The Context of Engineering Education
Conceiving-Designing-Implementing-Operating
Edward F. Crawley, John Cha, Johan Malmqvist, and Doris R. Brodeur
4th International CDIO Conference
16 - 19 June 2008
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
We develop career ready technology professionals. http://xtol.careers
The Professional Development Center at the University of Texas at Austin has partnered with Experiential Teaching Online (XTOL) -- to offer four skills-based technology career programs. In response to the growing demand for highly skilled technical employees in Texas and beyond, these certificate programs offer a real-world, collaboration-driven, skills-based learning experience focused on software technology and data analytics.
The Certificates were developed using XTOL’s proven Story-Centered Curriculum (SCC) approach – an approach in which students are placed in authentic, professional roles, which challenges them to perform real-world work tasks requiring the use of targeted knowledge and skills to succeed.
In this realistic work context, faculty members mentor the students, rather than lecture, and evaluate them based on the work they produce. Students work primarily online, often in teams, using collaborative technology. The program will also include periodic on-campus “face-to-face” sessions to encourage interaction between faculty and students.
Students leave each certificate program with:
Mastery in a broad range of job-ready skills (technical and business) in numerous fields
A Certificate of Completion
A portfolio of professional quality work and end-to-end project experience working on real-world, in-demand software technology projects to present to prospective employers
Professional Development Center at The University of Texas at Austin
Professional Development Center at The University of Texas at Austin helps individuals meet professional and personal goals and helps organizations develop employees and improve performance through its program, consulting, coaching and facilitation services.
PDC designs and delivers face-to-face and online noncredit programs for individuals interested in improving their professional skills or who seek a credential or a career change. Our programs and instructors help individuals and organizations around Texas and around the world improve personal and organizational performance. Since 1999, more than 18,000 individuals have enrolled in PDC programs. We conduct an average of 300 onsite programs annually within and outside of Texas. Our program participants hail from every region of the United States and from Mexico, Canada, South America, Europe and Asia.
Innovation Labs create global interoperability. They are physical spaces that allow for collaboration among private sector, academia and civil society. The labs profiled in this guide allow UNICEF to convene dynamic, new partners around specific local issues—and, importantly, allow the solutions that are created to go to global scale. The lab in Kosovo works with technology created in Prishtina, in Kampala, and elsewhere, and adapts it to the needs of a young, determined population. The lab in Uganda connects academia from the US, Europe, and Kampala, and creates system change at a national scale. The CCORE lab in Zimbabwe takes best practices from the world of operational research and applies them to pressing programmatic issues. These are just the beginning.
This document gives you the information you need to create your own lab. This could be a UNICEF lab—or could simply be a space of creativity that is aimed at solving significant global problems through the application of dedicated local resources.
There is no ego in the concept of a lab. Pioneers like the iHub in Nairobi, INSTEDD in South East Asia, the Global Pulse in Jakarta, and Un Techo para mi Pais in Chile show the demand for methodologies of openness, collaboration, and experimentation.
The document is structured to give a sense of what a lab contains, to provide the specific, operational steps needed to get a lab up and running, to provide a few examples of existing labs, and finally to provide the technical documents (terms of reference, partnership agreements, etc.) that you can adapt for your own use. Most importantly, it is designed to be extended.
This is the first version of this Do-It-Yourself Guide—and we invite you to submit your lab structures, your documents and your knowledge to the project so that future versions can grow, learn, and build. You can submit your input to both innovateforchildren@unicef.org and to the UNICEF Innovation blog at: http://unicefstories.org/submit/
Thunderbird is the world’s No. 1-ranked school of international business with nearly 70 years of experience in developing leaders with the global mindset, business skills, and social responsibility necessary to create real, sustainable value for their organizations, communities, and the world.
Thunderbird Online, a professional development division of Thunderbird School of Global Management, provides online courses and executive certificates to busy professionals seeking to continue learning throughout their professional career. Thunderbird Online develops and delivers innovative continuing education programs designed specifically for working professionals looking to improve their marketability and gain a leading edge over their competition. These programs are also ideal for experienced executives seeking to gain expertise in a global business focus area, and take their organization to the next level with enhanced knowledge and skills in today’s dynamic global marketplace.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
We develop career ready technology professionals. http://xtol.careers
The Professional Development Center at the University of Texas at Austin has partnered with Experiential Teaching Online (XTOL) -- to offer four skills-based technology career programs. In response to the growing demand for highly skilled technical employees in Texas and beyond, these certificate programs offer a real-world, collaboration-driven, skills-based learning experience focused on software technology and data analytics.
