Outcome Based Education (OBE) - A practitioner's experience
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TEEM_2015_ACC_79_ISEP
1. A Market Approach for
Curricular Capstone-Internships
AntĂłnio Cardoso Costa
Dep. Eng.ÂȘ InformĂĄtica
ISEP-IPP, Portugal
TEEM'15: 7-9 October 2015 @ ISEP
3. ISEP and LEI-ISEP
âą ISEP, a 163 years old public engineering school
â Located in Porto, Portugal (very fashionable nowadays)
âą +6700 students, 400 teachers and 120 staf
â In 2015-2016 ISEP ofers
âą 12 first cycle engineering 3-year programs (bachelor)
âą 11 second cycle engineering 2-year programs (master)
âą 19 post-graduation one-year programs
â About ISEP Informatics Engineering Program (LEI-ISEP)
âą Portuguese bachelor degree with the largest enrolment of
freshmen (+300) and amount of students (+1200)
âą For 2015-2016 there were 1040 candidates for 210 slots
4. The CDIOâą Initiative
âą CDIO motivation
â Change the Engineering
Education Process
â Founders 2000:
MIT, Chalmers,
KTH and Linköping
Personal and Interpersonal
Skills, and Product, Process, and
System Building Skills
Before 1950
Practice
1960
Science
& Practice
1980
Science
2000
CDIO
Disciplinary Knowledge
5. The CDIOâą Initiative
âą The âNeedâ of CDIO
â Educate students who understand how to Conceive-Design-
Implement-Operate complex value-added engineering
systems in a modern team-based engineering environment
âą The âObjectivesâ of CDIO
â Educate students to master a deeper working knowledge of
the technical fundamentals
â Educate engineers to lead in the creation and operation of
new products and systems
â Educate all to understand the importance and strategic
impact of research and technological development on society
6. The CDIOâą Initiative
âą CDIO adoption
â Described using 12 standards of good-practice
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
}
}Key performance
indicators!
7. The CDIOâą Initiative
âą Generic CDIO Syllabus for description of outcomes (1)
â 1 DISCIPLINARY KNOWLEDGE AND REASONING
âą 1.1 KNOWLEDGE OF UNDERLYING DISCIPLINES
âą 1.2 CORE DISCIPLINARY FUNDAMENTAL KNOWLEDGE
âą 1.3 ADVANCED DISCIPLINARY FUNDAMENTAL KNOWLEDGE, METHODS
AND TOOLS
â 2 PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES
âą 2.1 ANALYTIC REASONING AND PROBLEM SOLVING
âą 2.2 EXPERIMENTATION, INVESTIGATION AND KNOWLEDGE DISCOVERY
âą 2.3 SYSTEM THINKING
âą 2.4 ATTITUDES, THOUGHT AND LEARNING
âą 2.5 ETHICS, EQUITY AND OTHER RESPONSIBILITIES
8. The CDIOâą Initiative
âą Generic CDIO Syllabus for description of outcomes (2)
â 3 INTERPERSONAL SKILLS: TEAMWORK/COMMUNICATION
âą 3.1 TEAMWORK
âą 3.2 COMMUNICATIONS
âą 3.3 COMMUNICATIONS IN FOREIGN LANGUAGES
â 4 PROFESSIONAL PRACTICE IN THE ENTERPRISE, SOCIETAL AND
ENVIRONMENTAL CONTEXT
âą 4.1 EXTERNAL, SOCIETAL AND ENVIRONMENTAL CONTEXT
âą 4.2 PROFESSIONAL CONTEXT
âą 4.3-6 CDIO CONTEXTS
â The outcomes encompass 4 levels and describe the minimum
required performance levels (Bloom cognitive scale, etc.)
9. The CDIOâą Initiative at LEI-ISEP
âą An undergraduate program (Bologna 1st cycle)
â
+300 freshmen and +1200 students in 2015-16
10. The CDIOâą Initiative at LEI-ISEP
âą CDIO inspired integrated learning processes
â LEI software engineering learning process
11. The CDIOâą Initiative at LEI-ISEP
âą Relevant consequences of CDIO adoption at LEI-ISEP
â LEI-ISEP Syllabus definition (2007, revised 2015)
â Definition and update of simultaneous learning processes,
ensuring the alignment of courses with Syllabus
â Courses developing personal, interpersonal, social and
engineering skills, providing context to the disciplinary
knowledge
â Larger involvement and responsibility of faculty
â Emphasis in student group learning over teaching
â Extensive feedback about the program and its outcomes in
the context of capstone-internship projects and activities
13. Capstone-internship performance at LEI-ISEP
âą Program results, students and graduates
â Very high and growing interest from employers about the
capstone-internship projects:
âą 2012-13, 394 approved projects - 191 assigned
âą 2013-14, 420 approved projects - 181 assigned
âą 2014-15, 417 approved projects - 227 assigned
â Very high student and graduate employability
â Increased interaction between employers and LEI-ISEP
â The first Portuguese bachelor program certified with the
EUR-ACE Quality Seal by Ordem dos Engenheiros and
ENAAE in 2013 (for 6 years)
14. Assessment and evaluation at LEI-ISEP
âą Capstone-internship assessment and evaluation
â Several instruments used and periodically revised
â External Supervisor Inquiry
âą For advisers: student assessment of ACM computing capabilities
â CDIO Evaluation in Capstone-Internships
âą For advisers: collect data to verify if the CDIO second level student
outcomes are achieved
â Presentation before a jury of a single student or a group
âą Jury of 3 teachers + LEI adviser(s) + external supervisor(s)
âą Capstone grade: 50% project solution + 50% technical report
18. Ecosystem of a modern engineering program (2)
EUR-ACE
Labels
EUR-ACE
Labels
19. Conclusions about CDIOâą and EUR-ACEï
âą Positive impacts at ISEP
â Evidence accumulated since 2012
âą First option student applications have increased
âą Student dropout in programs has been reduced
âą Teachers applying active pedagogical methods in classes
âą The graduation rate of most ISEP programs has increased
âą More industry contacts with teachers and managers
âą Industry more interested in cooperating with programs
âą Recognition from accreditation/certification agencies, IT
academies, industry, alumni, media, etc.
âą Nowadays relevant labels for youth, families and employers
20. A Market Approach for
Curricular Capstone-Internships
AntĂłnio Cardoso Costa
Dep. Eng.ÂȘ InformĂĄtica
ISEP-IPP, Portugal
TEEM'15: 7-9 October 2015 @ ISEP