READY TO ENGINEER

Conceive- Design- Implement - Operate:

An Innovative Framework for Engineering Education

Edward Crawley

July 2006

“What is chiefly needed is skill rather than machinery” Wilbur Wright, 1902

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?

THE NEED

Desired Attributes of an Engineering Graduate

• Understanding of fundamentals

• Understanding of design and manufacturing process

• Possess a multi-disciplinary system perspective

• Good communication skills

• High ethical standards, etc.

Underlying Need

Educate students who:

•Understand how to conceive-design-implement-operate

•Complex value-added engineering systems

•In a modern team-based engineering environment

We have adopted CDIO as the engineering context of our education

TRANSFORM THE CULTURE

CURRENT

• Engineering Science

• R&D Context

• Reductionist

• Individual

... but still based on a rigorous treatment of engineering fundamentals

DESIRED

• Engineering

• Product Context

• Integrative

• Team

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 student in engineering

VISION

We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating systems and products:

• A curriculum organised around mutually supporting disciplines, but with CDIO activities highly interwoven

• Rich with student design-build projects

• Featuring active and experiential learning

• Set in both classrooms and modern learning laboratories and workspaces

• Constantly improved through robust assessment and evaluation processes

PEDAGOGIC LOGIC

• Most engineers learn from the concrete to the abstractManipulate objects to understand abstractions

• Students arrive at university lacking personal experience

• We must provide dual impact authentic activities to allow mapping of new knowledge - alternative is rote or “pattern matching”

• Using CDIO as authentic activity achieves two goals --Provides education in the creation and operation of systemsBuilds the cognitive framework to understand the

fundamentals more deeply

CDIO

• Is a set of common goals• Is a holistic integrated approach that draws on and

integrates best practice• Is a set of resources that can be adapted and implemented

for national, university and disciplinary programs• Is a co-development approach, based on engineering

design

• Is not prescriptive

• Is a way to address the two major questions:What are the knowledge skills and attitudes?How can we do a better job?

APPROACH

Our approach is to designdesign (in the engineering sense) an improved educational model and implementable resources.

• Analyze needs, and set a clear, complete and consistent set of goals

• Design and prototype in parallel programs with partner universities

Original collaborators: Chalmers, KTH, LiU, MIT

Recently joined by: 18 others world wide

• Compare results,evaluate, iterate and develop improved models and materials

• Create as open source of resources, not a prescription

NEED TO GOALS

Educate students who:

•Understand how to conceive-design-implement-operate

•Complex value-added engineering systems

•In a modern team-basedengineering environment

•And are mature and thoughtful individuals

The CDIO Syllabus - a comprehensive statement of detailed Goals for an Engineering Education

1. Technical3. Inter-personal

2. Personal

4. CDIO

Process

Team

Product

Self

THE CDIO SYLLABUS

1.0 Technical Knowledge & Reasoning:Knowledge of underlying sciencesCore engineering fundamental knowledgeAdvanced engineering fundamental knowledge

2.0 Personal and Professional Skills & AttributesEngineering reasoning and problem solvingExperimentation and knowledge discoverySystem thinkingPersonal skills and attributesProfessional skills and attributes

3.0 Interpersonal Skills: Teamwork & CommunicationMulti-disciplinary teamworkCommunicationsCommunication in a foreign language

4.0 Conceiving, Designing, Implementing & Operating Systems in theEnterprise & Societal Context

External and societal contextEnterprise and business contextConceiving and engineering systemsDesigningImplementingOperating

CDIO SYLLABUS

• Syllabus at 3rd level

• One or two more levels are detailed

• Rational• Comprehensive• Peer reviewed• Basis for design

and assessment

1 TECHNICAL KNOWLEDGE AND REASONING1.1. KNOWLEDGE OF UNDERLYING

SCIENCES1.2. CORE ENGINEERING FUNDAMENTAL

KNOWLEDGE1.3. ADVANCED ENGINEERING

FUNDAMENTAL KNOWLEDGE

2 PERSONAL AND PROFESSIONAL SKILLSAND ATTRIBUTES2.1. ENGINEERING REASONING AND

PROBLEM SOLVING2.1.1. Problem Identification and Formulation2.1.2. Modeling2.1.3. Estimation and Qualitative Analysis2.1.4. Analysis With Uncertainty2.1.5. Solution and Recommendation