The Certificates were developed using XTOL’s proven Story-Centered Curriculum (SCC) approach – an approach in which students are placed in authentic, professional roles, which challenges them to perform real-world work tasks requiring the use of targeted knowledge and skills to succeed.
In this realistic work context, faculty members mentor the students, rather than lecture, and evaluate them based on the work they produce. Students work primarily online, often in teams, using collaborative technology. The program will also include periodic on-campus “face-to-face” sessions to encourage interaction between faculty and students.
Students leave each certificate program with:
Mastery in a broad range of job-ready skills (technical and business) in numerous fields
A Certificate of Completion
A portfolio of professional quality work and end-to-end project experience working on real-world, in-demand software technology projects to present to prospective employers
Professional Development Center at The University of Texas at Austin
Professional Development Center at The University of Texas at Austin helps individuals meet professional and personal goals and helps organizations develop employees and improve performance through its program, consulting, coaching and facilitation services.
PDC designs and delivers face-to-face and online noncredit programs for individuals interested in improving their professional skills or who seek a credential or a career change. Our programs and instructors help individuals and organizations around Texas and around the world improve personal and organizational performance. Since 1999, more than 18,000 individuals have enrolled in PDC programs. We conduct an average of 300 onsite programs annually within and outside of Texas. Our program participants hail from every region of the United States and from Mexico, Canada, South America, Europe and Asia.
Innovation Labs create global interoperability. They are physical spaces that allow for collaboration among private sector, academia and civil society. The labs profiled in this guide allow UNICEF to convene dynamic, new partners around specific local issues—and, importantly, allow the solutions that are created to go to global scale. The lab in Kosovo works with technology created in Prishtina, in Kampala, and elsewhere, and adapts it to the needs of a young, determined population. The lab in Uganda connects academia from the US, Europe, and Kampala, and creates system change at a national scale. The CCORE lab in Zimbabwe takes best practices from the world of operational research and applies them to pressing programmatic issues. These are just the beginning.
This document gives you the information you need to create your own lab. This could be a UNICEF lab—or could simply be a space of creativity that is aimed at solving significant global problems through the application of dedicated local resources.
There is no ego in the concept of a lab. Pioneers like the iHub in Nairobi, INSTEDD in South East Asia, the Global Pulse in Jakarta, and Un Techo para mi Pais in Chile show the demand for methodologies of openness, collaboration, and experimentation.
The document is structured to give a sense of what a lab contains, to provide the specific, operational steps needed to get a lab up and running, to provide a few examples of existing labs, and finally to provide the technical documents (terms of reference, partnership agreements, etc.) that you can adapt for your own use. Most importantly, it is designed to be extended.
This is the first version of this Do-It-Yourself Guide—and we invite you to submit your lab structures, your documents and your knowledge to the project so that future versions can grow, learn, and build. You can submit your input to both innovateforchildren@unicef.org and to the UNICEF Innovation blog at: http://unicefstories.org/submit/
Thunderbird is the world’s No. 1-ranked school of international business with nearly 70 years of experience in developing leaders with the global mindset, business skills, and social responsibility necessary to create real, sustainable value for their organizations, communities, and the world.
Thunderbird Online, a professional development division of Thunderbird School of Global Management, provides online courses and executive certificates to busy professionals seeking to continue learning throughout their professional career. Thunderbird Online develops and delivers innovative continuing education programs designed specifically for working professionals looking to improve their marketability and gain a leading edge over their competition. These programs are also ideal for experienced executives seeking to gain expertise in a global business focus area, and take their organization to the next level with enhanced knowledge and skills in today’s dynamic global marketplace.
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This presentation is a summary on the processes inside our Communication and Multimedia Design bachelor programme at the NHL university of applied sciences in Leeuwarden, the Netherlands. I hope it may be of any inspiration to you. If so please drop a comment!
