Shantou University 2013/03/27

CDIO In China

www.stu.edu.cn

www.chinacdio.cnwww.chinacdio.cn

agenda

The Challenges

CDIO Dissemination and Propagation in China

Integrated, Design-directed EIP-CDIO at STU

Work done by other CDIO PIG institutions

Experience to share

1

2

3

4

5

The Challenges

Part One

Unprecedented rapid

growth for 30 over years

A world manufacture

center

Transform from low-cost,

low-innovative labor-

intensive manufacture to

hi-tech, innovation-based

Industry needs

innovative talents for

further technological

innovations

The economy and industry in China

Challenges engineering education faces

The need to gain

deeper knowledge

understanding, and

more personal, inter-

personal skills and

ability to conceive,

design, implement and

operate in real context

Traditional education

must be reformed to

face the substantial

changes in teaching,

learning and

assessment.

  Number of Number of

HEI HEI Offering EE Offering EE ProgramsPrograms

Total Total Number Number of HEIof HEI

TotalTotal 2,2102,210 2,3052,305

BachelorBachelor 1,0031,003 1,0901,090

AssociatAssociate Degreee Degree 1,2071,207 1,2151,215

Engineering education in Engineering education in 20092009

   Number of Number of Engineering Engineering ProgramsPrograms

%%Total Total

Number of Number of ProgramsPrograms

TotalTotal 28,84828,848 38.538.59%9% 74,75274,752

BachelorBachelor 11,46911,469 29.829.82%2% 38,45538,455

Associate Associate DegreeDegree 17,37917,379 47.947.9

2%2% 36,29736,297

0.08% 5.88% 3.87%3.57%

19.24%

0.52%

10.21%31.39%

1.81%

6.22%

17.21%

Philosophy 2563 Economics 191665 Law 126335

Education 116457 Literature 627375 History 17007

Science 332874 Engineering 1023678 Agriculture 58940

Medicine 202892 Administration 561295

China has the largest China has the largest engineering educationengineering education 2009 total 2009 total

intake:intake:

3,261,0813,261,081

Engineeing Engineeing intake: intake: 1,023,6781,023,678

CDIO 与卓越工程师计划 CDIO Dissemination and Propagation in China

Part Two

2005.102005.10

20062006

2007.11.6-82007.11.6-8

Shantou University started implementing CDIO

All 5 programs in the College of Engineering applied to 2006 cohort

Shantou University the 1st member of the International CDIO Initiative in China

2007 International CDIO fall meeting held at STU

20062006

2008.42008.4

2008.5.172008.5.17

MOE set up “CDIO engineering education research and practice team”

A national conference on CDIO disseminating the CDIO Initiative 2008.5.17-192008.5.17-19

The first teem meeting in Shantou

教育部高教司理工处吴爱华教育部高教司理工处吴爱华副处长在研讨会上发言副处长在研讨会上发言

CDIO propagation in Chinese HE institutions

杨叔子院士、 Edward F. Crawley 、查建中教授，参加教育部“ 2007

年第一批大学生创新性实验计划项目”高校的工科院 ( 系 ) 、国家示范性软件学院等近 100 所院校的 200 多位代表参加了会议

2008.12.13-152008.12.13-15

2008.122008.12 18 institutions formed a “Pilot Implementation Group (PIG)”

MOE call implementation. A forum on how to implement CDIO in engineering education held at STU

2008.122008.12STU as the PIG Leader, Chengdu University of Infortechnology (CUIT) as associate Leader

Yanshan University (YU), CUIT, Hefei U Tech., Guangzhou U as Team Leaders for Mecanical, Eclectric, Chemical engineering, respectively

2008.122008.12

CDIO propagation in Chinese HE institutions

2009.32009.3

2009.112009.11

2010.122010.12

2nd 2009 PIG work meeting hel in CUIT, Chengdu

1st 2010 PIG work meeting held in Beijing. 21 more institutions jointed PIG.

2nd 2010 PIG work meeting held at the Second Shanghai U. of Tech, Shanghai.

