1 First Annual Meeting Kingston, Canada June 6 - 9, 2005

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First Annual MeetingFirst Annual Meeting

Kingston, CanadaKingston, Canada

June 6 - 9, 2005June 6 - 9, 2005

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Alumni/-ae Survey - Queen’s Kingston

The CDIO based Survey as a useful The CDIO based Survey as a useful Tool in the monitoring and evolution Tool in the monitoring and evolution of the Curriculum in the Mechanical of the Curriculum in the Mechanical

and Materials Engineering Department and Materials Engineering Department (MME) at Queen’s University, Canada(MME) at Queen’s University, Canada

Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C; Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C; Oosthuizen, PH; Strong, D; Surgenor, BWOosthuizen, PH; Strong, D; Surgenor, BW

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OutlineOutline Goals of the survey

The template used in the alumni/-ae survey

Who was surveyed?

Selected results

Initial changes to the curriculum

Future changes to the curriculum

Summary

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Goals of the SurveyGoals of the Survey

To help in the modification of the Mechanical and Materials Engineering curriculum to ensure that it leads to the levels of proficiency for graduating engineers required by industry

To assist in the review the curriculum with “hard” numbers in F/W 04/05

To assist in developing the CEAB submission in 2005

To act as a benchmark for future surveys

To assist in benchmarking for the Mechanical and Materials Engineering program with those of other universities worldwide

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The SurveyThe SurveyThe template used in the survey was developed from the Alumni/-ae survey

undertaken by QUB

The survey consists of the following:The name, year of graduation from Queen’s Kingston, and

occupation of the respondent1.0 Mathematics2.0 Mechanical and Materials Engineering Sciences3.0 Additional Core Subjects4.0 Personal and Professional Skills and Attributes5.0 Operating Systems in the Enterprise and Societal Context6.0 Allocation of Teaching Time

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Five Levels of ProficiencyFive Levels of Proficiency Concluded that the levels had to deviate from CDIO Survey

due to difficult wording

Felt that a clear rank system was more efficient and simpler

Tested CDIO Survey with 15 faculty members, 30 graduate students, and 8 undergraduate students to obtain their opinion of the survey, before sending it out to alumni/-ae

Similar to QUB:Circle one of the level of importance that you believe a newly BSc graduate engineer should have

1. Considerably less important than the others

Please answer topics 2. Less important than the others

on the basis of your 3. Of average importance

own personal experience 4. More important than the others

5. Considerably more important than the others

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Who was surveyed?Who was surveyed? 3026 Mechanical and Materials Engineering graduates from 1970-

2004– 433 responses = 14.31%– 10.6 % female graduates, 89.4 % male graduates– 19.4 % female graduate responded, 13.7 % male graduates responded– Older versus Younger Alumni/-ae:

– Occupation of Alumni/-ae:

– Other involved positions in finance, sales, and teaching

1970-1993 OLDER 62.82%1994-2004 YOUNGER 37.18%

Occupation %Engineering 37.88Management 43.19Retired 1.62Other 16.40

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Selected Results- Queen’s Kingston

Scaled Comparison of CDIO Alumni/-ae Results

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5

2.1 Engineering Reasoning and Problem Solving

2.2 Experimentaion and Knowledge Discovery

2.3 System Thinking

2.4 Personal Skills and Attributes

2.5 Professional Skills and Attributes

3.1 Teamwork

3.2 Communications

4.1 External and Societal Context

4.2 Enterprise And Business Context

4.3 Conceiving and Engineering Systems

4.4 Designing

4.5 Implementing

4.6 Operating

Proficiency Level

QUB Alumni/-ae

MIT Alumni/-ae

QUK Alumni/-ae

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4.0 Personal and Professional Skills and

Attributes - Queen’s Kingston

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

4.1 EngineeringReasoning and

Problem Solving

4.2 Experimentaion andKnowledge Discovery

4.3 System Thinking

4.4 Personal Skills andAttributes

4.5 Professional Skillsand Attributes

4.6 Teamwork

4.7 Communications

YoungerAlumni/-aeOlderAlumni/-ae

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5.0 Operating System in the Enterprise and

Societal Context - Queen’s Kingston

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

5.1 External and SocietalContext

5.2 Enterprise AndBusiness Context

5.3 Conceiving andEngineering Systems

5.4 Designing

5.5 Implementing

5.6 Operating

YoungerAlumni/-ae

OlderAlumni/-ae

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1.0 Mathematics - Queen’s Kingston

1.0 Mathematics

0.00 1.00 2.00 3.00 4.00 5.00

1.1 Algebra

1.2 Geometry

1.3 Trigonometry

1.4 Calculus

1.5 Matrices

1.6 Vector Calculus

1.7 Complex Numbers

1.8 Transform

1.9 Probability and Statistics

1.10 Numerical Analysis

Younger Alumni/-ae

Older Alumni/-ae

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2.0 Mechanical and Materials Engineering

Sciences - Queen’s Kingston

Thermodynamics, Fluid Mechanics, Statics & Solid Mechanics, Engineering Dynamics & Kinematics

Asked graduates for each core course listed above: In thisIn this

matter, how important is it that a graduating engineer shouldmatter, how important is it that a graduating engineer should:

2.X.1 Be familiar with basic principlesprinciples and relationships 2.X.2 Be able to derivederive mathematical equations and relationships 2.X.3 Be able to applyapply engineering knowledge to real world

issues

0.0

1.0

2.0

3.0

4.0

5.0

6.0

2.1.1 Principles 2.1.2 Derive 2.1.3 Apply

OlderAlumni/-aeYoungerAlumni/-ae

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3.0 Additional Material - Queen’s Kingston

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

OlderAlumni/-ae

YoungerAlumni/-ae

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6.0 Allocation of Teaching Time

