Workshop plenary session

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Workshop plenary session Stefan Hallström Johan
Malmqvist Pete Young October 7, 2003
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Agenda

• Workshop starter kits
• Response to reviewers comments
• CDIO Standards
• Plans
• Plans for new course at MIT Modern engineering
  design rapid prototyping

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Starter kit introduction

• Strategy
• Generally applicable
• Guidance rather than specific instructions
• Founded on common ground for engineering
  educations
• In harmony with the CDIO standards
• Content
• How to conceive,design, implement and operate
  CDIO workspaces
• Successful workspace design examples
• How to design CDIO lab experiences
• References
• Appendices

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Document rubrics

• How to cdio CDIO workspaces
• CDIO workspaces must (required)
• constitute an infrastructure for CDIO lab
  experiences
• CDIO workspaces should (desired)
• be accessible for students beyond normal class
  hours
• Check list
• ownership
• management
• functionality
• access

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Document rubrics, cont

• Successful design-build-test and workshop/lab
  examples
• modes and features
• brief descriptions of existing workspaces as food
  for thought
• How to design CDIO lab experiences
• musts
• shoulds
• References
• Appendices
• papers, reports, pictures

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Workshop Responses to External Review Comments
Cost effectiveness

• develop strategies for cost-effective workshops
  and design-build projects
• to be strongly emphasized in future planning
  efforts
• develop methods for cost-effective
  implementations which leverage universities
  assets (research programs, etc.)
• Necessary steps increased planning and
  departmental coordination
• control of overall program costs
• Sustainability the key issue for workshops and
  design-build projects
• Strong management needed in all phases planning/
• initiation/activation/operations

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Workshop Responses to External Review Comments

• build prototypes for a production lineconsider
  operations costs as part of design processes
• These aspects are considered in some of our DBEs
  but were nut put forward at the review
• Promising life cycle costs course reference from
  QU-B, to be further investigated
• .increased faculty development of design-build
  projects
• Response clear need for increased faculty
  involvement in planning and operational phases
• Success stories 12 new courses _at_ LiU more
  needed
• Packages for faculty education
• Need to influence recruiting hiring strategy
• sequential deployment..need to ensure CDIO
  momentum in successive students years (not just
  first, second year)
• Response theres strong continuing momentum for
  strong workshop involvement in 3rd, 4th years

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CDIO Standards reviewed by Workshop theme

• Standard 4
• Definition
• An introductory engineering course that provides
  the framework for engineering practice in product
  and system building, and introduces essential
  personal and interpersonal skills
•  
• Skip engineering in introductory engineering
  courses?

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Standard 4 description

• The required introductory course focuses on the
  fundamentals of relevant core engineering
  disciplines and provides a framework for the
  practice of engineering in one or more
  disciplines. At the same time, essential
  personal and interpersonal skills are taught in
  the context of product and system building
  activities. This course is a pre-requisite to
  advanced engineering courses.
•   Intro course should be stimulating and
  strengthen the students motivation for becoming
  an engineer!
• It is not necessarily the job of the intro course
  to teach fundamentals in relevant core
  engineering disciplines
• The intro course is not a pre-requisite to
  advanced engineering courses, but to following
  system build experiences
• Does it have to be one identifiable course? What
  if the same material is distributed through
  several courses in the first year?

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Revised text for standard 4

• The introductory engineering course aims to
  stimulate the students motivation for becoming
  an engineer and focuses on the application of
  relevant core engineering disciplines and
  provides a framework for the practice of
  engineering in one or more disciplines. At the
  same time, essential personal and interpersonal
  skills are taught in the context of product and
  system building activities. This course prepares
  for later advanced system build experiences in
  engineering courses.

