Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
1. Re-ingegnerizzare
Ingegneria
CDIO Skills
Claudio G. Casati
Agosto 2009 (Rev. Ott09)
2. Executive Summary
Secondo CDIO, conoscenze Techniche e capacità di analisi ,
abilità e caratteristiche Professionali e Personali , capacità
Interpersonali (teamwork & comunicazione) costituiscono le
fondamenta sulle quali costruire le conoscenze, abilità e
caratteristiche ingegneristiche necessarie alle attività di
ideazione, progettazione, realizzazione e gestione operativa di
prodotti e sistemi nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve
essere basato su:
Integrazione disciplinare (Integrated Course Block)
Project-based learning
Learning by thinking-doing-use
Realizzazione di progetti, per il mondo reale, sperimentando
le varie fasi del ciclo di vita di un prodotto/sistema dalla
ideazione alla gestione operativa. 2
3. Citazione
Questa presentazione è un assemblaggio di materiali tratti da:
CDIO “Ready to Engineer” at graduation, ASME 2009
Engineering Education:Challenges and Strategies, Research
Center for Science, Technology & Education Policy, Zhejiang
University,China, 2009
Progetto DIAlumni, Dipartimento di Ingegneria Aerospaziale,
Politecnico di Milano, 2009
CDIO - Integrating engineering competencies in engineering
education, Kristina Edström, KTH, October 21, 2008
Convegno “Le imprese cercano, gli ingegneri ci sono? Domanda e
offerta a confronto nel panorama europeo” Assolombarda e
Politecnico di Milano, 24 gennaio 2008
SP1: System Requirements and Teamwork, Unified Engineering
Spring 2004, Charles P Coleman, MIT
The CDIO Syllabus, A Statement of Goals for Undergraduate
Engineering Education, Edward F. Crawley, Department of
Aeronautics and Astronautics, MIT, 2001
3
4. Contenuti
Metodologia
CDIO Standard
Livelli di Competenze
Integrazione interdisciplinare
CDIO Syllabus
CDIO implementation process
Project-based Learning (PBL)
Appendice
CDIO 12 Standards
CDIO Syllabus
4
5. Capacità richieste a un laureato in
Ingegneria
“ Capacità di ideare/ Conceive – progettare/
Design – implementare/ Implement –
operare/ Operate complessi sistemi
ingegneristici a valore-aggiunto, in moderni
ambienti basati-su-team.
”
Avendo sviluppato, nel corso degli studi, blocchi di
conoscenze, competenze e attitudini - tecniche,
professionali, personali, interpersonali - in un contesto
imprenditoriale e sociale, mediante un apprendimento
by-thinking, by-doing, by-use, in un contesto
imprenditoriale e sociale.
5
6. Learning by use
Learning by doing
Engineering Education:Challenges and Strategies, Research Center for Science,
Technology & Education Policy, Zhejiang University,China 6
7. Necessità
Desired Attributes of an Underlying Need
Engineering Graduate Educate students who:
Understanding of
fundamentals Understand how to
Understanding of conceive - design –
design & manufacturing implement - operate
process Complex value-added
Possess a multi- engineering systems
disciplinary system
perspective In a modern team-
based engineering
Good communication
skills environment
High ethical standards,
etc.
7
8. The Challenge -
Transform The Culture
CURRENT DESIRED
• Engineering Science • Engineering
• R&D Context • Product Context
• Reductionist • Integrative
• Individual • Team
... but still based on a rigorous treatment of
engineering fundamentals
9. Evolution of Engineering Education
• Prior to the 1950s, education was based on practice,
taught by distinguished former practitioners
• 1950s saw the introduction of engineering science,
and hiring of a cadre of young engineering scientists
• 1960s was the golden era of a balance between the
old practitioners and the young engineering scientists
• In the 1980s, the engineering scientists aged — they
replaced the practitioners with younger scientists,
and the trend towards a scientific based education
intensified
• In the 1990s, industry recognized a growing gap
between the skills of graduating students and those
needed for engineering practice
9
10. Development of Engineering Education
Pre-
Personal, 1950s:
Interpersonal Practice
2000s:
and System CDIO
Building 1960s:
Skills Science
& Practice
1980s:
Science
Disciplinary Knowledge
Engineers need both dimensions, and Engineering
Schools need to develop education that delivers both
10
11. 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 future researchers to understand
the importance and strategic value of their
work
11
12. Vision
CDIO 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 the classroom and a modern learning
laboratory/workspace
Constantly improved through robust
assessment/evaluation process.