2.2. EXPERIMENTATION AND KNOWLEDGEDISCOVERY

2.2.1. Hypothesis Formulation2.2.2. Survey of Print and Electronic

Literature2.2.3. Experimental Inquiry2.2.4. Hypothesis Test, and Defense

2.3. SYSTEM THINKING2.3.1. Thinking Holistically2.3.2. Emergence and Interactions in

Systems2.3.3. Prioritization and Focus2.3.4. Tradeoffs, Judgment and Balance in

Resolution2.4. PERSONAL SKILLS AND ATTITUDES

2.4.1. Initiative and Willingness to TakeRisks

2.4.2. Perseverance and Flexibility2.4.3. Creative Thinking2.4.4. Critical Thinking2.4.5. Awareness of OneÕs Personal

Knowledge, Skills, and Attitudes2.4.6. Curiosity and Lifelong Learning2.4.7. Time and Resource Management

2.5. PROFESSIONAL SKILLS ANDATTITUDES

2.5.1. Professional Ethics, Integrity,Responsibility and Accountability

2.5.2. Professional Behavior2.5.3. Proactively Planning for OneÕs Career2.5.4. Staying Current on World of Engineer

3 INTERPERSONAL SKILLS: TEAMWORK ANDCOMMUNICATION3.1. TEAMWORK

3.1.1. Forming Effective Teams3.1.2. Team Operation3.1.3. Team Growth and Evolution3.1.4. Leadership3.1.5. Technical Teaming

3.2. COMMUNICATION3.2.1. Communication Strategy3.2.2. Communication Structure3.2.3. Written Communication3.2.4. Electronic/Multimedia Communication3.2.5. Graphical Communication3.2.6. Oral Presentation and Interpersonal

Communication

3.3. COMMUNICATION IN FOREIGNLANGUAGES

3.3.1. English3.3.2. Languages within the European Union3.3.3. Languages outside the European

Union

4 CONCEIVING, DESIGNING, IMPLEMENTINGAND OPERATING SYSTEMS IN THEENTERPRISE AND SOCIETAL CONTEXT4.1. EXTERNAL AND SOCIETAL CONTEXT

4.1.1. Roles and Responsibility of Engineers4.1.2. The Impact of Engineering on Society4.1.3. SocietyÕs Regulation of Engineering4.1.4. The Historical and Cultural Context4.1.5. Contemporary Issues and Values4.1.6. Developing a Global Perspective

4.2. ENTERPRISE AND BUSINESS CONTEXT4.2.1. Appreciating Different Enterprise

Cultures4.2.2. Enterprise Strategy, Goals and

Planning4.2.3. Technical Entrepreneurship4.2.4. Working Successfully in Organizations

4.3. CONCEIVING AND ENGINEERINGSYSTEMS

4.3.1. Setting System Goals andRequirements

4.3.2. Defining Function, Concept andArchitecture

4.3.3. Modeling of System and EnsuringGoals Can Be Met

4.3.4. Development Project Management4.4. DESIGNING

4.4.1. The Design Process4.4.2. The Design Process Phasing and

Approaches4.4.3. Utilization of Knowledge in Design4.4.4. Disciplinary Design4.4.5. Multidisciplinary Design4.4.6. Multi-objective Design

4.5. IMPLEMENTING4.5.1. Designing the Implementation Process4.5.2. Hardware Manufacturing Process4.5.3. Software Implementing Process4.5.4. Hardware Software Integration4.5.5. Test, Verification, Validation and

Certification4.5.6. Implementation Management

4.6. OPERATING4.6.1. Designing and Optimizing Operations4.6.2. Training and Operations4.6.3. Supporting the System Lifecycle4.6.4. System Improvement and Evolution4.6.5. Disposal and Life-End Issues4.6.6. Operations Management

CDIO-ABET

a b c d e f g h I j k1.1 Knowledge of Underlying Sciences1.21.32.12.22.32.42.53.13.24.14.24.34.44.54.6

