READY TO ENGINEER

Conceive- Design- Implement - Operate:

An Innovative Framework for Engineering Education

Edward CrawleyMichael Kelly

The Cambridge-MIT Institute

March 2005

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

CENTRAL QUESTIONS FOR ENGINEERING EDUCATION

What knowledge, skills and attitudes should students possess as they graduate from university?

How can we do better at ensuring that students learn these skills?

THE NEED

Desired Attributes of an Engineering Graduate

• Understanding of fundamentals

• Understanding of design and manufacturing process

• Possess a multi-disciplinary system perspective

• Good communication skills

• High ethical standards, etc.

Underlying Need

Educate students who:

•Understand how to conceive-design-implement-operate

•Complex value-added engineering systems

•In a modern team-based engineering environment

We have adopted CDIO as the engineering context of our education

GOALS OF CDIO

• To educate students to master a deeper working knowledge of the technical fundamentals

• To educate engineers to lead in the creation and operation of new products and systems

• To educate future researchers to understand the importance and strategic value of their work

VISION

We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products:

• A curriculum organised around mutually supporting disciplines, but with CDIO activities highly interwoven

• Rich with student design-build projects

• Featuring active and experiential learning

• Set in both classrooms and modern learning laboratories and workspaces

• Constantly improved through robust assessment and evaluation processes

PEDAGOGIC LOGIC

• Most engineers are “concrete operational learners”

Manipulate objects to understand abstractions

• Students arrive at university lacking personal experience

Lack foundation for “formal operational thought”

• Must provide authentic activities to allow mapping of new knowledge - alternative is rote or “pattern matching”

• Using CDIO as authentic activity achieves two goals --

Provides activities to learn fundamentals

Provides education in the creation and operation of systems

CDIO

• Is a set of common goals• Is a holistic integrated approach that draws on best

practice• Is a set of resources that can be adapted and implemented

for national, university and disciplinary programs• Is a co-development approach, based on engineering

design

• Is not prescriptive

• Is a way to address the two major questions:What are the knowledge skills and attitudes?How can we do a better job?

NEED TO GOALS

Educate students who:

•Understand how to conceive-design-implement-operate

•Complex value-added engineering systems

•In a modern team-basedengineering environment

•And are mature and thoughtful individuals

The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education

1. Technical3. Inter-personal

2. Personal

4. CDIO

Process

Team

Product

Self

THE CDIO SYLLABUS

1.0 Technical Knowledge & Reasoning:Knowledge of underlying sciencesCore engineering fundamental knowledgeAdvanced engineering fundamental knowledge

2.0 Personal and Professional Skills & AttributesEngineering reasoning and problem solvingExperimentation and knowledge discoverySystem thinkingPersonal skills and attributesProfessional skills and attributes

3.0 Interpersonal Skills: Teamwork & CommunicationMulti-disciplinary teamworkCommunicationsCommunication in a foreign language

4.0 Conceiving, Designing, Implementing & Operating Systems in theEnterprise & Societal Context

External and societal contextEnterprise and business contextConceiving and engineering systemsDesigningImplementingOperating

CDIO SYLLABUS

• Syllabus at 3rd level

• One or two more levels are detailed

• Rational• Comprehensive• Peer reviewed• Basis for design

and assessment

1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYING

SCIENCES1.2. CORE ENGINEERING FUNDAMENTAL

KNOWLEDGE1.3. ADVANCED ENGINEERING

FUNDAMENTAL KNOWLEDGE

2 PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES2.1. ENGINEERING REASONING AND

PROBLEM SOLVING2.1.1. Problem Identification and Formulation2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation

2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY

2.2.1. Hypothesis Formulation2.2.2. Survey of Print and Electronic

Literature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense

2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions in

Systems2.3.3. Prioritization and Focus2.3.4. Tradeoffs, Judgment and Balance in

Resolution2.4. PERSONAL SKILLS AND ATTITUDES

2.4.1. Initiative and Willingness to TakeRisks

2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs Personal

Knowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management

2.5. PROFESSIONAL SKILLS ANDATTITUDES

2.5.1. Professional Ethics, Integrity,Responsibility and Accountability

2.5.2. Professional Behavior2.5.3. Proactively Planning for OneÕs Career2.5.4. Staying Current on World of Engineer

3 INTERPERSONAL SKILLS: TEAMWORK ANDCOMMUNICATION3.1. TEAMWORK

3.1.1. Forming Effective Teams3.1.2. Team Operation3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming

3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication3.2.5. Graphical Communication3.2.6. Oral Presentation and Interpersonal

Communication

3.3. COMMUNICATION IN FOREIGNLANGUAGES

3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the European

Union

4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERATING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT

