anders Rudgård, Kristin Trulsson For more than twenty years, a group based supervision strategy has been used when supervising engineering bachelor- and master School of Engineering, Jönköping University
44 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 45 “Students should learn Chinese” was the trigger words from the industry “because 99% of all promotional materials sold in Sweden Breakthrough products and services (e.g., iPhone, YouTube, Facebook) show us that products must do more than just “do the job”. come from China”. This seemed unrealistic at first, but eventually developed the idea that students should visit China to meet the They must “do the job” in an overwhelming, industry transforming way to overtake competitors. What can we learn from these suc- business community in the East and what today is everyday life for many Western companies. This paper describes a project carried cesses and how could this change the way we teach our students? How can students be prepared to take an active part in the creation out during 2009 when about 30 students at the “Graphic Design and Web Development” programme at the School of Engineering, of the next breakthrough products and services in industry? In this paper, we describe an initiative to create a transdisciplinary Jönköping University went to China to study for about five weeks. The goals of the project are to: create conditions to increase the project learning environment by growing on many interdisciplinary experiences and building on previous multidisciplinary suc- employability of students, increase opportunities for active collaboration between students and industry, stimulate students’ creati- cesses like MATI Montréal research-transfer center (www.matimtl.ca). It regroups three institutions in engineering, education and vity and entrepreneurial spirit, and promote understanding and respect for other values, e.g. cultures and traditions. The students business to develop and study the use of technology in education. MATI houses an innovative ideation support systems lab called were given a long list of different tasks, one of them was to do a specific task for a Swedish company; finding new and interesting the Hybrid Ideation Space [1]. The proposed transdisciplinary framework will be part of MATI’s strategic objectives, under its col- products that could be used as giveaways while others were asked to negotiate better prices from alternative providers. They worked laborative product and process design initiative. The proposed framework will: in small groups of about three people and all groups had unique projects. The principals of the project were all wholesalers of pro- 1) Cultivate the design and innovation abilities of students in complex and realistic industry mentored projects. motional products. The result was a great success; all groups did present complete and precise calculations for their products and it 2) Make students experiment the divergent points of view and expertise from different specialists involved in industrial product is notable that the students after the trip have become both more discerning and more likely to continue their careers in an interna- development. tional environment. The percentage of students going abroad to study was much higher among them who participated in the China 3) Make students participate in the complete product development and production cycle multiple times. Develop a holistic view of project than among them who didn’t. project issues and impacts. 4) Build international academic relations so students can have true multinational, transdisciplinary project experiences. 5) Use the projects as a basis for design methodology and tools research to improve the project framework and transfer new acquired ASSESSMENT knowledge to industry. – DIFFERENT METHODS OF PROGRAM EVALUATION Helle Wivel, Bente Besenbacher COURSE ON ADVANCED ANALYTICAL Aarhus School of Engineering CHEMISTRY AND CHROMATOGRAPHY This paper introduces the thoughts and effects of changing the evaluation procedure for evaluating content and quality of courses Jens E.T. Andersen and Peter Fristrup and study programs at the engineering college of Aarhus. DTU Chemistry, Kemitorvet Building 207, DK-2800 Kgs. Lyngby, Denmark There will be a description of the new evaluation method the pro’s and the con’s in changing from a fixed procedure, to a working Kristian Fog Nielsen and Per Hägglund tool in education enhancement. DTU Systems Biology, Søltofts Plads, Building 221 , DK-2800 Kgs. Lyngby, Denmark In the spring of 2010 the board of studies at Engineering College of Aarhus proposed a change of the evaluation method for all of the Jens Jørgen Sloth engineering bachelor studies. DTU Food, Mørkhøj Bygade 19, DK-2860 Søborg , Denmark Before that time students did evaluate their conception of course quality by using a standard evaluation procedure in evaluating the Katja Jankova courses they have attended at the end of each term. The procedure consisted of two steps, first a midterm evaluation held orally, with DTU Chemical Engineering, Department of Chemical and Biochemical Engineering, Søltofts Plads, Building 227, the purpose of adjusting differences between teacher and student expectations of course activities, secondly a written evaluation with 6 questions addressing the students motivation and skills, the learning goals of the course, the workspace, the course curriculum and DK-2800 Kgs. Lyngby, Denmark work load, the learning activities, and the relevance of the course Methods of analytical chemistry constitute an integral part of decision making in chemical research, and students must master a In short this evaluation method focused on static half year observation on the student comprehension of the course, the teacher and high degree of knowledge, in order to perform reliable analysis. At DTU departments of chemistry it was thus decided to develop a the facilities. In many occasions the feedback was best viewed as documentation of facts. course that was attractive to master students of different direction of studies, to Ph.D. students and to professionals that need an up- date of their current state of skills and knowledge. A course of 10 ECTS points was devised with the purpose of introducing students The main purpose for developing the new evaluation procedure was to evaluate course issues that could give valuable contribution to analytical chemistry and chromatography with the aim of including theory, exercises, presentations, practices and procedures, to the teachers on-going refinement of the learning activities in a course, or to the overall structure of the terms and the education and reporting. After the course the students are able to perform the tasks of analytical laboratories at the level of laboratory leader. as a whole. Subjects of quality assurance are difficult to make interesting to the students but in this course exercises are included that encourage students in a competitive manner to demonstrate their laboratory skills under the conditions of method validation. This tutorial procedure proved successful in the sense that students were able to understand and report the results according to standard operati- PROPOSED FRAMEWORK FOR TRANSDISCIPLINARY PRODUCT ons procedures. The students are provided with detailed oral instructions and limited instructions in writing thus allowing them to conceive their own approach to designing the experimental setup in close collaboration with teachers. There are several teachers of AND PROCESS DESIGN EDUCATION different DTU departments affiliated to the course allowing the students to meet the foremost experts of technology in specialized Daniel Spooner areas of chemical analysis and chromatography. Laboratory exercises are performed at different laboratories that provide access to École Polytechnique de Montréal, Engineering high-quality apparatus. The students are evaluated by a report of exercises extending to 2½ ECTS and an oral examination in the Jacques Raynauld remaining part of the syllabus covering 7.5 ECTS. HEC Montréal, Business school Philippe Lalande Université de Montréal, Industrial design