2010.32010.3

2009.122009.12MOE approved 11HE institutions reform programs with CDIO as special feature

1st 2009 PIG work meeting held in Beijing. Decided two meetings annually. Opened www.chinacdio.cn

http://http://www.chinacdio.cnwww.chinacdio.cn

CDIO propagation in Chinese HE institutions

The Teams

Mechanical Eng. (Team Leader ： Yanshan U)

Chemical Eng. (Team Leader ： Hefei U Tech) Electric Eng. (Team Leader ： Chengdu U. Info Tech) Civil Eng. (Team Leader ： Shantou U)

39 Institutions

The four teams work parallel to define typical

disciplinary program syllabi, curricula and deom

courses and projects. By doing so we touch the

core hearts of engineering.

The four PIG teams

May 8-11, 2011 ， Beijing Jiaotong U. hosted a

regional CDIO conference.

A Regional CDIO conference held in beijing

400 over delegates from

8 countries participated

in the conference.

Leaders from MOE and

the Chinese Academy

of Engineering

addressed in the

conference. There

were also some

delegates from the

industry.

Educational authorities– Vice Minister MOE Wu Qidi, Director Li Maoguo and

Vice Director Wu Aihua, the Science and Engineering Education Sector, MOE have led and strongly supported the CDIO implementation in China

The Internal need for change in HE institutions– Higher educators fulfil their responsibilities to

educational quality, the national economy and the national competitiveness

Supports from educational community

– Many important experts, eg. Chief Editor Jiang Jiale, Professor Cha Jianzhong, Professor Wang Peimin, and many more. They provide theoretic guidance, disseminate the Initiative, pushing and sustaining the propagation.

– Media, especially research journals, like “Higher Engineering Educaiton Research” have been important forums.

Key supports for successful disseminating CDIO in China

CDIO 与卓越工程师计划 Integrated, Design-directed EIP-CDIO at STU CDIOCDIO re-innovationre-innovation CDIOCDIO re-innovationre-innovation

The strategyThe strategy The strategyThe strategy

Work Work donedone

Work Work donedone

Part Three

Operate

Implement

Design

Ethics

Integrity

ConceiveProfessionalism

STU CDIO re-innovation

Design-directed EIP-CDIO Engineering EducationDesign-directed EIP-CDIO Engineering Education

Teaching/

learning

Course Course 11

Course Course 22

…………

ILO1ILO1 √√

ILO 2ILO 2 √√ √√

ILO 3ILO 3 √√

…………

Course/ILO matrixCourse/ILO matrix

syllabussyllabusCourseCourse

LOLO

Intended Intended

LearninLearnin

g g

outcomoutcom

eses

KnowledgeKnowledge

SkillsSkills

attitudesattitudesLearning Learning outcomesoutcomes

practicalspracticals

curriculumcurriculum

Course Course groupsgroups

Active and Active and experiential experiential

learninglearning

decomposedecompose

CurriculumSyllabusGoals

PjBLPjBLPBLPBLEnquiry-basedEnquiry-based learninglearning

Case studiesCase studies

InternshipInternship

Learn by researchLearn by research

Framework of the Integrated Education

Integrated

Start from CDIOSyllabus ：-knowledge-skills-attitude

Curriculum ILO

To fulfill program goals- learning objectives- curriculum- quality ensurrance

Combine “excellent engineer plan”- Industrial learning plan- engineering practice - eng. Practice center

methodWork together with faculty, external professors, engineering education Experts, industrial experts

12

3

STU CDIO reform

Core task 1 ： Define the mission and vision

Program mission ： clearly

defined program missions,

with considerations on

institutional conditions

Program goals ： vision of

future professional

development, current

positioning, social demands,

professional attribute

demands

knowledge, skills, attitudes ：

knowledge, skills and

attitudes defined according

to professional competency

models

Mission： devoted to enable our students to excel successfully in the 21st century in technology, economy and social context, overcoming the two big problems (“Can’t find the right idea”,”can’t fulfill the idea”), help our students to become excellent engineers.

Vision ： Out students will have sound and broad knowledge base and engineering management skills, keep good professional ethics, integrity and professionalism, gain significantly integrative thinking skills and execution skills, be able to lead or participate in the CDIO process of new products, process or systems.

Strategy ： use industry and society as the educational context, ride on various of CDIO team projects, to enhance the students’ knowledge, skills and attitudes as well as ethics, integrity and professionalism, and to stimulate the students potentials.

