Learning Outcomes in the Context of Engineering Practice Edward F. Crawley crawley@mit

1. Learning Outcomes in the Context of Engineering Practice Edward F. Crawley crawley@mit.edu CDIO Region-of-the-Americas Meeting Duke University November 9, 2009

2. THE MOTIVATION FOR CHANGE WORLDWIDE • Shortage of engineering graduates and those remaining in engineering careers • Need to educate engineers to be more effective contributors and leaders • Need to educate engineers to work in a more interdisciplinary manner • Preparing students for increasing globalization • Increasing awareness and response to environmental changes DON’T PLAN TO SEND JOBS ABROAD: THEY HAVE THE SAME PROBLEMS! EVERYONE ELSE IS SENDING THEM THERE!

3. DESIRED ATTRIBUTES OF AN ENGINEERING GRADUATE Understanding of fundamentals Understanding of design and manufacturing processes Multidisciplinary 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 THE EDUCATIONAL NEEDS OF ENGINEERING STUDENTS We have adopted CDIO as the engineering CONTEXT of our education.

4. DEVELOPMENT OF ENGINEERING EDUCATION Personal, Interpersonal and Design -System Building Pre-1950s:Practice 2000s:CDIO 1960s:Science & practice 1980s:Science DisciplinaryKnowledge Engineers need both dimensions, and we need to develop education that delivers both

5. NATURE OF OUR MILLENIAL STUDENTS • Social responsibility • “New” modes of learning • Excitement, gratification and success • Groups

6. 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 all to understand the importance and strategic impact of research and technological development on society And to attract and retain student in engineering And to build diversity in our engineering workforce

7. 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 CDIO activities highly interwoven Rich with student design-build projects Featuring active and experiential learning Set in both classrooms and modern learning laboratories and workspaces Constantly improved through robust assessment and evaluation processes

8. PEDAGOGIC LOGIC • Most engineers learn from the concrete to the abstract Manipulate objects to understand abstractions • Students arrive at university lacking personal experience • We must provide dual impactauthentic activitiesto allow mapping of new knowledge - alternative is rote or “pattern matching” • Using CDIO as authentic activity achieves two goals -- Provides education in the creation and operation of systems Builds the cognitive framework to understand the fundamentals more deeply

9. THREE PREMISES • The underlying need is best met by setting goals that stress the fundamentals, while at the same time making C-D-I-O the CONTEXT of engineering • LEARNING OUTCOMES for students should be • set through stakeholder involvement, and • met by constructing a sequence of integrated learning experiences that expose students to situations that engineers encounter in their profession • Proper construction of these INTEGRATED LEARNING ACTIVITIES will cause the activities to have dual impact • facilitating student learning of critical personal and interpersonal skills, and product, process, and system building skills, and • simultaneously enhancing the learning of the fundamentals

10. CDIO STRUCTURE AND RESOURCES BEST PRACTICE SCHOLARSHIP CONTEXT (1) LEARNING OUTCOMES (2) ACTIVITIES (3-12) CHANGE PROCESS CO- DEVELOPMENT SHARING SYSTEM VIEW

11. WHAT IS CONTEXT? • The words, phases or passages that come before, or after, a particular word or passage of text that help to explain its full meaning • The circumstances or events that form the environment within which something exists or takes place, for example • A chair within a room • A decision influenced by the organization CONTEXT refers to the circumstances and surroundings that aid in understanding meaning.

12. WHAT IS ENGINEERING? • Designing and implementing things that have not previously existed, and that directly or indirectly serve society or some element of society • Von Kármán: “Scientists discover the world that exists, while engineers create the world that never was!” • The life cycle of a product, process, project, system, software, material, molecule • Conceiving: understanding needs and technology, and creating the concept • Designing: defining the information needed to implement • Implementing: creating the actually operable system • Operating: using the system to meet the need

13. ENGINEERING CONTEXT STABLE ELEMENTS • A focus on the problems of the customer and society • The delivery of new products, processes, and systems • The role of invention and new technology in shaping the future • The use of many disciplines to develop the solution • The need for engineers to work together, to communicate effectively, and to provide leadership in technical endeavors • The need to work efficiently, within resources, and /or profitably

14. ENGINEERING CONTEXT (cont.) CHANGING ELEMENTS • A change from mastery of the environment to stewardship of the environment • Shortened lifespan of products and technologies • Increase in service orientation • Globalization and international competition • Fragmentation and geographic dispersion of engineering activities • The increasingly human-centered nature of engineering practice

15. ENGINEERING EDUCATION CONTEXT The product lifecycle is the CONTEXT of engineering education. • A focus on the needs of the customer • Delivery of products and systems • Incorporation of new inventions and technologies • A focus on the solution, not disciplines • Working with others • Effective communication • Working within resources

16. CDIO AS THE CONTEXT CONCEIVE-DESIGN-IMPLEMENT-OPERATEas a model of the product, process, and system development and deployment process in engineering Other models • Measure-Model-Manipulate-Make in biological engineering at MIT • Engineering-Enterprising-Educating-Environmenting-Ensembling in Leuven, Belgium

17. BENEFITS OF LEARNING IN CONTEXT Setting the education of engineers in the CONTEXT OF ENGINEERING PRACTICE realizes 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

18. BEST PRACTICE 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 what engineers do! • It is the underlying need and basis for the skills lists that industry proposes to university educators • It is the natural context in which to teach these skills to engineering students • It better supports the learning of the technical fundamentals

19. Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In a modern team-based engineering environment And are mature and thoughtful individuals NEED TO LEARNING OUTCOMES Process Product 4. CDIO 1. Technical 2. Personal 3. Inter- personal Team Self TheCDIO SYLLABUSis a comprehensive statement of detailed learning outcomes for engineering education.