13. Pedagogic Logic
Most engineers are “concrete operational learners” -
Manipulate objects to understand abstractions
Students arrive at university lacking personal
experience - Lack foundation for “formal operational
thought”
Must provide authentic activities to allow mapping of
new knowledge - alternative is rote or “pattern
matching”
Using CDIO as authentic activity achieves two goals --
• Provides activities to learn fundamentals
• Provides education in the creation and operation of
systems
13
14. CDIO Standard 2001
CDIO has adopted 12 Standards as guiding
principles for program reform and evaluation.
The 12 CDIO Standards address
program philosophy,
curriculum development,
design-build experiences and workspaces,
new methods of teaching and learning,
faculty/academic development, and
assessment and evaluation.
14
15. Approccio CDIO – Principali Caratteristiche
Risultati dell’apprendimento - CDIO is based on outcomes, more
than on contents, for producing the next generation of
engineering leaders.
Integrazione disciplinare - CDIO stresses engineering
fundamentals set in the context of Conceiving, Designing,
Implementing & Operating products, processes and systems
Integrazione competenze trasversali personali e interpersonali
Esperienze pratiche e spazi di lavoro
Nuovi metodi di insegnamento e apprendimento
Sistemi di misura dei risultati dell’apprendimento e di valutazione
del percorso formativo
Organized around mutually supporting technical disciplines a CDIO
curriculum is richly interwoven with personal and interpersonal skills,
product, process, and system building skills, student design-implement
experiences, engineering problems requiring fundamental approach.
15
16. CDIO STANDARD
1 CDIO as Context
2 CDIO Syllabus Outcomes
3 Integrated Curriculum
4 Introduction to Engineering
5 Design-Build Experiences
6 CDIO Workspaces
7 Integrated Learning Experiences
8 Active Learning
9 Enhancement of Faculty CDIO Skills
10 Enhancement of Faculty Teaching Skills
11 CDIO Skills Assessment
12 CDIO Program Evaluation
16
17. Learning Outcomes
Towards Learning Outcomes:
learning outcomes, or end qualifications, or
academic competences are the key to future
program development, quality assurance, and
accreditation in higher education in Europe
this is not a trivial but a major reorientation in the
field (product versus process)
If learning outcomes are key it is necessary:
to measure what comes out of the system in terms
of learning outcomes: students’ competences at
the end of bachelor and master (output)
to evaluate and optimize the study program in
terms of its contribution to the development of the
desired learning outcomes (input)
17
18. Program Outcomes for Aeronautics
and Astronautics at MIT
1.0 1. Demonstrate a capacity to use the principles of the
Technical underlying sciences of mathematics, physics,
Skills chemistry, and biology.
2. Apply the principles of core engineering
fundamentals.
3. Demonstrate deep working knowledge of
professional engineering.
2.0 1. Analyze and solve engineering problems.
Personal 2. Conduct inquiry and experimentation in engineering
and problems.
Professional 3. Think holistically and systemically.
4. Master personal skills that contribute to successful
Skills
engineering practice: initiative, flexibility, creativity,
curiosity, and time management.
5. Master professional skills that contribute to
successful engineering practice: professional ethics,
integrity, currency in the field, career planning.
18
19. Program Outcomes for Aeronautics
and Astronautics at MIT
3.0 1. Lead and work in teams.