Meta Goals eg the Mechatronics programProgram gaol structure

The program syllabus

1.Technical knowledge

1.1 数学、物理、生物等基础科学知识

1.2 力学、电学等核心工程基础知识

1.3 机械原理、设计与制造等专业工程基础知识

1.4 设计与解决问题全过程技能

3. Teamwork and communication

3.1 机电产品研发中的有效团队工作

3.2 机电产品研发团队中的有效交流

3.3 团队中使用外语的交流

3.4 在不同和多种文化环境中有效工作和探索

3.5 跨越人文、工程、经济和社会的综合视野

2.Personal and professional skills

2.1 机电产品研发过程的工程推理和解决问题的能力

2.2 机电系统运行实验和发现知识

2.3 机电产品全系统的思维整合 ( 整合思维和批判性思维 )

2.4 系统工作中的个人能力和态度

2.5 系统工作中的职业能力和态度

2.6 道德 / 诚信 / 职业操守与社会责任心

2.7 富有创新精神

2.8 学习技能与战略

4. Conceive, design, implement and operate with the social and industrical context

4.1 大系统外部和社会背景环境

4.2 理解复杂企业与商业环境

4.3 机电新产品或新系统的创意与构思

4.4 机械或电控系统的设计

4.5 机电产品的有效实施

4.6 机电产品全寿命周期的运行

Decompose the knowledge, skill, attitude goals into detailed intended learning outcomes

Disciplinary knowledge

Engineering skills

Professional skills

knowledge

attitudes

Core task 2: build the program syllabus

skills

1 技术知识和推理能力

2 个人职业技能和职业道德

2.1 工程推理和解决问题的能力 2.1.1 发现问题和表述问题 2.1.2 建模 2.1.3 估计与定性分析 2.1.4 带有不确定性的分析 2.1.5 解决方法和建议2.2 实验和发现知识 2.2.1 建立假设 2.2.2 查询各种印刷资料和电子文献 2.2.3 实验性的探索 2.2.4 假设检验与答辩2.3 系统思维 2.3.1 全方位思维 2.3.2 系统的显现和交互作用 2.3.3 确定主次与重点 2.3.4 解决问题时的妥协、判断和平衡

2.4 个人能力和态度 2.4.1 主动性与愿意承担风险 2.4.2 执着与变通 2.4.3 创造性思维 2.4.4 批判性思维 2.4.5 了解个人的知识、能力和态度 2.4.6 求知欲和终身学习 2.4.7 时间和资源的管理2.5 职业技能和道德 2.5.1 职业道德、正直、责任感并勇于负责 2.5.2 职业行为 2.5.3 主动规划个人职业 2.5.4 与世界工程发展保持同步

1.1 基础科学知识 1.1.1 数学 ( 包括统计学 ) 函数与极限 1.1.2 物理1.2 核心工程基础知识 1.2.1固体力学 静力学1.3 专业工程基础知识 1.3.1 工程图学 标准件与常用件 测绘 1.3.2 运动学与机构 ….. 1.3.3 工程材料

CDIO 能力培养大纲的 4 个层面 :

复杂的工程系统（ level 1:— 技术） 有成熟思维的个体（ level 2:— 个人 ) 基于工程环境的现代团队 (level 3:- 团队交流 ) 构思－设计－实施－运行 （ level 4:– CDIO）

机电专业知识点

Program syllabus

3 人际交往能力： 团队工作和交流

3.1 团队工作 3.1.1 组建有效的团队 3.1.2 团队工作运行 3.1.3 团队成长和演变 3.1.4 领导能力 3.1.5 形成技术团队3.2 交流 3.2.1 交流的策略 3.2.2 交流的结构 3.2.3 书面的交流 3.2.4 电子和多媒体交流 3.2.5 图表交流 3.2.6 口头表达和人际交流3.3 使用外语的交流 3.3.1 英语 3.3.2 其他区域工业国的语言 3.3.3 其他语言

4.1 外部和社会背景环境 4.1.1 工程师的角色和责任 4.1.2 工程对社会的影响 4.1.3 社会对工程的规范 4.1.4 历史和文化背景环境 4.1.5 当代课题和价值观 4.1.6 发展全球观4.2 企业与商业环境 4.2.1 重识不同的企业文化 4.2.2 企业战略，目标和规划 4.2.3 技术创业 4.2.4 成功地在一个组织中工作4.3 系统的构思与工程化 4.3.1 设立系统目标和要求 4.3.2 定义功能、概念和结构 4.3.3 系统建模和确保目标实现 4.3.4 开发项目的管理

