Overview of the Education Landscape in SP

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The Conceive Design Implement Operate
(CDIO) Engineering Education Framework
SP Practice Experience
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Session Objectives
Share experiences of engineering education
reform
Explain the CDIO Engineering Education Framework
Identify ways in which the CDIO approach may be
useful to your programs
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Conceive Design Implement - Operate
Over 90 institutions worldwide
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Asia Region
Singapore Polytechnic (Regional Centre) Nanyang
Polytechnic Kanazawa Institute of Technology
Kanazawa Technical College Vietnam National
University - Ho Chi Minh City Duy Tan
University School of Engineering at Taylor's
University College Shantou University
(Regional Centre) Tsinghua University Beijing
Jiaotong University Dalian Neusoft Institute of
Information Beijing Institute of Petrochemical
Technology Suzhou Industrial Park Institute of
Vocational Technology College of Light Industry,
Hebei United University
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The CDIO Education Framework was the result
of....

• Feedback from industries, graduates and
  practising engineers that certain important
  professional skills are not developed in the
  existing curriculum.
• Need to meet standards and criteria set by
  accreditation bodies such as ABET- Accreditation
  Board for Engineering Technology
• Falling Engineering Enrolment as well as students
  finding that engineering is too dry and
  theoretical in the first year of study

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Why is it called CDIO?
Conceive-Design-Implement-Operate is the context
of Engineering Education Its what engineers
do We believe that every graduating engineer
should be able to Conceive-Design-Implement-Oper
ate complex value-added engineering products,
processes, and systems in a modern, team-based
environment (Crawley et al 2007)
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Two BIG 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?

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CDIO OVERVIEW

• The activities within the CDIO Initiative are
  based on two key documents
• CDIO Syllabus (the what of CDIO)
• CDIO Standards (the how of CDIO)

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CDIO Syllabus (course document)

• The CDIO Syllabus defines the desired outcomes
  for graduating students.

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CDIO Syllabus

• Disciplinary Knowledge Reasoning
• Knowledge of underlying mathematics and sciences
• Core engineering fundamental knowledge
• Advanced engineering fundamental knowledge,
  methods and tools
• Personal and Professional Skills Attributes
• Analytical reasoning and problem solving
• Experimentation, investigation and knowledge
  discovery
• System thinking
• Attitude, thought and learning
• Ethics, equity and other responsibilities
• 3. Interpersonal Skills Teamwork Communication
• Multi-disciplinary teamwork
• Communications
• Communication in a foreign language
• 4. Conceiving, Designing, Implementing
  Operating Systems in the Enterprise, Societal
  Environmental Context
• External, societal and environmental context

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CDIO Standards
Standard 1 Standard 2 Standard 3 Standard
4 Standard 5 Standard 6 Standard 7 Standard
8 Standard 9 Standard 10 Standard 11 Standard 12
Adopt CDIO as a context CDIO Syllabus
Outcomes Integrated Curriculum Introduction to
Engineering Design-Build Experiences CDIO
Workspaces Integrated Learning
Experiences Active Learning Enhancement of Staff
CDIO Skills Enhancement of Staff Teaching
Skills CDIO Skills Assessment CDIO Program
Evaluation
Curriculum
Workspace/Labs
Teaching Learning Methods
Enhancement of Faculty Competence
Assessment Methods
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Standard 1 - CDIO as Context
Adoption of the principle that product, process
and system lifecycle development and deployment -
Conceiving, Designing, Implementing and Operating
- are the context for engineering education
Its what Engineers do
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Standard 2 - Learning Outcomes
Specific, detailed learning outcomes for personal
and inter-personal skills, and product, process
and system building skills, as well as
disciplinary knowledge, consistent with program
goals and validated by program stakeholders SP
has customized these to the context and
proficiency level expected of our students
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CDIO Standard 3 Integrated Curriculum
A curriculum designed with mutually supporting
disciplinary courses, with an explicit plan to
integrate personal, inter-personal, and product,
process and system building skills
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Gap Analysis Skill Mapping
Each school conducted a gap analysis of their
courses. From this, it was possible to

• Identify where such skills are already present in
  the curriculum (whether explicitly stated or
  otherwise)
• Identify where there are naturally occurring
  opportunities to integrate selected CDIO skills.
• Map and integrate the CDIO skills throughout the
  course (programme), and in terms of proficiency
  at module (course) level
• Ensure that the overall structure and sequencing
  of modules is both effective and efficient in
  terms of meeting the terminal outcomes of the
  programme.

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Example from Chemical Engineering Integration of
Communication Teamwork across 3 years of Study
STAGE 2A STAGE 2B
Core Module 2A-1 Core Module 2B-1
Core Module 2A-2 Core Module 2B-2
Core Module 2A-3 Core Module 2B-3
Core Module 2A-4 Core Module 2B-4
Core Module 2A-5 Core Module 2B-5
Core Module 2A-6 Core Module 2B-6
STAGE 1A STAGE 1B
Core Module 1A-1 Core Module 1B-1
Core Module 1A-2 Core Module 1B-2
Core Module 1A-3 Core Module 1B-3
Core Module 1A-4 Core Module 1B-4
Core Module 1A-5 Core Module 1B-5
Core Module 1A-6 Core Module 1B-6
STAGE 3AD STAGE 3B
Core Module 3A-1 Core Module 3B-1
Core Module 3A-2 Core Module 3B-2
Core Module 3A-3 Core Module 3B-3
Core Module 3A-4 Core Module 3B-4
Core Module 3A-5 Core Module 3B-5
Core Module 3A-6 Core Module 3B-6
Year 3 Demonstration of CDIO skills
Year 1 Exposure to CDIO skills
Year 2 Reinforcement of CDIO skills
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Different level of expectations Year 1 to Year 3
? Example Communication
Year 1 To appreciate importance of clear oral
communication using walkie-talkie in carrying out
the task of .
Year 1 To be aware of Purpose, Audience
Context (PAC) in preparing a memo to different
target audience .
Year 2 To develop competence in applying good
principles in preparing an oral presentation for
.
Year 3 To demonstrate competence in delivering
oral presentation to a designated audience in ..
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CDIO Standard 4 Introduction to Engineering