This is class 2 for the summer session of the online Project Management for Training class I am teaching at New York University:
http://www.epsilen.com/crs/096318
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Enhancing computing student employability skills through partnership working ...Scott Turner
Scott Turner
Associate Professor,
Department of Computing and Immersive Technologies, University of Northampton, UK
Abstract.
Student volunteering is growing in the UK and elsewhere, and there is an on-going debate about whether it is really “self-evidently a ‘good thing’” with there is a greater need for reflection of whether this is true [2]. This paper presents a personal reflection of Science, Technology, Engineering and Maths (STEM) volunteering as a potential route to increasing Computing student’s employability.
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Communities of Practice: creating learning environmentsMartin Kuipers
This presentation is a summary on the processes inside our Communication and Multimedia Design bachelor programme at the NHL university of applied sciences in Leeuwarden, the Netherlands. I hope it may be of any inspiration to you. If so please drop a comment!
This is class 2 for the summer session of the online Project Management for Training class I am teaching at New York University:
http://www.epsilen.com/crs/096318
Moodle Course Creator Certification (MCCC) presentation at iMoot16. The MCCC is provide solely by Moodle Partners. See the presentation for information and resources related to the MCCC.
Introduces Foundation Skills in teh Australian context - the ACSF and CSfW documents. Provides broad strategies and suggestions for to build the core skill Learning within training
Enhancing computing student employability skills through partnership working ...Scott Turner
Scott Turner
Associate Professor,
Department of Computing and Immersive Technologies, University of Northampton, UK
Abstract.
Student volunteering is growing in the UK and elsewhere, and there is an on-going debate about whether it is really “self-evidently a ‘good thing’” with there is a greater need for reflection of whether this is true [2]. This paper presents a personal reflection of Science, Technology, Engineering and Maths (STEM) volunteering as a potential route to increasing Computing student’s employability.
This paper looks at an approach at the University of Northampton that in-volves (i)Linking but not combining a local STEM volunteering scheme to the National STEM Volunteers [5] (ii) Creation of a STEM Steering Group that has representation across all parts of the university.
Three brief case studies of computing student volunteers at different stages will be presented and end with a personal reflection based on observations over a ten year period.
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BRENDA AGUAYO, MARIA MALDONADO, MARIA CLIMACO, OLIVIA ORTIZ, ANA PALOMARES, SUSANA MARTINEZ AND NICANOR QUIROZ, on behalf of themselves and all others similarly situated,
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1. The Context of Engineering
Education
Conceiving- Designing- Implementing - Operating
Edward F. Crawley, John Cha,
Johan Malmqvist, and Doris R. Brodeur
4th International CDIO Conference
16 - 19 June 2008
2. THE WORLDWIDE NEED FOR CHANGE
• Shortage of engineering graduates and those remaining in
engineering careers
• Need to educate engineers to be more effective
contributors and leaders
• Need to educate engineers to work in a more
interdisciplinary manner
• Preparing students for increasing globalization
• Increasing awareness and response to environmental
changes
• Need for more experiential learning and project-based
learning
• Need for enhanced university-industry cooperation and
knowledge exchange
3. THE EDUCATIONAL NEEDS
OF OUR STUDENTS
DESIRED ATTRIBUTES OF AN
ENGINEERING GRADUATE UNDERLYING NEED
• Understanding of fundamentals Educate students who:
• Understanding of design and • Understand how to conceive-
manufacturing processes design-implement-operate
• Multidisciplinary system • Complex value-added
perspective engineering systems
• Good communication skills • In a modern team-based
engineering environment
• High ethical standards, etc.
We have adopted CDIO as the engineering context
of our education
4. WHAT IS CONTEXT?
1. The words, phases or passages that come before, or after,
a particular word or passage of text that help to explain its
full meaning
2. The circumstances or events that form the environment
within which something exists or takes place
A chair within a room
A decision influenced by the organization
Context is the circumstances and surroundings that aid
in understanding meaning
5. WHAT IS ENGINEERING?
• Designing and implementing things that have not
previously existed, and that directly or indirectly serve
society or some element of society
• Von Kármán: Scientists discover the world that exists,
while engineers create the world that never was!”