Inter- 2. Communicate effectively in writing, in electronic
personal form, in graphic media, and in oral presentations.
Skills 3. Communicate effectively in foreign languages.
4.0 1. Appreciate different enterprise cultures and work
CDIO successfully in organizations.
System 2. Conceive engineering systems including setting
requirements, defining functions, modeling, and
Skills
managing projects.
3. Design complex systems.
4. Implement hardware and software processes and
manage implementation procedures.
5. Operate complex systems and processes and
manage operations.
19
20. Competenze/Livelli/Profilo
Competenza = Integrazione di Conoscenze, Capacità &
Attitudini caratterizzate da un Dominio, Metodi e Contesto
Livello di competenza: definito da descrittori.
Profilo: gruppo di competenze di un programma di formazione o
di una persona
20
22. Bloom’s Taxonomy
Old Bloom New Bloom
Knowledge Remember
Comprehension Understand
Application Apply
Analysis Analyze
Synthesis Evaluate
Evaluation Create
22
23. Integrazione
A CDIO curriculum is designed with mutually supporting
disciplinary courses, with an explicit plan to integrate
personal, interpersonal, and product, process, and
system building skills. (CDIO Standard 3 -- Integrated
Curriculum).
23
24. Integrazione (es. 1/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Numerical
Mechanics I Mathematics II
Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Signal
Year 3 Control Theory Electrical Eng. Statistics
analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
24
25. Integrazione (es. 2/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Mathematics Numerical
Mechanics I
II Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Electrical Signal
Year 3 Control Theory Statistics
Eng. analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
25
26. Integrazione (es. 3/3)
SYSTEMATIC INTEGRATION
Introductory Mathematics
Year 1 Physics
course I
Mathematics Numerical
Mechanics I
II Methods
Mechanics II Solid Product
Year 2
Mechanics development
Thermo- Mathematics Fluid Sound and
dynamics III mechanics Vibrations
Electrical Signal
Year 3 Control Theory Statistics
Eng. analysis
Personal &
Oral Written Project
Interpersonal Teamwork
communication communication management
Skills
26
27. CDIO Syllabus 2001
1. TECHNICAL KNOWLEDGE AND REASONING
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION
4. CONCEIVING, DESIGNING, IMPLEMENTING AND OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
4. CONCEIVING, DESIGNING,
IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE
AND SOCIETAL CONTEXT
2. PERSONAL & 3. INTERPERSONAL
1. TECHNICAL
PROFESSIONAL SKILLS:
KNOWLEDGE
SKILLS & TEAMWORK &
AND REASONING
ATTRIBUTES COMMUNICATION
27
28. CDIO SYLLABUS – THE SET OF SKILLS
1 TECHNICAL KNOWLEDGE
1.1 Knowledge of underlying sciences
1.2 Core engineering fundamental knowledge
1.3 Advanced engineering fundamental knowledge
2 PERSONAL AND PROFESSIONAL SKILLS
2.1 Engineering Reasoning and Problem Solving
2.2 Experimentation and Knowledge Discovery
2.3 System Thinking
2.4 Personal Skills and Attributes
2.5 Professional Skills and Attitudes
3 INTERPERSONAL SKILLS
3.1 Teamwork and Leadership
3.2 Communication
3.3 Communication in Foreign Languages
4 PRODUCT AND SYSTEM BUILDING KNOWLEDGE AND SKILLS
4.1 External and Societal Context
4.2 Enterprise and Business Context
4.3 Conceiving
4.4 Designing
4.5 Implementing
4.6 Operating 28
29. CDIO Syllabus - Personal and
professional skills & attributes
1. ENGINEERING REASONING AND PROBLEM SOLVING - Capacità di
identificare e formulare correttamente un problema, di modellarlo ed
affrontarlo qualitativamente, di studiare l’effetto delle incertezze, di
definire una soluzione e le relative raccomandazioni per il suo utilizzo
2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY - Formulazione di
