Ready to Engineer
Conceiving- Designing- Implementing – Operating
Edward Crawley
THE NEED
Desired Attributes of an
Engineering Graduate
Underlying Need
• Understanding of fundamentals
Educate students who:
• Understanding of design and
manufacturing process
•
Understand how to conceivedesign-implement-operate
• Possess a multi-disciplinary
system perspective
•
Complex value-added
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
DEVELOPMENT OF ENGINEERING
EDUCATION
Personal,
Interpersonal
and Design System Building
Pre-1950s:
Practice
2010s:
CDIO
1960s:
Science &
practice
1980s:
Science
Disciplinary
Knowledge
Engineers need both dimensions, and we need to
develop education that delivers both
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
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 authentic activities highly
interwoven
•
Rich with student design-build projects
•
Featuring active and experiential learning
•
Set in both classrooms and modern engineering learning
workspaces
•
Constantly improved through robust assessment and
evaluation processes
PEDAGOGIC LOGIC
• Most engineers learn from the concrete to the abstract
Manipulate objects to understand abstractions
• Students arrive at university lacking personal experience
• We must provide dual impact authentic activities to allow
mapping of new knowledge
• Using CDIO as authentic activity achieves two goals -Provides education in the creation and operation of
systems
Builds the cognitive structure to understand the
fundamentals more deeply
CDIO APPROACH, STRUCTURE AND
RESOURCES
CONTEXT (1)
GOOD
PRACTICE
SCHOLARSHIP
LEARNING OUTCOMES (2)
LEARNING PLANS & ACTIVITIES (3-8)
SKILLS AND EVALUATION (9-12)
CODEVELOPMENT
CHANGE PROCESS
SHARING
ENGINEERING EDUCATION CONTEXT
What should be the context of engineering education? - the
product/process/system lifecycle
• A focus on the needs of the customer
• Delivery of products, services and systems
• Incorporation of new inventions and technologies
• A focus on the solution, not disciplines
• Working with others, and within resources
Water Bike Project
Courtesy of Royal Institute of Technology (KTH), Stockholm
BENEFITS OF LEARNING IN THIS CONTEXT
Setting the education of engineers in the
context of engineering practice gains 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
EFFECTIVE PRACTICE: CONTEXT
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 authentic - 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
NEED TO GOALS:
WHAT WE TEACH
•
•
•
•
Educate students who:
Process
Understand how to conceivedesign-implement-operate
Product
Complex value-added
engineering systems
In a modern team-based
1. Technical
engineering environment
And are mature and thoughtful
individuals
4. CDIO
2. Personal
3. Interpersonal
Team
Self
The CDIO Syllabus - a comprehensive statement of detailed
Goals for an Engineering Education
THE CDIO REVISED SYLLABUS v2.0
AND UNESCO FOUR PILLARS
1.0 Disciplinary Knowledge & Reasoning:
LEARNING TO KNOW
Knowledge of underlying mathematics and sciences
Core engineering fundamental knowledge
Advanced engineering fundamental knowledge, methods and tools
2.0 Personal and Professional Skills & Attributes
LEARNING TO BE
Analytical reasoning and problem solving
Experimentation, investigation and knowledge discovery
System thinking
Attitudes, thought and learning
Ethics, equity and other responsibility
3.0 Interpersonal Skills: Teamwork & Communication LEARNING TO WORK
Teamwork
TOGETHER
Communications
Communication in a foreign language
4.0 Conceiving, Designing, Implementing & Operating Systems in the
Enterprise, Societal and Environmental Context
LEARNING TO DO
External, societal and environmental context
Enterprise and business context
Conceiving, systems engineering and management
Designing
Implementing
Operating
VALIDATION WITH KEY STAKEHOLDERS
Stakeholders are individuals or groups who share an
interest, and have an investment, in graduates of a
particular program. They benefit from the program’s
success, and hold programs accountable for results.
Who are the stakeholders of your programs?
Methods to get stakeholder input and support:
• Interviews
• Focus-group discussions
• Surveys
• Peer review
• Workshops
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
2.
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Practice
2.
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2.
4
2.
PROFICIENCY EXPECTATIONS
Proficiency Expectations at MIT Aero/Astro
4.5
4
3.5
3
2.5
Faculty
Industry
Y. Alum
O. Alum
2
1.5
1
REMARKABLE AGREEMENT!