46 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 47 The Faculty of Information Technology, University of Science has been selected and supported financially by the Vietnam National INTRODUCTION TO ELECTRIC POWER TECHNOLOGY THROUGH University – Ho Chi Minh to adopt CDIO into its program. The 7-year CDIO adoption project has been set up and started to improve AN ACTIVATING INTENSIVE COURSE SUPPORTED BY THE the teaching and learning quality at the school. However, it is a big challenge due to the fact that the adoption process will be carried out for the whole school with 4 departments, over 2000 students, and 150 faculty members. Although all departments are IT-related, BUSINESS PLAYERS their teaching and learning styles are a bit different. Two are research-oriented and the others are industry oriented. In addition, Esben Larsen although CDIO has been introduced for over 10 years now, the number of documents on the CDIO website to instruct you how to adopt CDIO into school programs are very limited. The documents tell you very briefly and generally about the adoption process. Centre for Electric Technology, DTU Electrical Engineering, Denmark Thus, as a newcomer, we found it quite difficult to follow. This paper describes steps that the school has gone through and difficulties For a long period the area of Electric Power engineering has seen a declining number of applicants to relevant studies at DTU. It was encountered during the 1st year of the process. After one year adoption, we have built up a new CDIO-based learning outcomes and decided to design an intensive 3-week course which could motivate students by letting the business players introduce the challenges the CDIO-based curriculum structure to an existing program. We also did self evaluation based on the rubrics analysis within the in the electric energy area. The course named: Electric Power Technology - economy, politics and technology got a double purpose: 1st 4 months and did it again at the end of the 1st year to see the progress. introduction to problems based project design as well as presentation of the technical area. The course has become rather popular. Nearly all Danish students who continue studies in the area of electric energy have passed the course. LEARNING NANOENGINEERING IN AN ACCELERATED PROJECT ANALYSIS OF LEARNING OUTCOMES IN COURSE THROUGH REAL AND VIRTUAL EXPERIMENTAL A MASTER’S LEVEL VERY LARGE PROJECT COURSE ENVIRONMENTS Mika Helenius Peter Bøggild, Anders Kristensen School of Science, Aalto University, Espoo, Finland Department of Micro- and Nanotechnology,Technical University of Denmark, DTU Nanotech, Building 345 East, DK-2800 Kongens Lyngby, Denmark The globalization, new economic order and shift to sustainable business models has casted a challenging puzzle to higher education. David Mendels European commission is supporting this transformation by engaging selected high quality university networks into close and in- Cognoscens SARL, 35 Cours d’Herbouville, F-69004 Lyon, France novative European Institute of Innovation and Technology (EIT) knowledge triangle. EIT has selected ICT, innovation and entrepre- neurship as one of the core renewal themes to speed future competitiveness of Europe. Computer science and engineering (CSE) and “Nanolithography” is an intensive course with a relatively narrow scope, but aims to provide the students with a deep understanding information technology (IT) related education is in the epicentre of this change. New performance requirement and reward systems of two major nanofabrication techniques, electron beam lithography and nanoimprint lithography. The challenge is that the course for public universities, and the closer integration of education, research and industry requires higher education to innovate in model takes place in just 3 weeks, including writing of an extensive report and oral examination. This is done through an accelerated project curriculums and in courses integrating learning from hole program and time spend at the university. The newly established digital structure, with extensive use of real and simulated experimental laboratory work, where each day culminates in the delivery of a short Service Design and Engineering (SDE) program at Aalto University is used as example to of this change. SDE was selected as EIT ICT report. The presentation will concentrate on practical strategies and experiences in delivering a half year course in 3 weeks, in a way Labs core master education program to pilot new CSE and IT curriculum, and very large interdisciplinary project course in innova- that is intensive, yet stimulating and engaging. tion and entrepreneurship (IE). The IE course is an over yearlong course with very complex and abstract problem as objective. This paper analyses the learning outcomes of new large master level innovation and entrepreneurship course, using the CDIO syllabus, master education quality frameworks and expert views as lenses. SYSTEM ENGINEERING BACCALAUREATE CURRICULUM DESIGN ACCORDING TO CDIO CONCEPTS EXPERIENCE WITH THE USE OF ONLINE LECTURES, VIDEO Eduarda Pinto Ferreira, Elsa Gomes, Alcinda Barreiras, Ângelo Martins, José MODULES, AND WIKI-WEBSITES IN ENGINEERING EDUCATION Tenreiro Machado, António Costa, José Salgado Rodrigues ISEP – Polytechnic Institute of Engineering of Porto Anders Gorm Pedersen and Rasmus Wernersson Center for Biological Sequence Analysis, Institute of Systems Biology, Technical Since early 2006 that ISEP – Oporto Polytechnic Institute, has been participating in the CDIO initiative, mainly through the Infor- matics Engineering baccalaureate. At 2009, ISEP start designing the curriculum of a System Engineering baccalaureate (LES-ISEP), University of Denmark, Lyngby. also adopting the CDIO paradigm and principles as the base framework for curriculum and course design. The creation of LES-ISEP We here present our experience with three computer-based teaching methodologies that we have used for a number of years in engi- was in fact the result of an industry’s request for trained professionals on systems engineering and process management. In this neering education: Online lectures, video modules, and wiki websites. The aim is to provide the reader with concrete tools that can paper, the authors present the rationale behind the curriculum and program design and how the CDIO approach was used as the be used directly in teaching situations, and to inspire further use of information technologies. framework for this program.