ipotesi, ricerca tra bibliografia scritta ed elettronica, analisi di validità
mediante sperimentazione
3. SYSTEM THINKING - Capacità di valutare le soluzioni in modo integrato,
di gestire le situazioni non standard e l’interazione tra sistemi, scegliere
le priorità, eseguire un’analisi di trade-off tra le soluzioni
4. PERSONAL SKILLS AND ATTITUDES - Capacità di iniziativa ed
assunzione dei rischi, perseveranza e flessibilità, capacità di pensare in
modo critico e creativo, curiosità e visione a lungo termine, capacità di
gestire il tempo e le risorse
5. PROFESSIONAL SKILLS AND ATTITUDES - Etica professionale,
integrità e responsabilità, capacità di pianificare la propria carriera,
capacità di mantenersi aggiornati
29
30. CDIO Syllabus - Interpersonal skills:
teamwork & communication
1. TEAMWORK - Capacità di formare gruppi di lavoro efficienti,
di gestirne le operazioni e l’evoluzione, di assumere la
leadership
2. COMMUNICATION – Capacita’ comunicative tra cui strategia e
struttura della comunicazione, comunicazione scritta,
elettronica o multimediale, presentazione orale e
comunicazione inter-personale
3. COMMUNICATION IN FOREIGN LANGUAGES
30
31. CDIO Syllabus - Conceiving, designing,
implementing & operating systems in the
enterprise and societal context
1. EXTERNAL AND SOCIETAL CONTEXT - Ruolo e
responsabilità degli ingegneri, impatto dell’ingegneria nella
societa’, regolamentazione, contesto storico e culturale,
sviluppo di una prospettiva globale
2. ENTERPRISE AND BUSINESS CONTEXT - Capacità di
comprendere diversi culture imprenditoriali, strategia
d’impresa, obiettivi e pianificazione, capacità di lavoro in
strutture organizzate
3. CONCEIVING AND ENGINEERING SYSTEMS - Capacità di
definire gli obiettivi e i requisiti, capacità di definire una
configurazione di prodotto, di modellarla a livello sistemistico
per garantire che gli obiettivi siano rispettati, capacità di
sviluppo e pianificazione di progetti
4. … 31
32. CDIO Syllabus - Conceiving, designing,
implementing & operating systems in the
enterprise and societal context
4. DESIGNING - Capacità progettuali, mediante opportune fasi ed
approcci, utilizzo della conoscenza durante il progetto,
capacità di gestire progetti mono e multidisciplinari, capacità
di gestire progetti aventi multi-obiettivi
5. IMPLEMENTING - Capacità di progettare ed implementare i
diversi processi di un progetto, dal punto di vista hardware e
software, capacità di gestire l’integrazione, la verifica, la
validazione, la certificazione e la gestione
6. OPERATING - Capacità di progettare e ottimizzare attività
operative, addestramento, gestione e sviluppo
32
33. Embedded Competences
Communication in engineering means being able to
► use the technical concepts comfortably,
► discuss a problem at different levels,
► determine what is relevant to the situation,
► argue for or against conceptual ideas and solutions,
► develop ideas through discussion and collaborative
sketching,
► explain the technical matters for different audiences,
► show confidence in expressing yourself within the field ...
Communication skills as contextualized competences are
embedded in, and inseparable from, students’ application of
technical knowledge.
The same kind of reasoning can be made for teamwork, ethics
(etc...) as well.
This is about students becoming engineers! 33
34. Hands-on practice - 20th century
1950_Caulfield Technical
1985_Mechanical School engineering students
Engineering
student Mr Dennis
Stathos working
on ......
1984_Half scale prototype design for
remotely piloted plane and tracking
system, designed by Mr Don Scutt of
Mechanical Engineering (right) and
Dr Ian Kirkwood of Mathematics
34
35. Hands-on practice - CDIO
Early in the CDIO curriculum, students are exposed to the
engineering experience and given opportunities to build things.