External and Societal ContextEnterprise and Business Context

CDIO Syllabus Sub-Section

Communications

Professional Skills and AttitudesTeamwork

DesigningImplementing

Conceiving and Engineering Systems

Operating

ABET Criteria Met

Strong Correlation Good Correlation

Core Engineering Fundamental KnowledgeAdvanced Engineering Fundamental KnowledgeEngineering Reasoning and Problem SolvingExperimentation and Knowledge DiscoverySystem ThinkingPersonal Skills and Attitudes

a. Apply knowledge of mathematics, science, and engineering.

b. Design and conduct experiments, as well as to analyze and interpret data.

c. Design a system, component, or process to meet desired needs.

d. Function on multi-disciplinary teams.

e. Identify, formulate, and solve engineering problems.

f. Understand of professional and ethical responsibility.

g. Communicate effectively.

h. Understand the impact of engineering solutions in a global and societal context.

i. Recognition of the need for, and an ability to engage in life-long learning.

j. Knowledge of contemporary issues.

k. Use the techniques, skills, and modern engineering tools necessary for engineering practice.

CDIO-UK SPEC

A1. Sound approach in introducing new technology.

A2. Creative and innovative development of engineering technology & continuousimprovement

B1. Identify potential projects and opportunities.

B2. Conduct research and undertake design and development of engineering solutions.

B3. Implement design solutions, and evaluate their effectiveness.

C1. Plan for effective project implementation.

C2. Plan, budget organize, direct and control tasks, people and resources.

C3. Lead teams and develop staff to meet changing technical and managerial needs.

C4. Bring about continuous improvement through quality management.

D1. Communicate in English with others at all levels.

D2. Present and discuss proposals.

D3. Demonstrate personal and social skills.

E1. Comply with relevant codes of conduct.

E2. Manage and apply safe systems of work.

E3. Undertake engineering activities in a way that contributes to sustainabledevelopment.

E4. Carry out continuing professional development to enhance competence in own area.

CDIO-UK SPEC

A1 A2 B1 B2 B3 C1 C2 C3 C4 D1 D2 D3 E1 E2 E3 E41.1 Knowledge of Underlying Sciences1.21.32.12.22.32.42.53.13.23.34.14.24.34.44.54.6

CDIO Syllabus Sub-Section

Core Engineering Fundamental KnowledgeAdvanced Engineering Fundamental Knowledge

Professional Skills and AttitudesTeamworkCommunications

Engineering Reasoning and Problem SolvingExperimentation and Knowledge DiscoverySystem ThinkingPersonal Skills and Attitudes

Operating Strong Correlation Good Correlation

UK-SPEC Standard Met

Communciations in a Foreign LanguageExternal and Societal ContextEnterprise and Business ContextConceiving and Engineering SystemsDesigningImplementing

Could also map against “Output Standards” from EC“Accreditation of HE Programmes”

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

REMARKABLE AGREEMENT!

PROFICIENCY EXPECTATIONS

1

1.5

2

2.5

3

3.5

4

4.5

5

2.1

Engine

ering

Rea

son

2.2

Exper

imen

tatio

n

2.3

Syste

ms T

hinkin

g

2.4

Perso

nal A

ttribu

tes

2.5

Profe

ssion

al Attr

ibute

s

3.1

Team

work

3.2

Comm

unica

tion

4.1

Societ

al Con

text

4.2

Busine

ss C

onte

xt

4.3

Conce

iving

4.4

Design

Pro

cess

4.5

Imple

men

ting

4.6

Opera

ting

Faculty

Industry

Y. Alum

O. Alum

Proficiency Expectations at MIT Aero/Astro

Exposure

Participate

Understand

SkilledPractice

Innovate

Engineering Education should produce graduates who:

• Understand how to conceive-design-implement-operate

• Complex value-added products and systems

• In a modern team-based engineering environment

• And are mature and thoughtful individuals

Engineering Education should produce graduates who:

• Understand how to conceive-design-implement-operate

• Complex value-added products and systems

• In a modern team-based engineering environment

• And are mature and thoughtful individuals

CDIO

PRINCIPLE

CDIO

PRINCIPLE

DEVELOPMENT OF CDIO

EXISTING

PROGRAM

EXISTING

PROGRAM

Stakeholder Surveys

Stakeholder Surveys

BenchmarkSkills

BenchmarkSkills Accreditation

Criteria

AccreditationCriteria

Define

Learning

Outcomes

Define

Learning

Outcomes

CDIO

SYLLABUS

CDIO

SYLLABUS

WHAT

CDIO

CONTEXT

CDIO

CONTEXT

HOW CAN WE DO BETTER?

