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Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
Engineering Education Initiatives at KTC
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Engineering Education Initiatives at KTC

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In December 2010, Kanazawa Technical College (KTC) became the first school from Japan to join the CDIO Initiative. As a Japanese College of Technology (a.k.a., Kosen), KTC admits students from the age …

In December 2010, Kanazawa Technical College (KTC) became the first school from Japan to join the CDIO Initiative. As a Japanese College of Technology (a.k.a., Kosen), KTC admits students from the age of 15 to complete a five-year intensive engineering program in one of three departments while simultaneously fulfilling certification requirements for their secondary education. While the member schools of the CDIO Initiative are primarily universities and colleges at the tertiary level of education, the unique role of the Kosen system arguably enables and very nearly requires the adoption of the principles behind the CDIO Framework. This presentation will make the argument for why CDIO is appropriate for the purposes of the engineering education at a Kosen in addition to other institutes of higher education in Japan. Practical examples of the CDIO principle in educational programs at KTC will be shown to further elaborate the initiatives for improving student mastery of fundamental and technical skills, creativity and ingenuity in the development of new systems, and awareness of their responsibilities as engineers within society.

Learn more about:
CDIO - http://www.cdio.org/
KTC - http://www.kanazawa-tc.ac.jp/en/

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  • 1. Engineering Education Initiatives at Kanazawa Technical College Robert W. Songer 2014 CDIO Asian Regional Meeting March 24 – 26, Kanazawa Institute of Technology
  • 2. About KTC Why CDIO at KTC Practical Examples
  • 3. About KTC Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Elementary School Junior High School High School Masters Doctorate University (KIT) College of Technology (KTC) 30% Industry 70% Primary Secondary Tertiary
  • 4. Kosen (College of Technology) Quality of graduates Mobility for international scene Quantity of graduates Low- and mid-level trainability
  • 5. Fundamental Competencies for Working Persons Generic skills for working with various people in the workplace and the local community Compiled in by the Ministry of Economy, Trade and Industry (METI) Adopted into industrial policy for developing global human resources 2006 2010
  • 6. Songer, Robert and Takeshi Fujisawa. "An Interpretation of the CDIO Framework with Self-Assessment." Creative Engineering Design Education 13.1 (2013): 70-78.
  • 7. Model Core Curriculum Fundamental abilities, specialized abilities, and cross-disciplinary abilities with competency levels set to industry requirements 国立高等専門学校機構. モデルコアカリキュラム(試案). 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>. 2012 Tentative plan published by the Institute of National Kosen
  • 8. Model Core Curriculum Engineering Education Outcomes Core Minimum Standards Japan Accreditation Board for Engineering Education Engineering Council UK CDIO Syllabus Accreditation Board for Engineering and Technology 国立高等専門学校機構. モデルコアカリキュラム(試案). 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.
  • 9. Model Core Curriculum Anticipated Efficacy 国立高等専門学校機構. モデルコアカリキュラム(試案). 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>. Improvement of practical and creative engineering education Social accountability for the quality of education A basis for students to realize their own academic progress Smoother compatibility in the certification of transfer credits
  • 10. Model Core Curriculum Anticipated Efficacy 国立高等専門学校機構. モデルコアカリキュラム(試案). 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>. Effective indicators for third-party evaluations, JABEE, etc.
  • 11. CDIO vs. JABEE
  • 12. CDIO vs. JABEE
  • 13. Kaizen (Continuous Improvement) Diagram by Karn G. Bulsuk (http://www.bulsuk.com)
  • 14. CDIO Standards & PDCA "The CDIO Standards v 2.0 (with customized rubrics)." 8 December 2010. CDIO. 3 March 2014. <http://www.cdio.org/files/document/file/CDIOStdsRubricsv2.0_2010Dec8.doc>. PDCA
  • 15. Practical Examples Authentic Learning Experiences Community Collaboration Projects
  • 16. References Songer, Robert and Takeshi Fujisawa. "An Interpretation of the CDIO Framework with Self- Assessment." Creative Engineering Design Education 13.1 (2013): 70-78. "The CDIO Standards v 2.0 (with customized rubrics)." 8 December 2010. CDIO. 3 March 2014. <http://www.cdio.org/files/document/file/CDIOStdsRubricsv2.0_2010Dec8.doc>. 国立高等専門学校機構. モデルコアカリキュラム(試案). 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>. Download these slides at: http://www.slideshare.net/RobertSonger/engineering-education-initiatives-at-ktc Thank You

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