35
38. After the course the participant is
expected to be able to …
work in a project setting in a way that effectively utilises the
knowledge and efforts of the group members
explain mechanisms behind progress and difficulties in such
a setting
communicate engineering: orally, in writing and graphically
analyse technical problems from a holistic point of view
handle technical problems which are incompletely stated
and subjects to multiple constraints
develop strategies for systematic choice and use of available
engineering methods and tools
make estimations and appreciate their value and limitations
pursue own ideas and realise them practically
make decisions based on acquired knowledge
assess quality of own work and work by others
They enter as students and leave the course as engineers!
38
39. The new College of Engineering
PBL (Project-based Learning) experiences make up 40% of the
curriculum
By graduation, every student has had a minimum of 10 team project
experiences
The curricular “triangle” include engineering, business, liberal arts
Corporate sponsors support 12-14 projects per year, in which
students engage in a significant engineering project under realistic
constraints for an actual client.
On average, each summer more than 40% of students go
internships and about 30% engage in research
More than 50% of the courses bridge two or more disciplinary areas
such as maths, engineering, science and design
Every student starts and runs a business during their years at
College of Engineering
Source: Franklin W.Olin College of Engineering 39
41. CDIO Implementation Process
1a. Validation with stakeholders
1b. Benchmarking of existing courses
2. Mapping of CDIO competences
to existing and new courses
3. Course development
4. Fine-tune coordination
41
42. New methods of teaching and
learning (Standards 7 and 8)
Standard 7 — Integrated Learning Experiences that lead to the
acquisition of disciplinary knowledge, as well as personal,
interpersonal, and product and system building skills.
Standard 8 — Teaching and learning based on active
experiential learning methods
Active learning methods engage students directly in thinking and
problem solving activities. There is less emphasis on passive
transmission of information, and more on engaging students in
manipulating, applying, analyzing, and evaluating ideas.
Active learning in lecture-based courses can include such
methods as partner and small-group discussions,
demonstrations, debates, concept questions, and feedback from
students about what they are learning.
Active learning is considered experiential when students take
on roles that simulate professional engineering practice, for
example, design-build projects, simulations, and case studies.
42
43. Project-based Learning (PBL or PjBL)
PBL provides complex tasks based on challenging questions or
problems that involve the students' problem solving, decision
making, investigative skills, and reflection.
PBL allows students to work in groups or by themselves and allows
them to come up with ideas and realistic solutions or presentations.
PBL includes teacher facilitation, but not direction.
Students take a problem and apply it to a real life situation with
these projects.
PBL is focused on questions that drive students to encounter the
central concepts and principles of a subject hands-on.
PBL encourages students
to take responsibility for their own learning and
to develop a broad set of generic skills and attributes, along
with relevant content knowledge.
The expectation is that PBL would better prepare students for their
work placements and professional employment.
43
44. PBL Characteristics
Reliance on problems to drive the curriculum - The
problems do not test skills; they assist in the
development of skills. Problems are similar to the ones
encountered in real world.
The problems are ill-structured - There is not meant to
be one solution, and as new information is gathered,
perception of the problem, and thus the solution,
changes.
Students solve the problems - Teachers are the
coaches and facilitators.
Students are only given guidelines for how to
approach problems - There is no one formula for
student approaches to the problem.
Assessment: Authentic, performance based
By: W. J. Stepien and S. A. Gallagher 44
45. PBL – Good Project … Good Question
GOOD PROJECT GOOD QUESTION
Student-centered Big questions
Collaborative open-ended
Good essential question those that require research
Involving experts and the and reflection
community those that are not obvious or
Standards-based easily answered
Opens the door to more those that lead to more
questions questions
Interdisciplinary
Includes a quality product
Creative, engaging, and fun
Thoughtful rubrics, including
reflection
Fonte: Introduction to Project-Based Learning, Sara Armstrong, Ph.D. ISTE 2009 45
47. CDIO 12 Standard (1 di 5)
1. The Context. This is the adoption of the principle that product,
process and system lifecycle development and deployment
(Conceiving, Designing, Implementing and Operating) are the
context for engineering education.