20. THE CDIO SYLLABUS AND UNESCO’S FOUR PILLARS LEARNING TO KNOW LEARNING TO BE LEARNING TO WORK TOGETHER LEARNING TO DO 1.0 Technical Knowledge & Reasoning Knowledge of underlying sciences Core engineering fundamental knowledge Advanced engineering fundamental knowledge 2.0 Personal and Professional Skills & Attributes Engineering reasoning and problem solving Experimentation and knowledge discovery System thinking Personal skills and attributes Professional skills and attributes 3.0 Interpersonal Skills: Teamwork & Communication Multi-disciplinary teamwork Communications Communication in a foreign language 4.0 Conceiving, Designing, Implementing & Operating Systems in the Enterprise & Societal Context External and societal context Enterprise and business context Conceiving and engineering systems Designing Implementing Operating

21. CDIO SYLLABUS • Syllabus at 3rd level • One or two more levels are detailed • Rational • Comprehensive • Peer reviewed • Basis for design and assessment

22. BEST PRACTICE STANDARD TWO 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 stakeholders • Allows for the design of curriculum • Basis of student evaluation • Tells us what to teach

23. THE CDIO SYLLABUS IN OTHER LANGUAGES

24. THE CDIO SYLLABUS IN OTHER LANGUAGES

25. ROLE OF CDIO SYLLABUS IN EDUCATION Captures the expressed needs of program stakeholders Highlights the overall goals of the program Provides a guide for the design of curriculum Suggests appropriate teaching and learning methods Provides the targets for student learning assessment Serves as a framework for overall program evaluation The CDIO SYLLABUS is a reference, not a prescription!

26. ALIGNMENT WITH PROGRAM MISSION Intended Learning Outcomes Values Program Objectives Vision Mission

27. CONSTRUCTIVE ALIGNMENT WITH TEACHING AND ASSESSMENT Intended What should learning students know or be able to do as a outcomes result of the course? Teaching and learning Assessment activities What activities are How can students appropriate for demonstrate that they students in order to have acquired the develop the desired desired levels of competencies? competencies?

28. PRESSURES FOR CHANGETO THE CDIO SYLLABUS New knowledge taxonomies, e.g., UNESCO New scholarship National accreditation and evaluation standards ABET (US) CEAB (Canada) UK-SPEC Swedish Ordinance EUR-ACE DOCET Input from CDIO Syllabus users

29. EXAMPLES OF PROPOSED CHANGES Inference from comparisons with national documents 1.0 -- Change to Disciplinary or Subject-Based Knowledge and Reasoning (Swedish Ordinance and EUR-ACE) 1.1 -- Add Mathematics (ABET) 1.3 -- Add Methods and Tools (ABET and CEAB) 2.1 -- Change to Analytical Reasoning and Problem Solving (ABET and CEAB) 2.2 -- Add Investigation to the title (CEAB) 2.5.1 -- Change to Ethics, Integrity, and Social Responsibility (ABET and CEAB) 2.5.2 -- Add Professional Responsibility (ABET) 2.5.5 – Add Equity and Diversity (CEAB) 3.1.5 -- Add Multidisciplinary Teaming (ABET and CEAB) 3.4.1 -- Add Inquiry, Listening and Dialogue (CEAB) 4.1 -- Add Economic Context (UK-SPEC) 4.2.5 -- Add part Engineering Project Finance and Economics (CEAB) 4.3.1 -- Add Understanding Needs (ABET and CEAB) 4.3.4 -- Add Systems Engineering (CEAB) 4.4.6 – Modify to indicate Safety (CEAB) Changes to clarify and use consistent language

30. INNOVATION Innovationis the development and introduction into the market of new goods and services Innovationis the market-oriented view of what in the CDIO Syllabus defines in Sections 4.2 through 4.6 – Conceiving and Engineering Systems, Designing, Implementing, and Operating, within an enterprise Inference from innovation 4.0 -- Add Innovation to the title 4.2.2 -- Change to Enterprise Stakeholders, Strategy and Goals 4.2.5 -- Add Engineering Project Finance and Economics 4.2.6 -- Add New Technology Development, Assessment and Infusion 4.3.1 -- Change to Understanding Needs and Setting Goals Mostly clarification and modest addition of topics to include more business and upstream considerations