• The life cycle of a product, process, project, system,
software, material, molecule
o Conceiving: understanding needs and technology, and
creating the concept
o Designing: defining the information needed to
implement
o Implementing: creating the actually operable system
o Operating: using the system to meet the need
6. ENGINEERING CONTEXT
STABLE ELEMENTS
• A focus on the problems of the customer and society
• The delivery of new products, processes, and
systems
• The role of invention and new technology in shaping
the future
• The use of many disciplines to develop the solution
• The need for engineers to work together, to
communicate effectively, and to provide leadership in
technical endeavors
• The need to work efficiently, within resources, and /or
profitably
7. ENGINEERING CONTEXT
CHANGING ELEMENTS
• A change from mastery of the environment to
stewardship of the environment
• Shortened lifespan of products and technologies
• Increase in service orientation
• Globalization and international competition
• Fragmentation and geographic dispersion of
engineering activities
• The increasingly human-centered nature of
engineering practice
8. 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 all to understand the importance
and strategic impact of research and
technological development on society
And to attract and retain students in engineering
9. THREE PREMISES
1. The underlying need is best met by setting goals that stress the
fundamentals, while at the same time making C-D-I-O the
context of engineering
2. Learning outcomes for students should be
o set through stakeholder involvement, and
o met by constructing a sequence of integrated learning
experiences that expose students to situations that
engineers encounter in their profession
3. Proper construction of these integrated learning activities will
cause the activities to have dual impact
o facilitating student learning of critical personal and
interpersonal skills, and product, process, and system
building skills, and
o simultaneously enhancing the learning of the fundamentals
10. ENGINEERING EDUCATION CONTEXT
What should be the context of engineering
education?
• A focus on the needs of the customer
• Delivery of products and systems
• Incorporation of new inventions and technologies
• A focus on the solution, not disciplines
• Working with others
• Effective communication
• Working within resources
11. DEVELOPMENT OF
ENGINEERING EDUCATION
Personal,
Interpersonal Pre-1950s:
and System Practice
Building Skills
1960s: 2000:
Science CDIO
and
Practice
1980s:
Science
Disciplinary
Knowledge
Engineers need both dimensions, and we need to
develop education that delivers both
12. CDIO AS THE CONTEXT
• Conceive-Design-Implement-Operate as a
model (not the only model!) of the product,
process, and system development and
deployment process in engineering
• Other models
• Measure-Model-Manipulate-Make in
biological engineering at MIT
• Engineering-Enterprising-Educating-
Environmenting-Ensembling in Leuven,
Belgium
13. BEST PRACTICE
STANDARD ONE
Adoption of the principle that product, process, and
system lifecycle development and deployment --
Conceiving, Designing, Implementing and Operating -
- are the context for engineering education
It is what engineers do!
It is the underlying need and basis for the skills lists that
industry proposes to university educators
It is the natural context in which to teach these skills to
engineering students
It better supports the learning of the technical
fundamentals
14. BENEFITS OF LEARNING IN CONTEXT
Setting the education of engineers in the
context of engineering practice realizes the
benefits of Contextual Learning
• Increases retention of new knowledge and
skills
• Interconnects concepts and knowledge that
build on each other
• Communicates the rationale for, meaning of,
and relevance of, what students are learning
15. VISION
We envision an education that stresses the
fundamentals, set in the context of Conceiving –
Designing – Implementing – Operating products,
processes, and systems:
• A curriculum organized around mutually supporting
disciplines, with CDIO activities highly interwoven
• Rich with student design-implement projects
• Featuring active and experiential learning
• Set in both classrooms and modern learning laboratories
and workspaces
• Constantly improved through robust assessment and
evaluation processes
16. 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?
How can we work together on these questions?
