This document discusses the implementation of the CDIO initiative at ISEP, a Portuguese engineering school. It describes how CDIO was adopted to integrate learning processes and define program outcomes aligned with the CDIO syllabus. As part of CDIO, ISEP emphasizes capstone-internship projects that provide context for disciplinary knowledge and develop students' personal, interpersonal, and engineering skills. Evaluation shows the capstone projects are highly sought after by employers and improve student employability and program outcomes like graduation rates. Overall, adopting CDIO has increased industry engagement and recognition for ISEP's programs.
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.
Day of Mindfulness Workshop - What is Mindfulness?G Ross Clark
Day of Mindfulness - What is Mindfulness?
Mindfulness is Attention, Intention and Reflection.
Learn more at - http://www.anxietyrelief.tv/
Respectfully, G Ross Clark
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.
Day of Mindfulness Workshop - What is Mindfulness?G Ross Clark
Day of Mindfulness - What is Mindfulness?
Mindfulness is Attention, Intention and Reflection.
Learn more at - http://www.anxietyrelief.tv/
Respectfully, G Ross Clark
Lightning Talk - presented to the following stakeholders at various stages: Steering Committee, Library Services, Student Services, Head of Teaching Forum, Head of Academic Schools Forum...
Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
Lightning Talk - presented to the following stakeholders at various stages: Steering Committee, Library Services, Student Services, Head of Teaching Forum, Head of Academic Schools Forum...
Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
Program Educational Objectives • To create competencies and opportun.pdfanokhijew
Program Educational Objectives • To create competencies and opportunities for Higher
Education; • To create professional manpower skilled for the IT Industry; • To provide
laboratory practices with advanced FOSS Tools; • To provide inter-disciplinary opportunities; •
To provide opportunities of developing technical documents and presentation skills. • to provide
opportunities of industry-Institute interactions; • To develop opportunities to promote
Entrepreneurship and start-ups; • To nurture professional and social ethics. Program Objectives •
To expose students to the Systems and Applications Programming, Organizations and
Architectures; • To provide conceptual knowledge in the Computing domain; • To provide
interdisciplinary knowledge; • To expose students with advanced tools used in industry; • To
develop written and soft-skill competencies; • To develop team work experience of professionals
skills for IT Industry. Program Outcomes • To test applications with concepts and skills in the
domain subjects; • To demonstrate skills in programming techniques and technologies; • To
demonstrate oral and written skills for technical presentations and documentation; • To
demonstrate IT project as team work; • To demonstrate social and Professional ethical practices;
2 SAVITRIBAI PHULE PUNE UNIVERSITY BE (COMPUTER ENGINEERING)- 2012
COURSE STRUCTURE Term-I Subject Subject Teaching Scheme Examination Scheme Total
Code Marks Lect Tut Pract In PR/ OR/ End Sem TW TW Sem Asmnt Asmnt 410441 Design &
Analysis 03 — — 30 — — 70 100 of Algorithms 410442 Principles of Modern 04 — — 30 —
— 70 100 Compiler Design 410443 Smart System Design 03 — — 30 — — 70 100 and
Applications 410444 Elective-I 03 — — 30 — — 70 100 410445 Elective-II 03 — — 30 — —
70 100 410446 Computer — — 04 — 50 50 — 100 laboratory-I 410447 Computer — — 04 —
50 50 — 100 Laboratory-II 410448 Project — 02 — — 50 — — 50 Total 16 02 08 150 150 100
350 750 Term-II 410449 Software Design 03 — — 30 — — 70 100 Methodologies & Testing
410450 High 03 — — 30 — — 70 100 Performance Computing 410451 Elective-III 03 — — 30
— — 70 100 410452 Elective-IV 03 — — 30 — — 70 100 Open Elective 410453 Computer —
— 04 — 50 50 — 100 laboratory-III 410454 Computer — — 04 — 50 50 — 100 Laboratory-IV
410455 Project — 06 — — 50 100 — 150 Total 12 06 08 120 150 200 280 750
Solution
Program Educational Objectives • To create competencies and opportunities for Higher
Education; • To create professional manpower skilled for the IT Industry; • To provide
laboratory practices with advanced FOSS Tools; • To provide inter-disciplinary opportunities; •
To provide opportunities of developing technical documents and presentation skills. • to provide
opportunities of industry-Institute interactions; • To develop opportunities to promote
Entrepreneurship and start-ups; • To nurture professional and social ethics. Program Objectives •
To expose students to the Systems and Applications Programming, Organizations and
Architectures; • To.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Outcome Based Education (OBE) - A practitioner's experience
TEEM_2015_ACC_79_ISEP
1. A Market Approach for
Curricular Capstone-Internships
António Cardoso Costa
Dep. Eng.ª Informática
ISEP-IPP, Portugal
TEEM'15: 7-9 October 2015 @ ISEP
3. ISEP and LEI-ISEP
• ISEP, a 163 years old public engineering school
– Located in Porto, Portugal (very fashionable nowadays)
• +6700 students, 400 teachers and 120 staf
– In 2015-2016 ISEP ofers
• 12 first cycle engineering 3-year programs (bachelor)
• 11 second cycle engineering 2-year programs (master)
• 19 post-graduation one-year programs
– About ISEP Informatics Engineering Program (LEI-ISEP)
• Portuguese bachelor degree with the largest enrolment of
freshmen (+300) and amount of students (+1200)
• For 2015-2016 there were 1040 candidates for 210 slots
4. The CDIO™ Initiative
• CDIO motivation
– Change the Engineering
Education Process
– Founders 2000:
MIT, Chalmers,
KTH and Linköping
Personal and Interpersonal
Skills, and Product, Process, and
System Building Skills
Before 1950
Practice
1960
Science
& Practice
1980
Science
2000
CDIO
Disciplinary Knowledge
5. The CDIO™ Initiative
• The “Need” of CDIO
– Educate students who understand how to Conceive-Design-
Implement-Operate complex value-added engineering
systems in a modern team-based engineering environment
• The “Objectives” of CDIO
– Educate students to master a deeper working knowledge of
the technical fundamentals
– Educate engineers to lead in the creation and operation of
new products and systems
– Educate all to understand the importance and strategic
impact of research and technological development on society
6. The CDIO™ Initiative
• CDIO adoption
– Described using 12 standards of good-practice
1. CDIO as Context
2. CDIO Syllabus Outcomes
3. Integrated Curriculum
4. Introduction to Engineering
5. Design-Build Experiences
6. CDIO Workspaces
7. Integrated Learning Experiences
8. Active Learning
9. Enhancement of Faculty CDIO Skills
10. Enhancement of Faculty Teaching Skills
11. CDIO Skills Assessment
12. CDIO Program Evaluation
}
}Key performance
indicators!