FIRST YEAR EXPERIENCE OF CDIO ADOPTION INTO AN INFORMATION TECHNOLOGY PROGRAM Tien Ba Dinh, Bac Hoai Le, Thu Dan Tran, Duc Anh Duong University of Science, Vietnam National University – Ho Chi Minh city
48 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 49 learning and provides definitions that provide the faculty members with a common language to use in discussions of teaching and INTER-DISCIPLINARY CASE-BASED TEACHING learning. The GTP concept addresses standard 10 in the CDIO context which focuses on the enhancement of the development of OF ENGINEERING GEOSCIENCES AND GEOTECHNICS teaching and learning at department level and provides the teachers with tools to conduct teaching proficiently. Thomas Ingeman-Nielsen, Hans Peter Christensen Department of Civil Engineering, Technical University of Denmark LEARNING DIGITAL DESIGN THROUGH ROLE PLAYING The complete restructuring of the Arctic Technology 4-year Professional Bachelor programme at the Technical University of Den- Alejandro Forero, Juan Carlos Giraldo, Alejandra González, José Luis Uribe, María del Mar Ruiz, Fran- mark in 2007 has provided the perfect framework for implementing CDIO based courses with focus on a holistic and inter-disci- cisco Viveros plinary approach. In this paper we present our experiences over four years teaching one such course, 11821 Site Investigations. The Pontificia Universidad Javeriana. Department of Electronic Engineering goal is to teach the students to conduct site investigations in connection with construction work in arctic areas. It covers technical skills and competences from several different branches of engineering in an inter-disciplinary course. Course elements comprise Gloria Marciales the understanding of relevant geological processes and deposits, tools to examine and map these deposits, as well as the use of Glo- Pontificia Universidad Javeriana. School of Psychology bal Navigation Satellite Systems (GNSS) and Geographical Information Systems (GIS) to collect and organize spatial information. This article presents an experience carried out by the Digital Systems area in the Electronic Engineering program, using problem- Environmental aspects and cultural heritage screenings are also covered. The course is constructed around a real world case, e.g. based learning (PBL) and mobile technologies. This assessment makes use of both the concept of learning and the professional profile the construction of a specific road segment, and the students have to produce a realistic site investigation report for that case based of electronic engineers proposed by the MIMESIS Research Group and CDIO Initiative, in order to present project-based learning on field and laboratory investigations as well as theoretical considerations. The inter-disciplinary structure of the course combined as the didactic strategy underlying this experience. Results are presented based on two dimensions: first, the interactive dimension, with the real-world case and just-in-time teaching applied has resulted in more motivated and hardworking students, and as teachers which encompasses the flow and the kind of communications established between the students along the process, enhancing their we receive better and more interesting reports to read. However, the inter-disciplinary and practically oriented nature of the course interpersonal abilities. Second, the pedagogical dimension, which makes it possible to assess the experience bearing in mind three poses special demands on teachers and instructors. Among these are more complex coordination among course elements, and dif- criteria: motivation, learning and collaborative work. Additionally, a number of factors which can explain the results are identified. ficult adaption of the curriculum. Based on written and oral feedback and our own teaching experience, we conclude that the new course form is an efficient and challenging way to teach engineering with good learning outcome over the broad spectrum of the CDIO syllabus. TAKING CDIO INTO A CHEMICAL ENGINEERING CLASSROOM: ALIGNING CURRICULUM, PEDAGOGY, ASSESSMENT “GOOD TEACHING PRACTICE” AT DTU SYSTEMS BIOLOGY R. J. Karpe, N. Maynard, M.O. Tadé - SUSTAINING QUALITY IN TEACHING AND LEARNING Department of Chemical Engineering, Curtin University, Perth, Western Australia B. Atweh Mogens Kilstrup, Lars I. Hellgren Science and Mathematics Education Centre, Curtin University, Perth, Western Australia DTU Systems Biology, Technical University of Denmark There are three major processes in education – curriculum, pedagogy, and assessment. Most reform movements focus on either the Educational Consultant Pernille Andersson curriculum or the assessment. We believe that in order for any educational reform to be truly effective, all the three processes must LearningLab DTU reflect corresponding changes simultaneously. In fact, contemporary educational research literature strongly advises that these three Technical University of Denmark processes have to be aligned in support of each other. This paper describes one approach to achieving greater alignment between cur- riculum, pedagogy, and assessment in a particular subject of study in a chemical engineering course at Curtin University using the Success in developing teaching and learning in engineering education in general, as well as in a CDIO context, depends on conti- CDIO framework. The paper has three sections. The first section highlights the curricular reform strategy established at Curtin Uni- nuous development of teaching competences among faculty members. Thus, it is essential to develop systems that promote under- versity’s Department of Chemical Engineering using the CDIO model. The second section describes at length how a suitable teaching standing of how teaching and assessment can support student learning within disciplinary knowledge as well as development of and learning framework and a corresponding assessment and feedback mechanism were synthesised to reflect the aims of curricular professional skills. Development and maintenance of high quality teaching and learning furthermore requires that teachers have reform. The concluding section briefly highlights the findings from a pilot study using the CDIO model undertaken in January – June the ability to reflect critically on their teaching activities and understand its impact on the students’ learning process. To succeed in 2010. This investigatory pilot study was undertaken in a final year unit called Risk Management. The preliminary findings suggest reaching these goals, development of teaching competences and knowledge in the fields of teaching and learning must be combined that the overall satisfaction from this unit was pleasingly very high. This has led us to conclude that from an implementation stand with continuous possibilities to reflect on teaching practice in a structured way. Development of successful teaching also requires that point the engagement of the CDIO curricular reform in the department of chemical engineering has been productive. It has enabled faculty members are inspired and encouraged to try new ways and methods in teaching, and gaining an extended understanding in us to develop a coherent framework that combines teaching, learning, assessment and feedback mechanisms to address industry how students learning can be efficiently supported. needs for graduates with improved competency in professional skills such as problem-solving, critical thinking and interpersonal communication