17. FROM UNDERLYING NEED TO GOALS
Educate students who:
• Understand how to conceive- Process
design-implement-operate
• Complex value-added Product 4. CDIO
engineering systems
3. Inter-
• In a modern team-based 1. Technical 2. Personal
personal
engineering environment
• And are mature and thoughtful Team
individuals
Self
The CDIO Syllabus - a comprehensive statement of detailed
Goals for an Engineering Education
18. THE CDIO SYLLABUS
1.0 Technical Knowledge & Reasoning:
Knowledge of underlying sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge
2.0 Personal and Professional Skills & Attributes
Engineering reasoning and problem solving
Experimentation and knowledge discovery
System thinking
Personal skills and attributes
Professional skills and attributes
3.0 Interpersonal Skills: Teamwork & Communication
Multi-disciplinary teamwork
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise & Societal Context
External and societal context
Enterprise and business context
Conceiving and engineering systems
Designing
Implementing
Operating
19. 1 TECHNICAL KNOWLEDGE AND REASONING 3.3. COMMUNICATION IN FOREIGN
1.1. KNOWLEDGE OF UNDERLYING LANGUAGES
SCIENCES 3.3.1. English
CDIO SYLLABUS 1.2. CORE ENGINEERING FUNDAMENTAL
KNOWLEDGE
1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
3.3.2. Languages within the European Union
3.3.3. Languages outside the European
Union
4 CONCEIVING, DESIGNING, IMPLEMENTING
2 PERSONAL AND PROFESSIONAL SKILLS AND OPERATING SYSTEMS IN THE
AND ATTRIBUTES ENTERPRISE AND SOCIETAL CONTEXT
2.1. ENGINEERING REASONING AND 4.1. EXTERNAL AND SOCIETAL CONTEXT
PROBLEM SOLVING 4.1.1. Roles and Responsibility of Engineers
• Syllabus at 3rd 2.1.1. Problem Identification and Formulation
2.1.2. Modeling
2.1.3. Estimation and Qualitative Analysis
4.1.2. The Impact of Engineering on Society
4.1.3. Society’s Regulation of Engineering
4.1.4. The Historical and Cultural Context
level 2.1.4. Analysis With Uncertainty
2.1.5. Solution and Recommendation
2.2. EXPERIMENTATION AND KNOWLEDGE
4.1.5. Contemporary Issues and Values
4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
DISCOVERY 4.2.1. Appreciating Different Enterprise
• One or two more 2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and Electronic