EFFECTIVE PRACTICE: OUTCOMES
STANDARD 2
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
 Tells us what to teach
HOW CAN WE DO BETTER?
Make better use of 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,
More efficiently developed by sharing resources
THE CDIO STANDARDS:
EFFECTIVE 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 skills
4. Introduction to Engineering
An 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 level
6. CDIO Workspaces
Workspaces 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 skills
8. Active Learning
Teaching and learning based on active experiential
learning methods
9. Enhancement of Faculty CDIO Skills*
Actions that enhance faculty competence in personal,
interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Skills
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
11. CDIO Skills Assessment*
Assessment of student learning in personal,
interpersonal, and product and system building skills,
as well as in disciplinary knowledge
12. CDIO Program Evaluation
A system that evaluates programs against these 12
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
*essential
EFFECTIVE PRACTICE: RE-TASK
CURRICULUM
• Standard 3: Create mutually-supportive
disciplinary courses integrating personal,
interpersonal and product, process and system
building skills
CURRICULAR ORGANIZATIONS
Disciplines run
vertically,
Skills and projects run
horizontally
A strict disciplinary
curriculum
An Integrated
curriculum
A Problem Based
curriculum
An apprenticeship
model
Organized around
disciplines, with no explicit
Organized around
disciplines, but with skills
Organized around
problems, but with
Based on projects, with no
organized introductions of
introductions or skills
and projects interwoven
disciplines interwoven
disciplines
SEQUENCING THE CURRICULUM
THE BLACK-BOX EXERCISE
INPUT:
Previous
knowledge
and skills
Course
(black box)
OUTPUT:
”Final” learning
outcomes, competence
for the engineer
Input to following
courses
All courses or modules in the program are presented
through their input and output only
• Enables efficient discussions
• Makes connections visible (as well as lack
thereof)
• Serves as a basis for improving coordination
between courses
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
INTEGRATING SKILLS
• Call them engineering skills
Problem solving, critical thinking, communicating and working in teams, and
design are ways to express and apply technical knowledge. Therefore,
these are engineering skills
• Provide opportunities to develop skills - not to “add
more content”
Learning is best achieved through practicing, reflecting, and giving and
receiving feedback, rather than lecturing on the underlying psychological
and social principles of these skills.
• Integrate learning - do not “append” skills modules
Practicing personal, interpersonal, product, process, and system building
skills is the way to apply and express technical knowledge. Engineering
skills are learned in the technical context.
EFFECTIVE PRACTICE: RE-TASK LABS
AND WORKSPACES
• Standard 5: Ensure that students participate in
two or more design-implement experiences,
including one at a basic level and one at and
advanced level
CAPSTONE DESIGN-BUILD
EXPERIENCES
Design build experiences:
• Provide authentic activities
onto which more abstract
learning can be mapped
• Provide the natural context
in which to teach many
CDIO syllabus skills
(teamwork, etc.)
• Reinforce by application
previously learned
abstract knowledge, to
deepen comprehension
SUSAN AMBROSE’S 7 PRINCIPLES OF
LEARNING AND IMPACT ON TEACHING
 Students prior knowledge can help or hinder teaching
• Have to provide knowledge
• Have to build upon it and activate it
• Early projects create knowledge, later project activate
 How students organize knowledge influences how they learn
and apply what they know
• Absent structure, knowledge decays quickly
• Experts’ structure is different from early learner
• Projects provide knowledge and structure
 Student’s motivation determines, directs and sustains what
they do to learn
• Values and self efficacy create motivation
• Leads to behavior and eventually performance
• Projects motivate students
INTRODUCTORY COURSE
• To motivate students to study
engineering
• To provide “prior knowledge” system building and some early
and essential skills (e.g.,
teamwork)
• To provide a set of personal
experiences which will students
to understand structure, and
therefore better learn
fundamentals
Sciences
Capstone
Disciplines
Intro
EFFECTIVE PRACTICE: RE-TASK
TEACHING AND LEARNING
• Standard 8: Teaching and learning based on
active and experiential learning
ACTIVE AND EXPERIENTIAL LEARNING
ACTIVE LEARNING
EXPERIENTIAL LEARNING
Engages students directly in
manipulating, applying,
analyzing, and evaluating
ideas
Active learning in which
students take on roles that
simulate professional
engineering practice
Examples:
Pair-and-Share
Group discussions
Debates
Concept questions
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.