4.4 设计 4.4.1 设计过程 4.4.2 设计过程的分段与方法 4.4.3 知识在设计中的利用 4.4.4 单学科设计 4.4.5 多学科设计 4.4.6 多目标设计（DFX）4.5 实施 4.5.1 设计实施过程 4.5.2 硬件制造过程 4.5.3 软件实现过程 4.5.4 硬，软件集成 4.5.5 测试，证实、验证和认证 4.5.6 实施过程的管理4.6 运行 4.6.1 运行的设计和优化 4.6.2 培训与操作 4.6.3 支持系统的生命周期 4.6.4 系统改进和演变

4 企业和社会环境下的 构思、设计、实施和运行 (CDIO) 系统

Program syllabus (continue)

Eg. Mechatronic program designed three level 1 projects, four level 2 projects, most courses have level 3 projects. All projects are design-directed.

Core task 3: Integrated Curriculum design

Each year after year one there is a level project

4-6 students as a team, one design-build project per team

Embed design, innovation, coordination,communication and leadership skills

Help the students to integrate their knowledge and design-build skills. Enquiry-base learning.

Integrate a group of courses. One project per cluster of courses.

Design, manufacture, control, test Integrate mutually connected knowledge Integrate course clusters with practical

applications Avoid repetitive teaching as per need of individual courses Help enhance deeper understanding of

concepts Integrate skill training

Design projects at different levels

Level 1

Level 2

Level 3

Syllabus-curriculum transformation of mechatronic program

Syllabus-curriculum transformation

知识、能力与素质

课程

课程对能力的贡献

Knowledge and skills allocated to a course are designed to be embedded to the course delivery. Projects are often designed then appropriate

Core task 4: Course delivery and documentation

Decomposition of the skillsLeve

lEmbedded inx. x.x x.x.x

Personal skills and professional competencies

2.1 Reasoning and problem-solving

2.1.1 identifying and defining a problem

4 Level 3 project(water rocket)

3 Experiment 1, 2

2.1.5 proposals for problem-solving

3 Level 3 project (water rocket)

2 Experiment 2, 3

2.2 experimental learning

3 Experiment 2, 3

2.3 system thinking

2Lecture, Level 3 project(water rocket

2.4 personal skills and attitude

2.4.2 persisitance v.s. flexibility

2 Level 3 project (water rocket)

2.4.4 Critical thinking

3Lecture, Level 3 project(water rocket)

2 Experiment 1, 2 实验三 )

2.4.6 curiosity and life-long learning

4 Level 3 project (water rocket)

2 Level 3 project( water rocket)

2.5 professonal skills and sttitudes

2 Level 3 project(water rocket)

A level 3 project in Course “Thermodynamics”, some questions are given for the students

An eg of level 3 project (water rocket)

Thinking and discussion questions① what are your explanations ？ How do you avoid misunderstanding？② What innovative ideas have you had? What has stimulated you to come up with

the idea?? How do you know when you should stick to given procedures when you should create new ideas?

③ what R&D work have you done? Do you think they worth your work? How do you balance following given procedures and create new ideas?

④ How have you applied your statics knowledge into the analysis and design? What new knowledge did you feel needed in the design process?

⑤ What new idea have you used to the design? Do you think new idea the as important as analysis? Is it more important or less important?

⑥ Do you understand the need to good documentation? Why is it important? Do you build according to design drawings?

⑦ How did you allocate time and money resources? ？ Have you made a plan? Have you worked following the plan? If not, why?

⑧ How do you explain this regulation? Is you design able to adapt to the potential changes? What are the responsibilities of engineers in requiring and changing regulations?

⑨ Do you understand the need of high quality implementation ？ Have you realized the importance to operate practically？⑩ Have you adopted a hierarchical management strurcture? If yes, did it work well?

If not, what management structure have you used?

⑪ What have learnt from the project? How will you use what you have learnt to other projects?

Teaching plans are usually made to 2hr lecture sessions. The sessional ILO, contents, key concepts and the related CDIO skills are given at the beginning of a class. For each objective, designs are made for ways of approaching, lecturing, strategy used, and teaching aids. All the teaching notes are required to be documented.