Queen’s Kingston

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5

6.1 Mathematics

6.2 Mechanical Engineering Sciencs

6.3 Additional Core Subjects

6.4 Personal and Professional Skills andAttributes

6.5 Operation Systems in the Enterpriseand Societal Context

6.6 Practical Work: Laboratory Classesand Investigative Projects

6.7 Practical Work:Design/Build/Tests/Assignments/Projects

YoungAlumni/ae

OldAlumni/ae

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Comments from Alumni/-aeComments from Alumni/-ae

From their work experience, many alumni/-ae felt that the following From their work experience, many alumni/-ae felt that the following should be emphasized in the curriculum in order to better prepare our should be emphasized in the curriculum in order to better prepare our

graduates for positions in industry:graduates for positions in industry:

More practical application/ real world issues = 38%

Excellent communication skills = 21%

More group projects/ teamwork = 27 %

Other comments = 14%

=> The major findings from the CDIO survey match what the CDIO initiative is promoting

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Benchmarking

CDIO Curriculum Benchmarking for the Core Curriculum of the General Option in Mechanical and Materials Engineering at Queen's University w ith CDIO Syllabus Resource Level

0

2

4

6

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2.1 2.2 2.3 2.4 2.5 3.1 3.2 4.1 4.2 4.3 4.4 4.5 4.6

ITU

Inde

x

02468101214161820

ITU Index, Queens-Kingston

Resource Level

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MME Curriculum

Second Year Common Core:

CIVL 220 Statics and Solid Mechanics

ELEC 210 Introductory Electric Circuits and Machines

MATH 225 Ordinary Differential Equations

MATH 272 Application of Numerical Methods

MECH 212 Design Techniques

MECH 213 Manufacturing Methods

MECH 215 Instrumentation and Measurement

MECH 228 Kinematics and Dynamics

MECH 230 Thermodynamics I

MECH 241 Fluid Mechanics I

MECH 270 Materials Science and Engineering

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Third Year Common Core:

MECH 302 Technical Communication

MECH 321 Solid Mechanics II

MECH 323 Machine Design

MECH 328 Dynamics and Vibration

MECH 330 Applied Thermodynamics II

MECH 341 Fluid Mechanics II

MECH 346 Heat Transfer

MECH 350 Automatic Controls

MECH 398 Mechanical Engineering Laboratory I

MECH 399 Mechanical Engineering Laboratory II

PHYS 333 Electronics for Scientists and Engineers

STAT 367 Engineering Data Analysis

MME Curriculum (continued)

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Mechanical Engineering Option:

Complementary Studies

1 Technical Elective

Materials Engineering Option:

MECH 370 Principles of Materials Processing

MECH 371 Fracture Mechanics and Dislocation Theory

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Forth Year Common Core:

COMM 244 Project Management and Economics

MECH 460 Design Project I

Mechanical Engineering Option:


Technical Electives

Materials Engineering Option:


Technical Electives

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Partial List of Elective Courses:

CHEE 390 Polymer Science and Process Technology

CHEE 481 Air Quality Management

ELEC 448 Introduction to Robotics: Mechanics and Control

MECH 314 Manufacturing Engineering

MECH 370 Principles of Materials Processing

MECH 371 Fracture Mechanics and Dislocation Theory

MECH 412 Mechanical Behaviour of Advanced Materials

MECH 420 Vibrations

MECH 422 Stress and Strain Analysis

MECH 424 Life Cycle Engineering

MECH 426 Manufacturing Business Strategy

MECH 430 Thermal Systems Design

MECH 431 Building Energy Systems

MECH 435 Applied Combustion

MECH 439 Turbomachinery

MECH 441 Fluid Mechanics III

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MECH 444 Computational Fluid Dynamics

MECH 448 Compressible Fluid Flow

MECH 452 Mechatronic Systems Design

MECH 455 Computer Integrated Manufacturing

MECH 456 Introduction to Robotics

MECH 462 Design Project II

MECH 465 Computer-Aided Design

MECH 466 Solid Modelling

MECH 472 Corrosion and Failure Analysis

MECH 477 Design of Automotive Structures with Advanced Materials

MECH 478 Biomaterials

MECH 480 Aerospace Engineering

MECH 482 Noise Control

MECH 491 Design of Biomechanical Devices

MECH 495 Ergonomics and Design

MECH 497 Spacecraft Systems Design


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Curriculum Changes

Initial Changes to the MME CurriculumInitial Changes to the MME Curriculum

Change the oral and written communication course from 3rd year to courses in 2nd and 3rd year with 50% more overall weight Integrate communication exercises into required tasks in other

courses => get additional faculty involved with CDIO

Increased emphasis of “I” and “O” in 4th year design courseMore industry projects (real world!)More studentsResources $ and shop time

Adding CD and IO in calendar description

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Curriculum Changes

Future Changes to the CurriculumFuture Changes to the Curriculum

Revise the material in some of the mathematics courses offered currently - ad hoc team working on it

Review list of technical electives

Branding of MME program - What is unique?Many technical electives leaves room for individual course

choices, especially in 4th yearCDIO type of curriculum should become a selling point for getting

jobs in industry

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Summary

SummarySummary

The CDIO surveys have been helpful to evolve our curriculum We have made changes to communication curriculum Emphasize IO We are working on revising mathematics and technical electives

Increase our conformity with the CDIO Syllabus

Challenge to do all this with increasing enrolment and very tight budget

Challenge to involve more faculty, despite of pressure of larger classes, research and publishing (tenure)!

Student involvement supporting CDIO is crucial!

The CDIO based survey is a powerful tool to prioritize changes in curriculum!

Documents

1 First Annual Meeting Kingston, Canada June 6 - 9, 2005