Literature
Cultures
4.2.2. Enterprise Strategy, Goals and
Planning
levels are detailed
2.2.3. Experimental Inquiry 4.2.3. Technical Entrepreneurship
2.2.4. Hypothesis Test, and Defense 4.2.4. Working Successfully in Organizations
2.3. SYSTEM THINKING 4.3. CONCEIVING AND ENGINEERING
2.3.1. Thinking Holistically SYSTEMS
• Rational
2.3.2. Emergence and Interactions in 4.3.1. Setting System Goals and
Systems Requirements
2.3.3. Prioritization and Focus 4.3.2. Defining Function, Concept and
2.3.4. Tradeoffs, Judgment and Balance in Architecture
• Comprehensive
Resolution 4.3.3. Modeling of System and Ensuring
2.4. PERSONAL SKILLS AND ATTITUDES Goals Can Be Met
2.4.1. Initiative and Willingness to Take 4.3.4. Development Project Management
Risks 4.4. DESIGNING
• Peer reviewed
2.4.2. Perseverance and Flexibility 4.4.1. The Design Process
2.4.3. Creative Thinking 4.4.2. The Design Process Phasing and
2.4.4. Critical Thinking Approaches
2.4.5. Awareness of One’s Personal 4.4.3. Utilization of Knowledge in Design
• Basis for design
Knowledge, Skills, and Attitudes 4.4.4. Disciplinary Design
2.4.6. Curiosity and Lifelong Learning 4.4.5. Multidisciplinary Design
2.4.7. Time and Resource Management 4.4.6. Multi-objective Design
2.5. PROFESSIONAL SKILLS AND 4.5. IMPLEMENTING
and assessment ATTITUDES
2.5.1. Professional Ethics, Integrity,
Responsibility and Accountability
4.5.1. Designing the Implementation Process
4.5.2. Hardware Manufacturing Process
4.5.3. Software Implementing Process
2.5.2. Professional Behavior 4.5.4. Hardware Software Integration
2.5.3. Proactively Planning for One’s Career 4.5.5. Test, Verification, Validation and
2.5.4. Staying Current on World of Engineer Certification
4.5.6. Implementation Management
3 INTERPERSONAL SKILLS: TEAMWORK AND 4.6. OPERATING
COMMUNICATION 4.6.1. Designing and Optimizing Operations
3.1. TEAMWORK 4.6.2. Training and Operations
3.1.1. Forming Effective Teams 4.6.3. Supporting the System Lifecycle
3.1.2. Team Operation 4.6.4. System Improvement and Evolution
3.1.3. Team Growth and Evolution 4.6.5. Disposal and Life-End Issues
3.1.4. Leadership 4.6.6. Operations Management
3.1.5. Technical Teaming
3.2. COMMUNICATION
3.2.1. Communication Strategy
3.2.2. Communication Structure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Communication
3.2.5. Graphical Communication
3.2.6. Oral Presentation and Interpersonal
Communication
20. 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
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22. BEST PRACTICE
STANDARD TWO
Specific, detailed learning outcomes for personal
and interpersonal skills, and product, process,
and system building skills, as well as disciplinary
knowledge, consistent with program goals and
validated by program stakeholders
“Resolves” tensions among stakeholders
Allows for the design of curriculum
Basis of student evaluation
23. HOW CAN WE DO BETTER?
Re-task current assets and resources in:
• Curriculum
• Laboratories and workspaces
• Teaching and learning
• Assessment and evaluation
• Faculty competence
Evolve to a model in which these resources are
better employed to promote student learning
24. BEST PRACTICE: THE CDIO STANDARDS
1. The Context 7. Integrated Learning Experiences
Adoption of the principle that product. Process, and Integrated learning experiences that lead to the
system lifecycle development and deployment are the acquisition of disciplinary knowledge, as well as
context for engineering education personal, interpersonal, and produc, process,t and
2. Learning Outcomes system building skills
Specific, detailed learning outcomes for personal, 8. Active Learning
interpersonal, and product,.process and system Teaching and learning based on active experiential
building skills, consistent with program goals and learning methods
validated by program stakeholders 9. Enhancement of Faculty Skills Competence
3. Integrated Curriculum Actions that enhance faculty competence in personal,
A curriculum designed with mutually supporting interpersonal, and product and system building skills
disciplinary subjects, with an explicit plan to integrate 10. Enhancement of Faculty Teaching Competence
personal, interpersonal, and product, process, and Actions that enhance faculty competence in providing
system building skills integrated learning experiences, in using active
4. Introduction to Engineering experiential learning methods, and in assessing
An introductory course that provides the framework for student learning
engineering practice in product. Process, and system 11. Learning Assessment
building, and introduces essential personal and Assessment of student learning in personal,
interpersonal skills interpersonal, and product, process, and system
5. Design-Implement Experiences building skills, as well as in disciplinary knowledge
A curriculum that includes two or more design- 12. Program Evaluation
implement experiences, including one at a basic level A system that evaluates programs against these 12
and one at an advanced level standards, and provides feedback to students, faculty,
6. Engineering Workspaces and other stakeholders for the purposes of continuous
Workspaces and laboratories that support and improvement
encourage hands-on learning of product, process, and
system building, disciplinary knowledge, and social
learning
25. INTRODUCTORY COURSE
• To motivate students to study
engineering
• To provide early exposure to
system building
• To teach some early and
essential skills (e.g., teamwork) Capstone
• To provide a set of personal Disciplines
experiences which will allow
early fundamentals to be more
deeply understood Intro
Sciences
27. ARE WE DOING BETTER?
• The CDIO approach has deepened, not diminished, students’
understanding of engineering disciplinary knowledge
• Annual surveys of graduating students indicate that they have
developed intended CDIO program knowledge and skills
outcomes, especially are those that are important to program
stakeholders
• Student self-report data indicate high student satisfaction with
design-implement experiences, and with workspaces that
promote a sense of community among learners
• Longitudinal studies of students in CDIO programs are showing
increases in program enrollment, decreasing failing rates,
particularly among female students, and increased student
satisfaction with their learning experiences
• Employers are beginning to report increased capabilities
improvements in student adaptation to the workplace
• Results are being used for continuous program improvement
28. THE WORLDWIDE NEED FOR CHANGE
• Shortage of engineering graduates and those remaining in
engineering careers
• Need to educate engineers to be more effective
contributors and leaders
• Need to educate engineers to work in a more
interdisciplinary manner
• Preparing students for increasing globalization
• Increasing awareness and response to environmental
changes
• Need for more experiential learning and project-based
learning
• Need for enhanced university-industry cooperation and
knowledge exchange
29. QUESTIONS
1. How can teaching and learning in
the context of engineering practice
help to address the need for
qualified engineers?
2. How could the goals and vision of
the CDIO approach to engineering
education be implemented in your
programs?
3. What are your questions?