Core task 5: Enhanced lecturing design and documentation

Faculty: Wang Xiaohong

time: 2011-9-14 duration: 2 hr

Course Name: “Engineering Mechanics (I)

unit: restraints and restraining forces, force analyses, force

diagrams

classroom: E408

Content: recap with examples restraints and the respective restraining forces seen in engineering Force analyses and force diagrams

ILO: At the end of the session, the students should be able to: identify restraints and determine the respective restraining forces differentiate action-applying objects and restraining objects be able to apply the conditions of equilibrium to 2-force systems and 3-frce systems.

“Engineering Mechanics (I)”teaching notes

CDIO ILO embedded in the courseL1 L 2 L 3 L 4 L 5 L 6

Disciplinary knowledge and reasoning

1.1 Math and science Mathmatics physics

√

Person and professional skills and professionalism

2.1 Engineering reasoning and problem-solving

√

2.1.1 identify and define problems problem-solving plan

√

2.1.2 modeling Simplifications and the respective

assumptions Select and apply qualitative and

quantitative models

√

2.1.5 Problem-solving Evaluate problem-solving plans

√

2.4 Personal skills and attitudes

2.4.3 Creative thinking Abstract concepts from reality

√

2.4.4 Critical thinking Define a problem

√

Inter-personal skills: Teamwork and communication

3.1 Teamwork

3.1.2 Team Operation Objective and schedule

√

“Engineering Mechanics (I)”teaching notes

Core task 6: problem-based learning/

Inquiry-based learning Student-

centered, use student

performance as the

criterion

Focus on problem reasoning and problem-solving. Enhance concept learning

Integrated PBL and enquiry-based

learning

Combine lab classes with theoretical classes. Add in level 3 projects in classes.

Cut lecture hours. Increase student actives/discussions

Enhance engineering skills in real world context

Eg. “Java program design” project presentation and reflectionsProj. presntn

Sample questions

PP I

Q ： how do you understand system demand？Q ： What have you done to prepare for the project? Have you gained

anything? How do you know how much preparation is enough?Q ： Have you had any innovative ideas? How did you come up with the

idea? How do you know your system is innovative and attractive?

PP II

Q ： Where have you applied object-oriented concept? Have your used any software design modules? Can your system adapt for demand changes? What advantages have you found of object-oriented technology?

Q ： How did you use your budge and time schedule method? Have you made any plan? Have you followed your plan?

PP III

Q ： Do you know the need to good documentation? Have you followed the documentation codes of practice? If you have not followed some of them, what and why? ？

Q ： Were you prepared for the difficulties you have met in developing your software? If you did, what was your plan to overcome them? If not, what do you plan to do to solve the problems? Have you ever though of restart everything again?

PP IV

Q ： Differentiate Object oriented program design and process oriented program design. What are the most essential differences? If you were asked to design the system using process oriented programming, what major difficulties you would encounter? How likely you would encounter them?

Q ： Analyze the success or failure of the system. Where do you think is wrong? What’s the most important thing to ensure the success of a project?

Q ： What have you learnt from the project? How will you apply them to other projects.?

eg ： Industrial surveys

3

1

2

-- Active learning and think independently-- Be clear of the roles and responsibilities in real life work place-- Realize the importance of problem-solving -- understand the deterministic character of a design-- Understand the importance of time management

-- workplace inter-person relationship

-- Real responsibility and accountability

-- Teamwork and coordination

-- Know how to finish a job oderly

5

Eg the student reflection on what they have gained the most during their industrial learning

4

eg ： join 2013 MIT-UPOP

主要工作

QA system

Stakeholders survery

ISO9001,

ISO40001 teaching process control

Program accreditatio

nProfessiona

l license

control

feedback

accreditation

Prepare for Professional license exams

Core task 7: Establish quality endurance and continuous improvement system

20532108

25532359

2885

0

500

1000

1500

2000

2500

3000

2009graduates

2011graduates

STU COEGuangdong

Continuous graduate average salary increase

Increase 24.35 ％

Increase 13.0 ％

学生培养成效Some indicators of the CDIO reform

Work done by other CDIO PIG institutions

Part Four

Each member institution is trying to find the best way for it’s context. Eg the Shanghai Second U of Tech’s KSR-CDIO, Dalian Neuosoft Institute’s TOPCARES-CDIO, Kunming U of Tech.’s EE+HD-CDIO

Each program works on defining its own program syllabus, educational design and curriculum design, exploring way s to integrated teaching and learning

On level of course delivery, more attention is paid to course design, course content, teaching method and assessment methods.