4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective

4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Different Enterprise

Cultures4.2.2. Enterprise Strategy, Goals and

Planning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations

4.3. CONCEIVING AND ENGINEERINGSYSTEMS

4.3.1. Setting System Goals andRequirements

4.3.2. Defining Function, Concept andArchitecture

4.3.3. Modeling of System and EnsuringGoals Can Be Met

4.3.4. Development Project Management4.4. DESIGNING

4.4.1. The Design Process4.4.2. The Design Process Phasing and

Approaches4.4.3. Utilization of Knowledge in Design4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design

4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Software Integration4.5.5. Test, Verification, Validation and

Certification4.5.6. Implementation Management

4.6. OPERATING4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution4.6.5. Disposal and Life-End Issues4.6.6. Operations Management

CDIO-ABET

a b c d e f g h I j k1.1 Knowledge of Underlying Sciences1.21.32.12.22.32.42.53.13.24.14.24.34.44.54.6

External and Societal ContextEnterprise and Business Context

CDIO Syllabus Sub-Section

Communications

Professional Skills and AttitudesTeamwork

DesigningImplementing

Conceiving and Engineering Systems

Operating

ABET Criteria Met

Strong Correlation Good Correlation

Core Engineering Fundamental KnowledgeAdvanced Engineering Fundamental KnowledgeEngineering Reasoning and Problem SolvingExperimentation and Knowledge DiscoverySystem ThinkingPersonal Skills and Attitudes

a. Apply knowledge of mathematics, science, and engineering.

b. Design and conduct experiments, as well as to analyze and interpret data.

c. Design a system, component, or process to meet desired needs.

d. Function on multi-disciplinary teams.

e. Identify, formulate, and solve engineering problems.

f. Understand of professional and ethical responsibility.

g. Communicate effectively.

h. Understand the impact of engineering solutions in a global and societal context.

i. Recognition of the need for, and an ability to engage in life-long learning.

j. Knowledge of contemporary issues.

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.

CDIO-UK SPEC

A1. Sound approach in introducing new technology.

A2. Creative and innovative development of engineering technology & continuousimprovement

B1. Identify potential projects and opportunities.

B2. Conduct research and undertake design and development of engineering solutions.

B3. Implement design solutions, and evaluate their effectiveness.

C1. Plan for effective project implementation.

C2. Plan, budget organize, direct and control tasks, people and resources.

C3. Lead teams and develop staff to meet changing technical and managerial needs.

C4. Bring about continuous improvement through quality management.

D1. Communicate in English with others at all levels.

D2. Present and discuss proposals.

D3. Demonstrate personal and social skills.

E1. Comply with relevant codes of conduct.

E2. Manage and apply safe systems of work.

E3. Undertake engineering activities in a way that contributes to sustainabledevelopment.

E4. Carry out continuing professional development to enhance competence in own area.

CDIO-UK SPEC

A1 A2 B1 B2 B3 C1 C2 C3 C4 D1 D2 D3 E1 E2 E3 E41.1 Knowledge of Underlying Sciences1.21.32.12.22.32.42.53.13.23.34.14.24.34.44.54.6

CDIO Syllabus Sub-Section

Core Engineering Fundamental KnowledgeAdvanced Engineering Fundamental Knowledge

Professional Skills and AttitudesTeamworkCommunications

Engineering Reasoning and Problem SolvingExperimentation and Knowledge DiscoverySystem ThinkingPersonal Skills and Attitudes

Operating Strong Correlation Good Correlation

UK-SPEC Standard Met

Communciations in a Foreign LanguageExternal and Societal ContextEnterprise and Business ContextConceiving and Engineering SystemsDesigningImplementing

Could also map against “Output Standards” from EC“Accreditation of HE Programmes”

SYLLABUS LEVEL OF PROFICIENCY

• 6 groups surveyed: 1st and 4th year students, alumni 25 years old, alumni 35 years old, faculty, leaders of industry

• Question: For each attribute, please indicate which of the five levels of proficiency you desire in a graduating engineering student:

– 1 To have experienced or been exposed to– 2 To be able to participate in and contribute to– 3 To be able to understand and explain– 4 To be skilled in the practice or implementation of– 5 To be able to lead or innovate in

REMARKABLE AGREEMENT!

PROFICIENCY EXPECTATIONS

1

1.5

2

2.5

3

3.5

4

4.5

5

2.1

Engine

ering

Rea

son

2.2

Exper

imen

tatio

n

2.3

Syste

ms T

hinkin

g

2.4

Perso

nal A

ttribu

tes

2.5

Profe

ssion

al Attr

ibute

s

3.1

Team

work

3.2

Comm

unica

tion

4.1

Societ

al Con

text

4.2

Busine

ss C

onte

xt

4.3

Conce

iving

4.4

Design

Pro

cess

4.5

Imple

men

ting

4.6

Opera

ting

Faculty

Industry

Y. Alum

O. Alum

Proficiency Expectations at MIT Aero/Astro

Exposure

Participate

Understand

SkilledPractice

Innovate

HOW CAN WE DO BETTER?