Re-task current assets and resources in:

• Curriculum• Laboratories and workspaces• Teaching, learning, and assessment • Faculty competence

Evolve to a model in which these resources are better employed to promote student learning

RE-TASK CURRICULUM

• Create mutually-supportive disciplinary subjects integrating personal, professional and product/system building skills

• Begin with an introductory course that provides a framework for engineering education

CDIO AS A MATRIX STRUCTURE

• Conventional engineering education replicates a stove piped disciplinary organization

• CDIO uses disciplines as the organizing principle, but interweaves personal, interpersonal and project experiences – a lightweight project organization

• Problem Based Learning uses projects as the organizing principle, and interweaves disciplinary education in a just in time model – a heavyweight project organization

Optimum for goals

OVERLAY DESIGN

• For each Syllabus topic, need to develop an appropriate cognitive progression

• For example, for design:

Design process

Design by redesign

Disciplinary design

Design for implementation

Multidisciplinary design

• Then identify where content will be taught

INTRO CORE ELECTIVES CAPSTONE

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)

• To provide a set of personal experiences which will allow early fundamentals to be more deeply understood

Disciplines

Intro

Capstone

Sciences

RE-TASK LABS AND WORKSPACES

• Use existing resources to re-task workspaces so that they support hands-on learning of product/system building, disciplinary knowledge, knowledge discovery, and social learning

• Ensure that students participate in repeated design-build experiences

Community Building

Knowledge Discovery

System Building

Reinforcing Disciplinary Knowledge

WORKSPACE USAGE MODES

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Hangaren

Learning Lab

DESIGN-BUILD RESOURCES

• Multidisciplinary Design Projects (EE/MechE) development of standard design kits; new course materials on CD-ROM

• Hardware-Software Co-Design modern control and software; development of design kits and standard lab stations (spin-dude pictured)

RE-TASK TEACHING AND ASSESSMENT

• Provide integrated experiences that support deep and conceptual learning of technical knowledge, as well as personal, interpersonal and product/system building skills

• Encourage students to take a more active role in their own learning

• Provide experiences for students that simulate their future roles as engineers

• Assess student knowledge and skills in personal, interpersonal, and product and system building, as well as disciplinary knowledge

EDUCATION AS ANINPUT-OUTPUT PROCESS

Learning Dynamics

Reflecting, Integrating,Forgetting Dynamics

noise noise

pedagogy

curricular

X0X1

X2

Cy

noise

assessment

Cz

zgoals

X =knowledgeskillsattitudes X1 - X0 = learning

y

CONCRETE

EXPERIENCE

REFLECTIVE

OBSERVATION

ABSTRACT

GENERALIZATION

ACTIVE

EXPERIMENTATION

KOLB’S LEARNING CYCLE

APPLY THE

THEORY

FORM OR

ACQUIRE A

“THEORY”TRADITIONAL

APPROACHLectures:Concepts, Models, Laws, etc.

Tutorials, Exercises, Lab classes, etc.

SKILLS

DEVELOPMENT

CDIO

ACTIVE AND EXPERIENTIAL LEARNING

ACTIVE LEARNING

Engages students directly in manipulating, applying, analyzing, and evaluating ideas

Examples:

Pair-and-Share

Group discussions

Debates

Concept questions

EXPERIENTIAL LEARNING

Active learning in which students take on roles that simulate professional engineering practice

Examples:

Design-build projects

Problem-based learning

Simulations

Case studies

Dissections

CONCEPT QUESTIONS

A black box is sitting over a hole in a table. It is isolated in every way

from its surroundings with the exception of a very thin thread which is

connected to a weight.

You observe the weight slowly moving upwards towards the box.