skills. The classroom implementation undertaken as a pilot study has promoted the emergence of a cooperative lea- In this paper we describe a novel initiative, a concept of Good Teaching Practice, that has been developed through a process involving rning environment for the achievement of unit learning outcomes. Investigation in the form of thorough unit and course evaluation faculty at the department of Systems Biology at the Technical University of Denmark. The GTP initiative addresses important factors will be undertaken in the near future. for effective teaching and enhancement of student learning. On the surface GTP is structured as an online tool, which makes six statements about important factors that support student learning that the teachers at the department are supposed to consider. This is coupled to a wiki-based web resource for sharing good examples from teaching practice among faculty. By formulating a teaching and learning profile at the department level the importance of teaching for the department are emphasized and at the same time, the wiki-based resource for sharing teaching experience shows that teaching is a shared responsibility among the entire faculty. On the website, the theoretical framework underlying GTP provides a shorthand introduction to the important prerequisites for students
50 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 51 ENTREPRENEUERSHIP IN ENGINEERING: BRIDGING W2A (Wednesday, parallel session 2A) THE GAP BETWEEN ACADEMIA AND INDUSTRY Professional Practice and Design: Jean Koster, Derek Hillery, Cody Humbargar, Eric Serani, and Alec Velazco Key Components in Curriculum Design University of Colorado, USA Jane Goodyer Every year thousands of college students work on projects coming up with great ideas and lots of new technology. The problem is that Massey University, New Zealand many of these projects are abandoned upon graduation and filed away in someone’s office, never making it to market where it could A review of a curriculum redesign for a Bachelor of Engineering Honours programme. Large emphasis on how professional practice be profitable for both the students and universities. This paper looks at the things being done at the University of Colorado that help and solving complex engineering problems through group project work is integrated throughout all four years of the degree. In fact students develop their technology further so that it is able to make it into the business environment. Companies like eSpace and or- 25% of the degree is dedicated to this. The approach taken for all eight projects’ context and the teaching and learning strategies are ganizations affiliated with the university like RASEI as well as programs like the Engineering Management certificates, are crucial in discussed. helping students with their ideas. The focus will be on the HELIOS team and their idea and how they were able to develop it further. Starting as a senior design team in the Fall of 2009 students developed an innovative hybrid propulsion system for small aircraft. Using the previously mentioned resources they performed market research and started a new company TIGON EnerTec, Inc. Tigon will move the idea from a project to a product. A Model for the Development of a CDIO Based Curriculum in Electrical Engineering AN EXTENSION OF CDIO PRINCIPLES TO ENTREPRENEURSHIP Erik Bruun and Claus Kjærgaard Department of Electrical Engineering, Bldg. 349, EDUCATION: THE ROLE OF AUTHENTIC PRACTICE Technical University of Denmark Sarah Y. Cooper and William A. Lucas Educational programs at university level are influenced by several different factors. The major factors are the research-based de- MIT velopment of technical knowledge and engineering reasoning, the needs of the business environment employing engineers, and the development of university structures and university policies. Also, considerations such as availability and interest of teachers, com- This paper will report on a quasi-experimental design used to evaluate two entrepreneurship educational programs offered in the UK petences of students, campus facilities, available textbooks, etc., must be taken into account. For a curriculum based on the concept that were very similar except in one regard: One program included a six week placement of student teams in small companies. The of CDIO a model illustrating the major influencers on the curriculum development is presented in the paper. purpose of the study will be to show the importance of practice and realistic experience in entrepreneurship education, and in the process to reaffirm the CDIO belief that realistic, project-based experience in education are key to having an enduring effect on the professional development of undergraduates. A CDIO Approach to Curriculum Design of five Engineering Programs at UCSC QUANTIFYING THE EFFICIENCY OF Solange Loyer, Marcia Muñoz, Cristian Cárdenas, Claudia Martínez, Víctor PROJECT-BASED LEARNING EXPERIENCES Faúndez, Manuel Cepeda Universidad Católica de la Santísima Concepción (UCSC) R. J. Hugo, R. Brennan Schulich School of Engineering This paper describes the process followed by the UCSC School of Engineering in order to redesign its Engineering programs using a University of Calgary, Calgary, Alberta, Canada CDIO-based approach. The redesigned programs were the Computer Science, Industrial Engineering, Civil Engineering, Logistics P. Gu, X. Lu Engineering and Aquicultural Biotechnology Engineering programs. College of Engineering Shantou University, Guangdong, China CDIO as the educational and cultural structuring The use of active learning, and specifically Project-Based Learning (PjBL) for this paper, has been shown to be an effective means of increasing the development of attributes that would otherwise be difficult to enhance in a traditional engineering curriculum. element in the DTU B.Eng. in Electronics education Teamwork, interpersonal communication, engineering economics, and dispute resolution are all examples of attributes that can Claus Kjærgaard, Peter Brauer, Jens Christian Andersen. be developed and strengthened through the PjBL experience. The utility of these dual-impact learning experiences is that they help strengthen not only the hard-to-reach attributes but also the technical understanding of the subject area that the PjBL experience Technical University of Denmark relates to. Although there are many positive aspects surrounding the PjBL experience, the fact remains that they can be expensive to The aim of this paper is to describe how a CDIO based four semester study can be documented in such a way that a homogeneous implement given the requirements for non-traditional hardware and infrastructure and also the additional expenses for the materials quality can be maintained over time. Also when teaching staff changes, the purpose is to help new teachers to fully understand their and supplies required for each project. Engineering educators and administrators need to have a method of assessing how to balance role and obligations, not only in their particular course, but also as a part of the complex CDIO based education. A master document the value of enhanced learning outcomes with the additional financial investment. It is with this in mind that this paper takes steps has been developed to document the CDIO course interfaces together with all other relevant information about the B.Eng education towards quantifying the efficiency of the PjBL experience. in Electronics at DTU.