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Standard 4 - metrics

• Suggested metrics
• Student enrollment and retention in program
• Integration of CDIO into course
• Pre-requisite to other courses
• Student learning of CDIO outcomes
• Levels of student satisfaction

• Comments Many other things, including
  difficulties with mathematics and engineering
  science, institutional rules etc, influence
  student enrollment and retention in program. If
  kept, skip enrollment and only use retention
• Suggested changes
• Integration of CDIO skills 2.0-4.0 into course
• Student learning of CDIO skills 2.0-4.0
• Levels of student satisfaction -gt Levels of
  student satisfaction and motivation
• Pre-requisite should be replaced by prepares

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Standard 5

• Engineering students develop a greater
  understanding of engineering science and core
  engineering fundamentals when they find
  information for themselves and actively use the
  information to complete projects. Early
  design-build experiences are designed to be
  success opportunities with greater faculty
  direction and support. As students' confidence
  and initiative grow, more complex, unknown,
  real-world applications are introduced. Placing
  an emphasis on learning in real-world contexts,
  students see the connections between the subject
  matter and their own professional interests.
• Text does not start with the primary use of DBEs!

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Stand 5 revised text

• To design, build, test and operate products and
  systems are core engineering professional skills.
  Further, engineering students develop a greater
  understanding of engineering science when they
  find information for themselves and actively use
  the information to design and build products.
  Thus, design-build experiences should be
  systematically integrated in the curriculum.
  Early design-build experiences are designed to be
  success opportunities. As students' confidence
  and initiative grow, more complex, unknown,
  real-world applications are introduced. Placing
  an emphasis on learning in real-world contexts,
  students see the connections between the subject
  matter and their own professional interests.

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Standard 5 - metrics

• Original text
• Delivery of products to sponsors
• Student learning of CDIO outcomes
• Levels of student satisfaction
• Number of faculty involved in teaching
• Rate of faculty turnover in the course

• Comments and revised wordings
• Number of compulsory design-build-experiences in
  program
• Number of elective design-build-experiences in
  program
• Integration of CDIO skills 2.0-4.0 into courses
• Student learning of CDIO skills 2.0-4.0 in
  courses
• Levels of student satisfaction in courses
• Successful completion of project deliveries
• Number of research or industry-sponsored projects
• Skip number of faculty and rate of faculty
  turnover

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Standard 6 - definition

• Workshops and laboratories that support and
  encourage hands-on learning of product and system
  building, disciplinary knowledge, knowledge
  discovery and social learning
• Social learning is a difficult word!
• Replace workshops by workspaces!
• Revised text
• Workspaces that support and encourage hands-on
  learning of product and system building,
  disciplinary knowledge, knowledge discovery and
  team-building

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Standard 6 - text

• Engineering is fundamentally about the active
  process of designing and building products and
  systems of benefit to humanity. Students who
  have access to modern engineering tools,
  software, and laboratories have opportunities to
  develop their disciplinary knowledge, as well as
  their personal and interpersonal skills.
• Revised text
• Workspaces that support hands-on learning are
  fundamental resources for learning the process of
  designing, building and testing products and
  systems. Students who have access to modern
  engineering tools, software, and laboratories
  have opportunities to develop their disciplinary
  knowledge, as well as their personal and
  interpersonal skills.

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Standard 6 - metrics

• Suggested metrics
• Cost effectiveness
• Kinds of use and hours of use
• Student satisfaction
• Contribution to community and rapport

• Comments and revisions
• Professionally relevant equipment
• Kinds of use
• Hours of use
• Use in number of courses
• Availability to number of students
• Levels of student satisfaction
• Staff and faculty support

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Plans for next program year

• Create infrastructure
• New labs created/renovated at DTU, QUB, USNA
• Ramp up of activity in new labs at Chalmers, LiU,
  KTH
• Robotics node considered at MIT lab
• Create new design-build experiences
• 2 12 new DBEs per universities will be
  rolled-out
• Systematize experiences
• Papers describing courses, lab sustainability,
  english translation of LIPS
• Investigate cost-effective DBE examples
• Collaborate with assessment concerning assessment
  of design-build-test skills
• Respond to the dissemination themes requests for
  contributions, including starter kits