(Original problem due to Levenspiel, 1996)
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
PEER INSTRUCTION
Responses from sophomores
EDUCATION AS AN
INPUT-OUTPUT PROCESS
noise
X0
curricular
pedagogy
Learning
Dynamics
noise
X1
Cz
Cy
noise
y
assessment
X =
knowledge
skills
attitudes
X2
Reflecting,
Integrating,
Forgetting
Dynamics
X1 - X0 = learning
z
goals
EFFECTIVE PRACTICE: RE-TASK
ASSESSMENT AND EVALUATION
• Standard 11: Assess student knowledge and skills
in personal, interpersonal, and product, process and
system building, as well as disciplinary knowledge
SELF-EFFICACY BASED ASSESSMENT
•
Self-efficacy is the specific confidence that
you have that you can execute a task
•
With successful performance of tasks, selfefficacy increases and encourages the
individual to take on tasks of greater difficulty,
which increases self-efficacy further
•
Performance and self are closely correlated
•
Self-efficacy, which can be easily measured, is
a good basis of pre/post test assessment
•
We are developing a battery of self-efficacy
based leaning assessment instruments across
that spectrum of CDIO Syllabus skills
Intention & Action
Self-efficacy
Performance
Self-efficacy
Performance
Self-efficacy
34
EFFECTIVE PRACTICE: RE-TASK
ASSESSMENT AND EVALUATION
• Standard 12: Evaluate programs against these
twelve standards, and provide continuous feedback
to students, faculty, and other stakeholders for
continuous improvement
CONTENT OF THE STANDARDS
 For each of the 12 Standards, there is:
• The Standard itself
• A Description, Rationale
 A set of six ranking rubrics, both in a generic template, and
specialized set for each of the 12 Standards
• The Rubrics suggest the evidence that would backup
the ranking
 A questionnaire that guides you though self evaluation and
helps to identify how you would improve
GENERIC RUBRICS, AND SPECIALIZED
RUBRICS FOR STANDARD 3
5
Evidence related to the standard is
regularly reviewed and used to make
improvements
Specialized for Standard 3 – Integrated
Curriculum
Stakeholders regularly review the integrated
curriculum and make recommendations and
adjustments as needed.
4
There is documented evidence of the
full implementation and impact of the
standard across program components
and constituents
There is evidence that personal, interpersonal,
product, process, and system building skills
are addressed in all courses responsible for
their implementation.
3
Implementation of the plan to address
the standard is underway across the
program components and constituents
Personal, interpersonal, product, process, and
system building skills are integrated into one
or more years in the curriculum.
2
There is a plan in place to address the
standard
1
There is an awareness of need to
adopt the standard and a process is in
place to address it
A curriculum plan that integrates disciplinary
learning, personal, interpersonal, product,
process, and system building skills is approved
by appropriate groups.
The need to analyze the curriculum is
recognized and initial mapping of disciplinary
and skills learning outcomes is underway.
0
There is no documented plan or activity
related to the standard
There is no integration of skills or mutually
supporting disciplines in the program.
Generic Rubric:
CONTENT OF THE STANDARDS
 For each of the 12 Standards, there is:
• The Standard itself
• A Description, Rationale
 A set of six ranking rubrics, both in a generic template, and
specialized set for each of the 12 Standards
• The Rubrics suggest the evidence that would backup
the ranking
 A questionnaire that guides you though self evaluation and
helps to identify how you would improve
 Are you a CDIO Program?? Try rating yourself on this
standard?
EDUCATIONAL PRODUCT DEVELOPMENT
Typical:
• Professor identifies need
• Gets idea
• Not familiar with
literature or other
practice
• Tries something
• It works
• Is replaced or gets tired
• Back to status quo
Improved:
• University/Industry team
identifies need
• Idea developed
• Informed by literature and
other practice
• Parallel experimentation
• Good evaluation
• Recognition and reward
• Institutionalized reform
Transformation requires: resources, coordination,
expertise, mechanism for sharing, incentives
CDIO RESOURCES
•
Published papers and conference
presentations
Visit www.cdio.org!
•
Implementation support
•
Support for change process
•
Book: Rethinking Engineering Education The CDIO Approach
•
Local and regional workshops
•
CDIO International Conference –
MIT/Harvard June 2013, Barcelona 2014