52 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 53 W2B (Wednesday, parallel session 2B) Curriculum and Program Design I Department of Civil Engineering. The “Design Build” course revolves around the activity that the students should build a model house of their own during the course. The students have to conceive what are the requirements or a house, they should design a solu- Senior-Design Capstone Projects tion for it, and they should construct the house. Finally they should operate the house by testing it outdoors. The paper will describe Kevin W. Rudd, Jennifer K. Waters, Duncan O’Mara, experiences from the course and how it has been appraised by the students. Christoph J. Flaherty, and Michael Janssen United States Naval Academy W2C (Wednesday, parallel session 2C) CDIO Skills I USNA is participating in the Systems Engineering Research Center RT-19 research project to develop systems engineering talent Constructive alignment (CA) for Degree projects – in the workforce. RT-19 is focused on developing solutions to real-world problems emphasizing the development and application of systems engineering skills and methods. Our RT-19 participation includes sixteen students, three departments, and four design intended projects. Each design project is developing a functioning artifact that could be delivered as a prototype. At CDIO, we will provide a full accounting of our experiences at USNA including accomplishments, lessons learned, and our plans to improve the senior-design learning outcomes, teaching & assessment process at USNA. Johan Malmqvist Maria Knutson Wedel Chalmers University of Technology, Gothenburg
From Frustration to Success: A Case-Study in Advanced SWEDEN In this paper, we focus on constructive alignment in the context of degree projects, and consider the following research Design-Build Experiences questions: • Is CA applicable for degree projects? • Can the “aha” experience of working with CA for your own course be experienced by Degree project examiners/teachers? • Can CA for thesis projects contribute to higher quality? How? Why/why not? Thomas Bolander, Paul Fischer, Thomas Kjærgård Hansen (tb, paf, [email protected]) DTU Informatics, Technical University of Denmark, DK-2800 Lyngby Foundations for a new type of design-engineers A 4th semester CDIO project course has been designed and implemented by the authors as part of the general development of a CDIO-based curriculum for the diploma IT education at the Technical University of Denmark. The course provides a design-build – experiences from DTU experience at an advanced level that concludes the mandatory part of the education. We present an implementation of the course Ulrik Jørgensen, Hanne Lindegaard and Søsser Brodersen being resource efficient for both students and faculty, while covering the entire CDIO spectrum and being above average in terms of Dept. of Management Engineering, Technical University of Denmark student learning, completion rate and satisfaction. A new design engineering program at DTU starting in 2002 is presented with emphasis of the core disciplinary components and the integration of curriculum elements into a complete program. Evaluations have demonstrated some of the success factors than can Design of the Basic Engineering Project subject for the provide radical reform in engineering education. second year of Electrical Engineering at Telecom BCN May an increased focus on students’ personal Eduard Alarcón, Ramon Bragós, Josep Pegueroles, Adriano Camps, Albert Oliveras, Miguel García-Hernández and Elisa Sayrol development contribute to increased motivation, Telecom BCN, Technical University of Catalonia (UPC), Barcelona, Spain better academic performance and teamwork in The second design-implement subject in the Telecom-BCN electrical engineering curricula is described. The students design and build a block of a complex ICT system from its specifications, but knowing the characteristics of the whole system. The different engineering programs? blocks should be representative of the four majors of our curricula (electronics, audiovisual systems, networks and communication Marie Bernelo, Sofia Honsberg, Anette Järelöw systems). We developed a strategy to run simultaneously four different project parts with initially mixed students. The topic chosen Studentcentre Maskingränd Chalmers University of Technology for this year is a component of an in-home audio system, the students should design and build a D-class amplifier and characterize Gothenburg, Sweden and improve the amplifier-loudspeaker response. Wolfgang Arendt, Samuel Bengmark, Jörgen Blennow, Peter Lundin, Lena Peterson Programs in Software, Electrical and Computer Engineering Chalmers University of Technology A Design Build Activity for a “Design Build” Course Gothenburg, Sweden Professor Carsten Rode This paper presents work in progress and the results obtained from a development project on personal development performed as a Associate Professor Jørgen Erik Christensen part of a curriculum reform work. The goal is to give the students a clear view of the challenges and possibilities that the future role as External Lecturer Claus Simonsen engineer offers and prepare for the expectations put on the modern engineer such as being able to integrate personal, professional and Technical University of Denmark interpersonal skills. The result of this study is that we define personal development as having two dimensions: the inner dimension This paper deals with the CDIO course “Design Build”, which is taught in the first semester at the Technical University of Denmark’s which is about self-knowledge and the outer dimension which is about social ability. Four topics will be dealt with in the curriculum: motivation and learning; team work; leadership, and career and business.