The progress

The progress

Electric Engrg

The team members progressively

implement CDIO

Inter-institutional exchanges to

share experiences

14 visits among team institutions for site visits and changing experiences

Accumulate work achievements

Some achievements ： 1 ） CUIT and Nanjing Institute of Engineering worked out electronic and infortech program, computer science program, indsustrical automation program CDIO syllabi ； 2 ） CUIT finished a new round of curriculum design, textbook compilation, and course syllabus modification according to the need for CDIO reform

Work done by the four disciplinary teams of the PIG

Hefei U Tech Engineering practice base；“ CDIO-based Education framework for chemical engineering curriculum design” approved as a provincial key educational research project

Beijing Institute of PetroChem Curriculum design, course reform, practical training reforem; Institute-industry joint work team with Beijing Yanshan PetroChem Group

Haerbin U. Tech. New curricula, course syllabi Chang Chun U. Tech. On the bases of the syllabi, made

changes on educational philosophy, education goals, curriculum design and teaching methods.

Faculty adapt to new teaching modes, lack of practice experiences；

Student working spaces and funding problems

Chemical

Engineering

The progress

The progress CDIO demo course syllabi for “Principles of Chemical Engineering”, “Thermodynamics for Chemical Engineering”, “Chemical Reaction Engineering”, “Chemical Engineering Design” in the member institutions:

Difficultie

s

Difficultie

s

Work done by the four disciplinary teams of the PIG

July 17-18, 2010, Team meeting held at Yanshan U. Discuss work plans and typical syllabus, curriculum design, demo course and exchange experiences.

Collection of program syllabi of team members

Collection of program curricula of team members

Collection of demo courses

Collection and classification materials from team

members

Uneven progress of team members, hard to

communicate

Depth differences due to different supports,

faculty, students and facilities.

Mechanical

Engineering

The progress

The progress

Major diffi

culties

Major diffi

culties

Major achievements

Work done by the four disciplinary teams of the PIG

Only 9 team members

Shantou U ： Started the earliest. Substantial changes

on goals, program syllabus, curriculum design, course

syllabus and course delivery. Starting from 2010 more

changes brought in on integrated teaching and learning,

course delivery and full documention to endure quality.

Ningpo Institute of Engineering Started from 2008

“ A+T· CDIO” . Currently at the stage for course delivery..

Differences among team members；

Different supports make it hard for one team

members to share their experiences

Civil

Engineering

The progress

The progress

Major diffi

culties

Major diffi

culties

Work done by the four disciplinary teams of the PIG

CDIO changed the ways of

engineering education

Integrated education

Project-based, active learning

Integrated reform for every program:

“everyone, comprehensive, across the

process”

New curriculum designed to integrated

knowledge, skills and attitudes

Focus on“ context” eg. Electronic and

infotechnology graduates may be working as

system engineer, design engineer or

application engineer. “ profession-directed” ,“ three levels” meaning system, functional

and individual elements; keep system,

functional and individual elements as the

main framework in all structure and content

optimizations.

Other PIG member’s work

“TOPCARES-CDIO”defines eight core

skills to engineering education

TOPCARES-CDIO reform focus on

program level. Goals, curricula, skill

training, ect all based on programs.

Change student management. Program as basic unit.

Chengdu University of InfoTech Dalian NeuroSoft Institute

Design and build CDIO

workspaces

Re-innovation

Experience to share

Part Five

Experience in implementing CDIO

Top leader support

Careful planning

Find the right

opportunity

Building core teams

Total engagement

Create own framework

Based on STU’s experience and change management

theory, the following points need to be noted for

implementing CDIO

Test operation

Getting support from the

students

Plan resources

Provide support on

teaching, learning and

assessment

Partnership

!!!!acknowledgement

Leaders from MOELeaders from MOEAnd all people who And all people who have contributed to have contributed to

CDIO reform are CDIO reform are heartedly heartedly

acknowledgedacknowledged

Artis’s impression of the new STU

campus