• An introductory course that provides the
  framework for engineering practice in product,
  process, and system building skills and
  introduces essential personal and interpersonal
  skills

Basically, to get students actually doing
engineering early in the course programme
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Year 1 Introduction to Engineering
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Car Challenge
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CDIO Standard 5 Design Build Experiences
Two or more design-build experiences,
one at a basic level and one at advanced level
Year 1 Year 2 Year 3
Introduction to Engineering (basic conceive, design and implement) Year 2 project Conceive, Design (Design Thinking) Capstone Project Conceive, Design, Implement and Operate
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CDIO Standard 6 CDIO WorkspacesEngineering
workspaces and laboratories that support hands on
learning
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CDIO Standard 7 Integrated Learning
Experiences
CDIO Standard 7 Integrated Learning Experiences

• Integrated learning experiences that lead to the
  acquisition of disciplinary knowledge, as well as
  personal and interpersonal skills, and product,
  process, and system building skills

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CDIO Standard 8 -- Active Learning
CDIO Standard 8 Active Learning

• Teaching and learning based on active and
  experiential learning methods

Learning is not a spectator sport. Students do
not learn much just by sitting in class
listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must
talk about what they are learning, write about
it, relate it to past experiences, apply it to
their daily lives. They must make what they
learn part of themselves.

(Chickering Gamson)
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ACTIVE AND EXPERIENTIAL LEARNING

• EXPERIENTIAL LEARNING
• Active learning in which students take on roles
  that simulate professional engineering practice
• Examples
• Design-implement experiences
• Problem-based learning
• Simulations
• Case studies

• ACTIVE LEARNING
• Engages students directly in thinking and problem
  solving activities
• Emphasis on engaging students in manipulating,
  applying, analyzing, and evaluating ideas
• Examples
• Pair-and-Share
• Group discussions
• Debates
• Concept questions

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CDIO Standard 9 Enhancement of Staff CDIO Skills
What do I need to do for this?
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CDIO Standard 10 Enhancement of Staff Teaching
Skills
I have been teaching for years, why do I need
more teaching skills?
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CDIO Standard 11 CDIO Skills Assessment

• Assessment methods must be those most valid and
  efficient
• for assessing the learning outcomes. However, a
  strong emphasis
• is placed on
• Learning Assessment using formative assessment
  to support the learning process, identifying
  learning problems, providing rapid, clear and
  constructive feedback
• Authentic Assessment using real world learning
  tasks that integrate a range of knowledge and
  skills
• Teaching, learning, and assessment merge into
  one seamless enterprise
• (Perkins)

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CDIO Standard 12 Program Evaluation
You like it, but what have you learned?
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What is Design Thinking?
a discipline that uses the designers
sensibility and methods to match peoples needs
with what is technologically feasible and what a
viable business strategy can convert into
customer value and market opportunity (Brown,
2008) Works to integrate both a mastery of
analytical thinking with creative/intuitive
thinking (Martin 2009 refers to this as
Abductive Reasoning)
-- Tim Brown on Design Thinking CEO, IDEO
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Implementation How it works
SP Customized CDIO SKILLS (Competency areas with
underpinning Knowledge)
Evaluation
Infuse CDIO Skills Into Course Module structure
Produce Learning Designs and Activities for
developing competence
Produce Assessment Items for assessing
competence
EDU Support
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Intrinsic Motivation _at_ SP

• There can be no mental development without
  interest. Interest is the sine qua non for
  attention and apprehension. You may endeavour to
  excite interest by means of birch rods, or you
  may coax it by the incitement of pleasurable
  activity. But without interest there will be no
  progress
• 
  (Whitehead, 1967, p.37)

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Key Underpinning Learning Assumptions

• The importance of students Mind-sets relating to
  learning (Dweck, 2006)
• ... is based on the belief that your basic
  qualities are things you can cultivate through
  your efforts. Although people may differ in every
  which way in their initial talents and
  aptitudes, or temperaments everyone can change
  and grow through application and experience.
  (p.7)
• Self Determination Theory (Deci Ryan)
  identifies 3 fundamental psychological needs
• Competence/Mastery (Not a specific competence,
  but a feeling of being effective, and able to
  express once capabilities leads to seeking
  optimal challenges and further develop skills
• Relatedness (Feeling connected to others, caring
  and being cared for, having a sense of
  belongingness to other individuals/community)
• Autonomy (Perceiving control over ones choices
  and behaviours, acting from the basis of personal
  interest and values)
• The importance of Purpose from the work of Daniel
  Pink

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Mind-sets (Carol Dweck)

• Fixed Mindset
• (Intelligence is static )

• Growth Mindset
• (Intelligence can be developed)

• Leads to a desire to look smart and therefore a
  tendency to
• Avoid challenges
• Get defensive and give up when faced with
  obstacles
• See effort as something less able people need,
  and not for the smart
• Ignore useful negative feedback
• Feel threatened by the success of others

• Leads to a desire to learn and therefore a
  tendency to
• Embrace challenges
• Persist in the face of setbacks
• See effort as the path to mastery
• Learn from criticism
• Find Lessons and inspiration in the success of
  others

As a result, they may plateau early and achieve
less than their full potential
As a result, they reach ever-higher levels of
achievement