54 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 55 Multidisciplinary teaching Hyperion: A Global Engineering Design Experience – MSc course on teamwork and operation Jean Koster1, Alec Velazco, Tom Wiley University of Colorado at Boulder, USA Jan Karlshøj Claus-Dieter Munz, Ewald Krämer Department of Civil Engineering, Technical University of Denmark, Brovej Building 118, University of Stuttgart, Germany 2800 Kgs. Lyngby, Denmark. KC Wong, Dries Verstraete Anne Dederichs Department of Civil Engineering, Technical University of Denmark, Brovej Building 118, University of Sydney, Australia The Hyperion project is a global/international collaboration to conceive, design, implement, and ope- 2800 Kgs. Lyngby, Denmark. rate an aerial vehicle platform investigating numerous new technologies focusing on increasing capabilities and reducing emissions. The project also provides a research and learning opportunity to cdio a system with delocalized global teams of students. Traditionally the design phase was carried out by one single person – the master builder. Industrialization and technical development led to a split of the role of the design master into two: the architect and the engineer. Today, demands on functionality such as energy and cost efficiency led to an increasing need of functioning collaboration in large teams during the design phase; as well as a need of new work methods within the process. This calls for employees who are experienced in collaborating in interdisciplinary teams. Excursions and industry participation To fulfill this demand a multidisciplinary course in “Advanced building design” has been developed at the Technical University of in a weekly 5 ECTS course Denmark Lisbeth M. Ottosen & Iben V. Christensen Department of Civil Engineering, Brovej, Building 118, Technical University of W2D (Wednesday, parallel session 2D) Industry Denmark, 2800 Kgs. Lyngby An Innovative Approach to Develop Students’ The abstract describes a DTU course, which is designed for the students to see a direct link between the taught topics and their future life as civil engineers. The course is built on a combination of excursions, hands-on experiences and lectures. The two first provides Industrial Problem Solving Skills the students with a knowledge platform enabling them to understand better the in-depth lectures. Further industry involvement in Rainer Seidel, Mehdi Shahbazpour both excursions and lectures helps the students visualizing themselves as civil engineers. The University of Auckland David Walker W3A (Wednesday, parallel session 3A) Curriculum and Program Design II Giraffe Innovations Ltd. A Concept for a Bachelor Program in Electrical This paper describes an innovative educational programme run by the INNOVATIONZ research team in the Department of Me- chanical Engineering at the University of Auckland. The programme covers a range of elective courses at undergraduate level, and Engineering extends into industry-based, ‘action research’ postgraduate activities at Masters of Engineering and PhD level. Henrik Niemann Department of Electrical Engineering Developing engineering design core competences Automation and Control Technical University of Denmark through analysis of industrial products Building 326, DK-2800 Kgs. Lyngby, Denmark E-mail: [email protected] Claus Thorp Hansen and Torben Lenau Technical University of Denmark, Department of Management Engineering The main concept for the Bachelor of Science in Engineering (BScE) in electrical engineering at Technical University of Denmark (DTU) will be described in this paper. Many product development projects are directed towards designing an upgraded variant of an existing product. These redesign projects require that the engineering designers understand needs and requirements from users, and know how the existing product A new curriculum was introduced from the start of the autumn semester in 2010. The curriculum was the result of more than one functions and how it is manufactured. For an engineering designer to be able to contribute to a redesign project, he/she must have year of work with first description of competences followed by a more detailed description of the single main areas. Finally, the new core competences to carry through a composite product analysis, which encompasses both a user-oriented and a technical side. We study plan was implemented through a number of courses satisfying some general rules for bachelor study plans. have developed and refined a product analysis method and a staging of it, which is very productive in building the students’ compe- tences.
56 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 57 In this energy system a lot of engineering issues are highlighted and touch upon such as the: energy, electric power, converters, Integration of a computational mathematics education storage, automation, measurement, visualisation etc. These issues become increasingly important when reflected in present day di- in the mechanical engineering curriculum scussion on sustainable energy versus fossil fuel, electric vehicle versus internal combustion engines, smart grid and distributed generation versus conventional centralized power plants. Mikael Enelund Department of Applied Mechanics, Chalmers, Göteborg Sweden Stig Larsson A basic design-build-test experience: Department of Mathematical Sciences, Chalmers, Göteborg, Sweden Johan Malmqvist model wind turbine using additive manufacture Department of Product and Production Development, Chalmers, Göteborg, Sweden Martin Widden, Allan Rennie, Stephen Quayle, *Kester Gunn Here we present the integration of a computationally oriented mathematics education into the CDIO-based MSc program in mecha- Engineering Department, Lancaster University, Lancaster, UK nical engineering at Chalmers. The process for integration of mathematics into the curriculum is described together with the outline The paper describes a project for first-year engineering students: to design, build and test a scale-model wind turbine. With the use of of the reformed education and the courses. Further, the impact and outcome as well as in what way the reformed education is better an additive-manufacture technique, each pair of students can design the turbine geometry and be confident the model turbine will are discussed and success factors are identified Finally, we discuss next step in the development which includes computerized student be accurate. Testing in a wind tunnel measures the performance of the model. Students learn both about design of aerofoil blades and training, teaching as well as computerized grading and assessment. For this we will use a virtual learning environment. about the advantages and limitations of the additive-manufacture technique.