2. Learning Outcomes. The learning outcomes detail what students
should know and be able to do at the conclusion of their
engineeringprogram. Specific, detailed learning outcomes are
codified for personal and interpersonal skills, product, process and
system building skills, and disciplinary knowledge that are
consistent with the university’s program goals and validated by
program stakeholders.
3. Integrated Curriculum. The curriculum is designed with mutually
supporting disciplinary courses that include an explicit plan to
integrate personal and interpersonal skills and product, process
and system building skills. These skills should not be considered
an addition to an already full curriculum but an integral part of it.
4. …
47
48. CDIO 12 Standard (2 di 5)
4. Introduction to Engineering. An introductory course is offered
that provides students with the framework to understand
engineering practice in product, process and system building
and the personal and interpersonal skills they will need.
Students usually select engineering because they want to build
things, and introductory courses can capitalize on this interest.
5. Design Implement Experience. The curriculum includes two
or more design‐implement experiences, including one at a
basic level and one at an advanced level. The objective is to
promote early successes in engineering practice.
6. Engineering Workspaces. Engineering workspaces and
laboratories provide the physical environment to support and
encourage hands‐on learning of product, process, system and
social building skills concurrently with learning disciplinary
knowledge. These workspaces are separate from traditional
classrooms and lecture halls.
7. …
48
49. CDIO 12 Standard (3 di 5)
7. Integrated Learning experience. This provides the pedagogical
environment that fosters learning of disciplinary knowledge
simultaneously (interwoven) with personal, product, process and
social skills. Students learn to recognize engineering faculty as
role models of professional engineers who instruct them in not
only disciplinary knowledge but also the other skills listed above.
8. Active Learning. This is teaching and learning based on active
experiential learning methods that engage students directly in
thinking and problem solving activities. It involves ‘project based
learning’. There is less emphasis on passive transmission of
information in a classical lecture hall and more emphasis on
engaging students in manipulating, applying, analyzing and
evaluating ideas. As Dr. Vest said, “We need to move from the
sage on the stage to the guide on the side”.
9. …
49
50. CDIO 12 Standard (4 di 5)
9. Enhancing of Faculty Skills Competence. Many engineering
professors tend to be experts in the research and knowledge
base of their respective disciplines but have only limited, if
any, experience in the practice of engineering in business and
industrial settings. Therefore the CDIO program provides
support and training for faculty to improve their competence in
personal and interpersonal skills and process, product and
system building skills.
10. Enhancing of Faculty Teaching Competence. The CDIO
program also provides support for faculty to improve their
competence in integrated learning experiences, in using active
experiential learning methods and in assessing student
learning.
11. …
50
51. CDIO 12 Standard (5 di 5)
11. Learning Assessment. This is the measure of the extent to
which each student achieves specified learning outcomes.
12. Program Evaluation. This process evaluates the university
program against these twelve standards and provides
feedback to students, faculty and other stakeholders for the
purpose of continuous improvement. It is a judgment of the
overall value of the program based on evidence of the
program’s progress toward achieving its goals.