7. The CDIO™ Initiative
• Generic CDIO Syllabus for description of outcomes (1)
– 1 DISCIPLINARY KNOWLEDGE AND REASONING
• 1.1 KNOWLEDGE OF UNDERLYING DISCIPLINES
• 1.2 CORE DISCIPLINARY FUNDAMENTAL KNOWLEDGE
• 1.3 ADVANCED DISCIPLINARY FUNDAMENTAL KNOWLEDGE, METHODS
AND TOOLS
– 2 PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES
• 2.1 ANALYTIC REASONING AND PROBLEM SOLVING
• 2.2 EXPERIMENTATION, INVESTIGATION AND KNOWLEDGE DISCOVERY
• 2.3 SYSTEM THINKING
• 2.4 ATTITUDES, THOUGHT AND LEARNING
• 2.5 ETHICS, EQUITY AND OTHER RESPONSIBILITIES
8. The CDIO™ Initiative
• Generic CDIO Syllabus for description of outcomes (2)
– 3 INTERPERSONAL SKILLS: TEAMWORK/COMMUNICATION
• 3.1 TEAMWORK
• 3.2 COMMUNICATIONS
• 3.3 COMMUNICATIONS IN FOREIGN LANGUAGES
– 4 PROFESSIONAL PRACTICE IN THE ENTERPRISE, SOCIETAL AND
ENVIRONMENTAL CONTEXT
• 4.1 EXTERNAL, SOCIETAL AND ENVIRONMENTAL CONTEXT
• 4.2 PROFESSIONAL CONTEXT
• 4.3-6 CDIO CONTEXTS
– The outcomes encompass 4 levels and describe the minimum
required performance levels (Bloom cognitive scale, etc.)
9. The CDIO™ Initiative at LEI-ISEP
• An undergraduate program (Bologna 1st cycle)
–
+300 freshmen and +1200 students in 2015-16
10. The CDIO™ Initiative at LEI-ISEP
• CDIO inspired integrated learning processes
– LEI software engineering learning process
11. The CDIO™ Initiative at LEI-ISEP
• Relevant consequences of CDIO adoption at LEI-ISEP
– LEI-ISEP Syllabus definition (2007, revised 2015)
– Definition and update of simultaneous learning processes,
ensuring the alignment of courses with Syllabus
– Courses developing personal, interpersonal, social and
engineering skills, providing context to the disciplinary
knowledge
– Larger involvement and responsibility of faculty
– Emphasis in student group learning over teaching
– Extensive feedback about the program and its outcomes in
the context of capstone-internship projects and activities
13. Capstone-internship performance at LEI-ISEP
• Program results, students and graduates
– Very high and growing interest from employers about the
capstone-internship projects:
• 2012-13, 394 approved projects - 191 assigned
• 2013-14, 420 approved projects - 181 assigned
• 2014-15, 417 approved projects - 227 assigned
– Very high student and graduate employability
– Increased interaction between employers and LEI-ISEP
– The first Portuguese bachelor program certified with the
EUR-ACE Quality Seal by Ordem dos Engenheiros and
ENAAE in 2013 (for 6 years)
14. Assessment and evaluation at LEI-ISEP
• Capstone-internship assessment and evaluation
– Several instruments used and periodically revised
– External Supervisor Inquiry
• For advisers: student assessment of ACM computing capabilities
– CDIO Evaluation in Capstone-Internships
• For advisers: collect data to verify if the CDIO second level student
outcomes are achieved
– Presentation before a jury of a single student or a group
• Jury of 3 teachers + LEI adviser(s) + external supervisor(s)
• Capstone grade: 50% project solution + 50% technical report
18. Ecosystem of a modern engineering program (2)
EUR-ACE
Labels
EUR-ACE
Labels
19. Conclusions about CDIO™ and EUR-ACE
• Positive impacts at ISEP
– Evidence accumulated since 2012
• First option student applications have increased
• Student dropout in programs has been reduced
• Teachers applying active pedagogical methods in classes
• The graduation rate of most ISEP programs has increased
• More industry contacts with teachers and managers
• Industry more interested in cooperating with programs
• Recognition from accreditation/certification agencies, IT
academies, industry, alumni, media, etc.
• Nowadays relevant labels for youth, families and employers
20. A Market Approach for
Curricular Capstone-Internships
António Cardoso Costa
Dep. Eng.ª Informática
ISEP-IPP, Portugal
TEEM'15: 7-9 October 2015 @ ISEP