Developing Open Source System Expertise in Europe The use of “Design Thinking” in C-D-I-O projects Mads Nyborg, Finn Gustafsson Mr. Chong Siew Ping DTU Informatics Mr. Patrick Chow Pak Kin Jørgen Christensen Mr. Christopher Teoh Eng Leong DTU Civil Engineering Singapore Polytechnic
Developing Open Source System Expertise in Europe is an Erasmus intensive programme (IP). The aim of this IP is to exchange Students taking the C-D-I-O module “Design and Innovation Project” in Singapore Poly often encounter obstacles during the “Con- knowledge of and experience in local methods and techniques in the field of open source software knowledge in ICT by engaging ceive” stage. a group of European students and lecturers in a joint, explorative investigation of contemporary methods of open source software systems. In this paper we describe our experience in setting up a design-build project to be undertaken by an international team and This paper describes how the “Design Thinking” approach (with emphasis on “user empathy”) has helped to reduce the “pain” as- overall project management. We will also discuss techniques to support group dynamics in an international environment. sociated with conceiving good project ideas that are relevant to the end users.
Active Student Care – Lowering Student Dropout Graduate and Ph.d. Course on design Jens Bennedsen and Manufacture of Micro Mechanical Systems Engineering College of Aarhus, Denmark H.N. Hansen, A. De Grave The article describes different actions that have been taken at the Engineering college of Aarhus in order to reduce the dropout rate. Department of Mechanical Engineering, Technical University of Denmark The actions include brush-up math course, study techniques, exam training, networks of minority students, but most important con- A new course was developed at the Department of Mechanical Engineering at the Technical University of Denmark. This paper versations with students and students mentoring scheme. The evaluations is done by interviewing teachers and student counsellors. describes the framework of the course that has been applied both at graduate and Ph.D. level. It has been run for 7 consecutive times in various different structures. The current structure of the course as well as the pedagogical approach and some examples of final W3B (Wednesday, parallel session 3B) Design Implement II projects will be presented. Moreover, the transformation of the traditional semester structure (13 weeks and 3 weeks project) into a 2 CDIO – The steam engine powering the electric grid weeks PhD summerschool is discussed. Chresten Træholt, Joachim Holbøll, Ole Thomsen, Claus Kjærgaard W3C (Wednesday, parallel session 3C) CDIO Skills II DTU Elektro Technical University of Denmark Communicating in Engineering Education – New Way of This paper describes in detail the steam engine system with associated electronics that serves as basis for the Design-build project looking at integrated learning activities and forms of The steam engine combined with 3-phase electric power generation was selected for several reasons being in part: 1) historical 2) ef- communication ficiency with respect to energy conversion 3) dimension of playing into the learning process 4) highly illustrative with respect to the real world 5) potentially several tasks suited for large groups
58 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 59 Ida Klasén Mutual workshops enhancing curriculum integration Royal Institute of Technology School of Education and Communication in Engineering Science A new analysis and development model has been designed to make the discussion about ‘integrated communication in engineering Lotte Bjerregaard Jensen education’ more multifaceted. The model combines the two main principles of communication in education – communicate to learn DTU Civil Engineering and learning to communicate with a new dimension of how learning in communication is integrated in subject courses, passively or Steen Markvorsen actively. The model can help education developer and teachers to increase different types of communication task of communication DTU Mathematics (e.g. direct and indirect communication, formal and informal communication in engineering education) in engineering programs. At DTU Civil Engineering the bsc. eng. Program in architectural engineering is organized according to CDIO principles. Autumn 2009 was the first time that the ‘full CDIO package’ was realized. The lessons learned from this first round will be presented along with the changes they inspired : e.g. the introduction of a successful mutual workshop between the geometry course and the design Learning by Inquiry: course. This has realized the full potential of structural design and firmly highlighted the creative potential in geometry to hesitant A Method for Implementation of CDIO Principles students. The mutual workshop has also shown a potential as a general tool that can enhance curriculum integration. Noemi Rozlosnik Department of Micro- and Nanotechnology, Technical University of Denmark, The integrated curriculum of Oersteds Plads 345 East, 2800 Kgs. Lyngby, Denmark TU Delft Aerospace Engineering The “Learning by inquiry” is a self-directed learning method, which gives the responsibility of learning to the students, and force students to direct, constructive and critical thinking. It uses research based learning, which is also a tool for a real engineering. The Ir. Aldert Kamp, Director of Education presentation will show an example, how the method was implemented for teaching in a 3-weeks experimental course, how the con- Delft University of Technology, Faculty of Aerospace Engineering, structive alignment was established, and how the CDIO concept was fulfilled. The Netherlands
