Ready to EngineerConceiving- Designing- Implementing – Operating

Edward Crawley

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

DEVELOPMENT OF ENGINEERING EDUCATION

Personal, Interpersonal and Design -System Building

DisciplinaryKnowledge

Pre-1950s:Practice

1960s:Science & practice

1980s:Science

2010s:CDIO

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 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

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

fundamentals more deeply

CDIO APPROACH, STRUCTURE AND RESOURCES

CONTEXT (1)

LEARNING OUTCOMES (2)

LEARNING PLANS & ACTIVITIES (3-8)

SKILLS AND EVALUATION (9-12)

GOODPRACTICE SCHOLARSHIP

CO-DEVELOPMENT

SHARINGCHANGE PROCESS

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 educatorsIt is the natural context in which to teach these skills to

engineering studentsIt better supports the learning of the technical

fundamentals

NEED TO GOALS: WHAT WE TEACH

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 REVISED SYLLABUS v2.0 AND UNESCO FOUR PILLARS1.0 Disciplinary Knowledge & Reasoning: LEARNING TO KNOW

Knowledge of underlying mathematics and sciencesCore engineering fundamental knowledgeAdvanced engineering fundamental knowledge, methods and tools

2.0 Personal and Professional Skills & Attributes LEARNING TO BEAnalytical reasoning and problem solvingExperimentation, investigation and knowledge discoverySystem thinkingAttitudes, thought and learningEthics, equity and other responsibility

3.0 Interpersonal Skills: Teamwork & Communication LEARNING TO WORKTeamwork TOGETHERCommunicationsCommunication in a foreign language

4.0 Conceiving, Designing, Implementing & Operating Systems in theEnterprise, Societal and Environmental Context LEARNING TO DO

External, societal and environmental contextEnterprise and business contextConceiving, systems engineering and managementDesigningImplementingOperating

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

REMARKABLE AGREEMENT!

PROFICIENCY EXPECTATIONS

Proficiency Expectations at MIT Aero/Astro

Exposure

Participate

Understand

SkilledPractice

Innovate

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 stakeholdersAllows for the design of curriculumBasis of student evaluationTells 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 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

EFFECTIVE PRACTICE: RE-TASK CURRICULUM

• Standard 3: Create mutually-supportive disciplinary courses integrating personal, interpersonal and product, process and system building skills

CURRICULAR ORGANIZATIONS

A strict disciplinary curriculum

Organized around disciplines, with no explicit

introductions or skills

An apprenticeship model

Based on projects, with no organized introductions of

disciplines

A Problem Based curriculum

Organized around problems, but with

disciplines interwoven

An Integrated curriculum

Organized around disciplines, but with skills

and projects interwoven

Disciplines run vertically,

Skills and projects run horizontally

SEQUENCING THE CURRICULUM

Course

(black box)

INPUT:Previous knowledge and skills

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

THE BLACK-BOX EXERCISE

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

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 modulesPracticing 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

Disciplines

Intro

Capstone

Sciences

EFFECTIVE PRACTICE: RE-TASK TEACHING AND LEARNING

• Standard 8: Teaching and learning based on active and experiential learning

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)

PEER INSTRUCTION

Responses from sophomores

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

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

34

• Self-efficacy is the specific confidence that you have that you can execute a task

• With successful performance of tasks, self-efficacy 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

Self-efficacy

Intention & Action

Performance

Self-efficacy

Performance

Self-efficacy

SELF-EFFICACY BASED ASSESSMENT

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

Generic Rubric: Specialized for Standard 3 – Integrated Curriculum

5 Evidence related to the standard is regularly reviewed and used to make improvements

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

A curriculum plan that integrates disciplinary learning, personal, interpersonal, product, process, and system building skills is approved by appropriate groups.

1 There is an awareness of need to adopt the standard and a process is in place to address it

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.

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

• 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

Visit www.cdio.org!