51
52. CDIO Syllabus (condensed form 1/7)
1. TECHNICAL KNOWLEDGE AND REASONING
1. KNOWLEDGE OF UNDERLYING SCIENCES
1. Mathematics (including statistics)
2. Physics
3. Chemistry
4. Biology
2. CORE ENGINEERING FUNDAMENTAL KNOWLEDGE
3. ADVANCED ENGINEERING FUNDAMENTAL
KNOWLEDGE
CDIO Syllabus complete:
CDIO Syllabus complete:
http://www.cdio.org/tools/syllabuscomplete.htm
http://www.cdio.org/tools/syllabuscomplete.htm
52
53. CDIO Syllabus (condensed form 2/7)
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
1. ENGINEERING REASONING AND PROBLEM SOLVING
1. Problem Identification and Formulation
2. Modeling
3. Estimation and Qualitative Analysis
4. Analysis With Uncertainty
5. Solution and Recommendation
2. EXPERIMENTATION AND KNOWLEDGE DISCOVERY
1. Hypothesis Formulation
2. Survey of Print and Electronic Literature
3. Experimental Inquiry
4. Hypothesis Test, and Defense
3. SYSTEM THINKING
1. Thinking Holistically
2. Emergence and Interactions in Systems
3. Prioritization and Focus
4. Tradeoffs, Judgment and Balance in Resolution 53
54. CDIO Syllabus (condensed form 3/7)
2. PERSONAL AND PROFESSIONAL SKILLS & ATTRIBUTES
4. PERSONAL SKILLS AND ATTITUDES
1. Initiative and Willingness to Take Risks
2. Perseverance and Flexibility
3. Creative Thinking
4. Critical Thinking
5. Awareness of One’s Personal Knowledge, Skills, and
Attitudes
6. Curiosity and Lifelong Learning
7. Time and Resource Management
5. PROFESSIONAL SKILLS AND ATTITUDES
1. Professional Ethics, Integrity, Responsibility and
Accountability
2. Professional Behavior
3. Proactively Planning for One’s Career
4. Staying Current on World of Engineer
54
55. CDIO Syllabus (condensed form 4/7)
3. INTERPERSONAL SKILLS: TEAMWORK & COMMUNICATION
1. TEAMWORK
1. Forming Effective Teams
2. Team Operation
3. Team Growth and Evolution
4. Leadership
5. Technical Teaming
2. COMMUNICATION
1. Communication Strategy
2. Communication Structure
3. Written Communication
4. Electronic/ Multimedia Communication
5. Graphical Communication
6. Oral Presentation and Interpersonal Communication
3. COMMUNICATION IN FOREIGN LANGUAGES
1. English
2. Languages of Regional Industrial Nations
3. Other Languages 55
56. CDIO Syllabus (condensed form 5/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
1. EXTERNAL AND SOCIETAL CONTEXT
1. Roles and Responsibility of Engineers
2. The Impact of Engineering on Society
3. Society’s Regulation of Engineering
4. The Historical and Cultural Context
5. Contemporary Issues and Values
6. Developing a Global Perspective
2. ENTERPRISE AND BUSINESS CONTEXT
1. Appreciating Different Enterprise Cultures
2. Enterprise Strategy, Goals and Planning
3. Technical Entrepreneurship
4. Working Successfully in Organizations
56
57. CDIO Syllabus (condensed form 6/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
3. CONCEIVING AND ENGINEERING SYSTEMS
1. Setting System Goals and Requirements
2. Defining Function, Concept and Architecture
3. Modeling of System and Ensuring Goals Can Be Met
4. Development Project Management
4. DESIGNING
1. The Design Process
2. The Design Process Phasing and Approaches
3. Utilization of Knowledge in Design
4. Disciplinary Design
5. Multidisciplinary Design
6. Multi-objective Design
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58. CDIO Syllabus (condensed form 7/7)
4. CONCEIVING, DESIGNING, IMPLEMENTING & OPERATING
SYSTEMS IN THE ENTERPRISE AND SOCIETAL CONTEXT
5. IMPLEMENTING
1. Designing the Implementation Process
2. Hardware Manufacturing Process
3. Software Implementing Process
4. Hardware Software Integration
5. Test, Verification, Validation and Certification
6. Implementation Management
6. OPERATING
1. Designing and Optimizing Operations
2. Training and Operations
3. Supporting the System Lifecycle
4. System Improvement and Evolution
5. Disposal and Life-End Issues
6. Operations Management 58
59. An Invitation
The book:
Crawley et al. (2007) Rethinking Engineering
Education: The CDIO Approach, Springer Verlag.
ISBN 0387382879
The International CDIO Conference Proceedings
The site www.cdio.org
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