The new curricular framework Aerospace Engineering of Delft University of Technology has it all: state-of-the-art content that is interwoven with thematic design projects and trainings for personal and system building skills, international standard text books, The challenge of conceiving: up-to-date teaching methods, excellent facilities, with a focus on the aircraft and spacecraft throughout the bachelor and master pro- Approaches to problem identification and framing gramme. During his visit to the Faculty of Aerospace Engineering in April 2009 David C. Wisler of CDIO stated: “…This curriculum is the best CDIO implementation in an academic curriculum I have ever seen…” Ulrik Jørgensen and Claus Thorp Hansen Technical University of Denmark, Department of Management Engineering
One of the big challenges in the CDIO approach to engineering education is the first part focusing on conceiving problems to be A Course on Applied Superconductivity handled and eventually solved. Without claiming that we have the solution to all facets of the problem conception phase of enginee- ring design we present two approaches to problem identification, which we have developed, applied and refined. The first is providing Shared by Four Departments an approach to map the arenas of development that influence the context of materials, visions and actors. The second is providing an Bogi B. Jensen approach to the co-evolution of problem space and solution space into a matching pair. Department of Electrical Engineering, DTU, Kongens Lyngby, Denmark Asger B. Abrahamsen W3D (Wednesday, parallel session 3D) Integrated Curriculum Material Research Division, Risø DTU, Roskilde, Denmark Mads P. Sørensen An Approach to Foster Integrative Department of Mathematics, DTU, Kongens Lyngby, Denmark Skills during the Engineering Studies Jørn B. Hansen Department of Physics, DTU, Kongens Lyngby, Denmark Glenn Johansson Department of Industrial Engineering and Management, School of Engineering, This abstract describes a project based, interdisciplinary course on applied superconductivity that was shared between four depart- ments. The topic of the course was high temperature superconducting wind turbine generators. The students started by studying the Jönköping University, Sweden problem at hand and then worked with mathematical modelling, small-scale prototype construction, and experimental testing. The Lennart Elmquist course followed the CDIO ethos, where the students Conceived the problem at hand; Designed a solution; Implemented that solution Department of Mechanical Engineering, School of Engineering, Jönköping University, both by construction and modeling; and finally Operated the constructed prototype and models. Sweden To sum up, this paper presents an approach to foster integrative skills during the engineering studies. The approach is based on estab- lishment of means for cross-disciplinary meetings between students on Master programs in product development and production. The approach is intended to help reducing the barriers to integration among individuals possessing different competences that have been reported in the literature (e.g. Griffin and Hauser, 1996).
60 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 61 Thank you for the efforts performed Notes in various teams to make this conference possible.
Conference Conference chair: Martin Vigild, Technical University of Denmark, Denmark Committee Technical Program Chair: Ron J Hugo, University of Calgary, Canada Technical Program Co-Chair: Nicolas Von Solms, Technical University of Den- mark, Denmark Technical Program Committee Co-Chair: Duncan Campbell, Queensland Uni- versity of Technology, Australia
Advisory Ed Crawley, Massachusetts Institute of Technology, USA Committee Peter J. Goodhew, University of Liverpool, UK Johan Malmqvist, Chalmers University of technology, Sweden
Technical Program Ron Hugo (chair), Nicolas von Solms (co-chair), Duncan Campbell (co-chair), Committee Peter Munkebo Hussmann, Pernille Hammar Andersson, Niclas Andersson, Nicholas Bertozzi, Chiara Bisagni, Lotte Bjerregaard, Daryl Boden, Lars Bogø Jensen, Thomas Bolander, Ramon Bragos, Bob Brennan, Ron Britton, Doris Brodeur, Ricardo Camarero, António Cardoso Costa, Hans Peter Christensen, Birgitte Lund Christiansen, Karsten Clement, Guy Cloutier, Kristina Edström, Marjan Eggermont, Clement Fortin, Linda Franzoni, Peter Goodhew, Peter Gray, Anne Gregersen, Peihua Gu, Svante Gunnarsson, Göran Gustafsson, Paul Hermon, Nhut Ho, Tim Hobley, Birgitte Hoffmann, Ron Hugo, Claus Kjærga- ard, Maria Knutson Weddel, Juha Kontio, Benjamin Koo, Jean Koster, Anastas- sis Kozanitis, Anette Krogsbøll, Gabrielle Landrac, Allan Larsen, Lee-Yee Lau, Helene Leong, David Levy, Bill Lucas, Johan Malmqvist, Michael May, Steve Millard, Matt Murphy, Rob Niewoehner, Mads Nyborg, Udo Onnen-Weber, Pat Oosthousien, Michel Perrier, Paul Raes, Dennis Sale, Rick Sellens, Ahmed Sha- laby, Jens Sparsø, Brian Surgenor, Sylvain Turenne, Martin Vigild, Dave Wisler
LOCAL ORGANIZING COM- Nicloas Von Solms (Chair): Technical University of Denmark MITTEE Peter Munkebo Hussmann (Co-chair): Technical University of Denmark Ulrik Okkels Iversen: Technical University of Denmark Liv Egelskov: Technical University of Denmark Annette Fröhling: Technical University of Denmark Michelle Musoni Falsing: Technical University of Denmark Niclas Andersson: Technical University of Denmark Anette Krogsbøll: Technical University of Denmark Timothy Hobley, DTU Systembiologi: Technical University of Denmark Thomas Bolander: Technical University of Denmark
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70 CONFERENCE PROGRAM // 7TH INTERNATIONAL CDIO CONFERENCE 2011 LEGO and the LEGO logo are trademarks of the LEGO Group. ©2011 The LEGO Group. LEGO ©2011 The Group. LEGO the of trademarks are logo LEGO the and LEGO
Conference Secretariat 7th International CDIO Conference 2011 Office for Study Programmes and Student Affairs Technical University of Denmark Anker Engelunds vej 1, 2800 Kgs. Lyngby Tel: +45 4525 25 25 E-mail: [email protected]