1) This situation violates the First Law of Thermodynamics

2) Heat must be transferred down the thread

3) The First Law is satisfied, the energy in the box is increasing

4) The First Law is satisfied, the energy in the box is decreasing

5) The First Law is satisfied, the energy in the box is constant

(Original problem due to Levenspiel, 1996)

REAL-TIME PRS RESPONSE

Responses from sophomores

RE-TASK FACULTY COMPETENCE

• Enhance faculty competence in personal, interpersonal and product/system building skills

• Encourage faculty to enhance their competence in active and experiential teaching and learning, and in assessment

FACULTY COMPETENCE IN SKILLS

Web-based Instructor Resource Modules

THE CDIO STANDARDS: BEST PRACTICE FRAMWORK

1. CDIO as Context*Adoption of the principle that product and system lifecycle development and deployment are the context for engineering education 2. CDIO Syllabus Outcomes*Specific, detailed learning outcomes for personal, interpersonal, and product and system building skills, consistent with program goals and validated by program stakeholders 3. Integrated Curriculum*A curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal, interpersonal, and product and system building skills4. Introduction to EngineeringAn introductory course that provides the framework for engineering practice in product and system building, and introduces essential personal and interpersonal skills 5. Design-Build Experiences*A curriculum that includes two or more design-build experiences, including one at a basic level and one at an advanced level6. CDIO WorkspacesWorkspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning

7. Integrated Learning Experiences*Integrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and product and system building skills8. Active LearningTeaching and learning based on active experiential learning methods9. Enhancement of Faculty CDIO Skills*Actions that enhance faculty competence in personal, interpersonal, and product and system building skills10. Enhancement of Faculty Teaching SkillsActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning11. CDIO Skills Assessment*Assessment of student learning in personal, interpersonal, and product and system building skills, as well as in disciplinary knowledge12. CDIO Program EvaluationA system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

*essential

DEVELOPMENT OF CDIO

BenchmarkT & L Methods

BenchmarkT & L Methods

Redesign

Courses &

Program

Redesign

Courses &

Program

CDIO

STANDARDS

CDIO

STANDARDS

Best PracticeBest PracticeHOW

CDIO

PRINCIPLE

CDIO

PRINCIPLE

EXISTING

PROGRAM

EXISTING

PROGRAM

Stakeholder Surveys

Stakeholder Surveys

BenchmarkSkills

BenchmarkSkills Accreditation

Criteria

AccreditationCriteria

Define

Learning

Outcomes

Define

Learning

Outcomes

CDIO

SYLLABUS

CDIO

SYLLABUS

WHAT

CDIO

PRINCIPLE

CDIO

PRINCIPLE

CENTRAL QUESTIONS FOR ENGINEERING EDUCATION

What knowledge, skills and attitudes should students possess as they graduate from university? •Syllabus•Stakeholder engagements

How can we do better at ensuring that students learn these skills?•Standards - guide to adopting good practice•Resources

• Understanding of need, and commitment

• Leadership from the top

• Nourish early adopters

• Quick successes

• Moving off assumptions

• Involvement and ownership

• Appeal to professionalism

• Students as agents of change

• Adequate resources

• Faculty learning culture

• Faculty recognition and incentives

CHANGE PROCESS

CDIO RESOURCES

• www.cdio.org

• Published papers and conference presentations

• Implementation Kits (I-Kits)

• Start-Up Guidance and Early Successes

• Instructor Resources Modules (IRM’s)

• CDIO Book (forthcoming)

• CDIO Conference in Linköping in June

TO LEARN MORE ABOUT CDIO …

Visit www.cdio.org!

• Approaches for more effective curricular design

• Inventory of concept questions across a range of disciplines

• Design implement experiences in “other” fields of engineering and applied science

• Learning assessment techniques for comparative evaluation

• Models of incentives from leading universities

APPARENT CHALENGES

AN INVITATION

• The CDIO Initiative is creating a model, a change process and library of education resources that facilitate easy adaptation and implementation of CDIO

• Chalmers had been a leader in creating this approach

• Many of you are developing important resources and approaches that we could all learn from

• Please consider working more closely with us