Re-task current assets and resources in:

• Curriculum• Laboratories and workspaces• Teaching, learning, and assessment • Faculty competence

Evolve to a model in which these resources are better employed to promote student learning

RE-TASK CURRICULUM

• Create mutually-supportive disciplinary subjects integrating personal, professional and product/system building skills

• Begin with an introductory course that provides a framework for engineering education

INTRODUCTORY COURSE

• To motivate students to study engineering

• To provide a set of personal experiences which will allow early fundamentals to be more deeply understood

• To provide early exposure to system building

• To teach some early and essential skills (e.g., teamwork)

Disciplines

Intro

Capstone

Sciences

RE-TASK LABS AND WORKSPACES

• Use existing resources to re-task workspaces so that they support hands-on learning of product/system building, disciplinary knowledge, knowledge discovery, and social learning

• Ensure that students participate in repeated design-build experiences

Community Building

Knowledge Discovery

System Building

Reinforcing Disciplinary Knowledge

WORKSPACE USAGE MODES

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Hangaren

Learning Lab

DESIGN-BUILD RESOURCES

• Multidisciplinary Design Projects (EE/MechE) development of standard design kits; new course materials on CD-ROM

• Hardware-Software Co-Design modern control and software; development of design kits and standard lab stations (spin-dude pictured)

RE-TASK TEACHING AND ASSESSMENT

• Provide integrated experiences that support deep and conceptual learning of technical knowledge, as well as personal, interpersonal and product/system building skills

• Encourage students to take a more active role in their own learning

• Provide experiences for students that simulate their future roles as engineers

• Assess student knowledge and skills in personal, interpersonal, and product and system building, as well as disciplinary knowledge

ACTIVE AND EXPERIENTIAL LEARNING

ACTIVE LEARNING

Engages students directly in manipulating, applying, analyzing, and evaluating ideas

Examples:

Pair-and-Share

Group discussions

Debates

Concept questions

EXPERIENTIAL LEARNING

Active learning in which students take on roles that simulate professional engineering practice

Examples:

Design-build projects

Problem-based learning

Simulations

Case studies

Dissections

CONCRETE

EXPERIENCE

REFLECTIVE

OBSERVATION

ABSTRACT

GENERALIZATION

ACTIVE

EXPERIMENTATION

KOLB’S LEARNING CYCLE

APPLY THE

THEORY

FORM OR

ACQUIRE A

“THEORY”TRADITIONAL

APPROACHLectures:Concepts, Models, Laws, etc.

Tutorials, Exercises, Lab classes, etc.

SKILLS

DEVELOPMENT

CDIO

KOLBIAN STRING AS A TEACHING MODEL

PROVIDE

CONCRETE

EXPERIENCES

FACILITATE

REFLECTION

INTRODUCE

“THEORY”

OF TOPIC

PROVIDE

APPLICATION

OPPORTUNITIES

“TRADITIONAL” APPROACH

KOLBIAN STRING

• EMPHASIS ON ARTICULATING AND SOLVING PROBLEMS (APPROPRIATE FOR

ENGINEERS), RATHER THAN ANALYSIS (MORE APPROPRIATE FOR SCIENTISTS).

ADVANTAGES

• COVERS ALL LEARNING STYLES.

• DEEPER LEARNING OF FUNDAMENTALS.

• MORE OPPORTUNITIES FOR DEVELOPING SKILLS.

SKILLS DEVELOPMENT

RE-TASK FACULTY COMPETENCE

• Enhance faculty competence in personal, interpersonal and product/system building skills

• Encourage faculty to enhance their competence in active and experiential teaching and learning, and in assessment

FACULTY COMPETENCE IN SKILLS

Web-based Instructor Resource Modules

AN INVITATION

• The CDIO Initiative is creating a model, a change process and library of education resources that facilitate easy adaptation and implementation of CDIO

• Many of you are developing important resources and approaches that we could all learn from

• Please consider working with us

INTERNATIONAL COLLABORATORS

CDIO COLLABORATORS

EUROPE N. AMERICA REST OF WORLD

ORIGINAL COLLABORATORS

Denmark Tech. U.US Naval Academy

Queen’s U., Belfast

Queen’s U. Ontario

U. Pretoria

Chalmers KTH Linköping MIT

U. Liverpool Singapore Poly.

U. Auckland

Hogeschool Gent École Poly., Montréal

CDIO RESOURCES

• www.cdio.org

• Published papers and conference presentations

• Implementation Kits (I-Kits)

• Start-Up Guidance and Early Successes

• Instructor Resources Modules (IRM’s)

• CDIO Book (forthcoming)

• UK/Ireland regional workshop in Liverpool - 5 April

• Information on CDIO.org, or contact Perry Armstrong