31. SUSTAINABILITY CDIO Syllabus has received some criticism, as sustainability is mentioned in only one place, at the fourth level of detail, under 4.4.6 However, CDIO Syllabus actually strongly aligned with concepts of sustainability: lifecycle considerations of requirements, design, operations, retirement Inference from sustainability 4.0 -- Include Environmental in the title 4.1 -- Include Environmental in the title 4.1.7 -- Add Sustainability and the Need for Sustainable Development 4.4.6 -- Make Design for Sustainability more explicit 4.5.1 -- Change to Designing a Sustainable Implementation Process 4.6.1 -- Change to Designing and Optimizing Sustainable and Safe Operations Mostly to clarify and increase visibility

32. OTHER PROPOSED CHANGES Various universities identified other areas that could be improved or better explained Comparison with Five E model of Group T, Leuven, Belgium Additional inferences from these inputs2.4.6 -- Add Educating Others 2.4.8 -- Add Knowledge Integration (Ensembling) 2.5.1 -- Change to Ethics, Integrity, and Social Responsibility 3.4 -- Add new listing Informal Communication to include: 3.4.1 Inquiry, Listening, and Dialogue 3.4.2 Negotiation, Compromise and Conflict Resolution 3.4.3 Advocacy 3.4.4 Establishing diverse Connections (Grouping) These are mostly new additions

33. PROPOSED CDIO SYLLABUS v2.1 Changes other than clarification: Reorganize 2.4 to elevate critical and creative thinking Add more emphasis on personal resources Expand core personal values

34. PROPOSED CDIO SYLLABUS v2.1 Changes other than clarification: Add multi-disciplinary teaming Add section on informal communication

35. PROPOSED CDIO SYLLABUS v2.0 Changes other than clarification: Make sustainability more visible Add more upstream process Make system engineering and project management more explicit

36. LEADERSHIP AND ENTREPRENEURSHIP LEADERSHIP The role of helping to organize effort, create vision, and facilitate the work of others In the context of engineering, senior engineers are the ones who most often lead ENTREPRENEURSHIP The specific activity of creating and leading a new enterprise

37. OVERLAP OF CDIO SYLLABUS, LEADERSHIP AND ENTREPRENEURSHIP CDIO Syllabus already contains skills of a leading engineer What additional skills are needed of an engineering leader? What additional skills are needed of an entrepreneur? We propose and extension to the CDIO Syllabus to include, as an option,ENGINEERING LEADERSHIPand ENTREPRENEURSHIP

38. PROPOSED CDIO + ENGINEERING LEADERSHIP SYLLABUS Reference Core Personal Values, Relating, and Making Sense in the CDIO Syllabus Expand Creating a Purposeful Vision Expand Realizing the Vision

39. ENTREPRENEURSHIP ENTREPRENEURS who are engineers know how to conceive, design, implement and operate products processes and systems, and often act as engineering leaders In addition, they have special skills associated with the foundation and formulation of a new enterprise: 4.8.1 -- Company Founding, Formulation, and Organization 4.8.2 – Business Plan Development 4.8.3 -- Company Capitalization and Finances 4.8.4 -- Innovative Product Marketing 4.8.5 -- Conceiving Products and Services Around New Technologies 4.8.6 – The Innovation System, Networks, Infrastructure, and Services 4.8.7 -- Building the Team and Initiating Engineering Processes (conceiving, designing, implementing and operating) 4.8.8 -- Managing Intellectual Property

40. SUMMARY • Setting the education of engineers in the CONTEXT OF ENGINEERING PRACTICE • Increases retention of new knowledge and skills • Interconnects concepts and knowledge that build on each other • Communicates the rationale for, and meaning and relevance of what students are learning • THE CDIO SYLLABUS • Captures the expressed needs of program stakeholders • Guides curriculum, teaching, learning, and assessment • A modified CDIO SYLLABUS, V. 2.0 is proposed to • Clarify existing learning outcomes • Highlight innovation, sustainability, leadership, and entrepreneurship

41. HOW CAN WE DO BETTER? Re-task 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

42. THE CDIO STANDARDS: EFFECTIVE PRACTICE FRAMWORK 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 skills 8. Active Learning Teaching and learning based on active experiential learning methods 9. Enhancement of Faculty CDIO Skills* Actions that enhance faculty competence in personal, interpersonal, and product and system building skills 10. Enhancement of Faculty Teaching Skills Actions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning 11. CDIO Skills Assessment* Assessment of student learning in personal, interpersonal, and product and system building skills, as well as in disciplinary knowledge 12. CDIO Program Evaluation A system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement *essential 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 skills 4. Introduction to Engineering An 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 level 6. CDIO Workspaces Workspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning

43. INTRODUCTORY COURSE • To motivate students to study engineering • To provide early exposure to system building • To teach some early and essential skills (e.g., teamwork) • To provide a set of personal experiences which will allow early fundamentals to be more deeply understood Capstone Disciplines Intro Sciences

44. 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 Success with early PBL experiences increases student self-efficacy in engineering skills and increases student motivation to take on more advanced engineering tasks SELF-EFFICACY BASED ASSESSMENT Intention & Action Self-efficacy Performance Self-efficacy Performance Self-efficacy 44

45. ARE WE DOING BETTER? • The CDIO approach has deepened, not diminished, students’ understanding of engineering disciplinary knowledge • Annual surveys of graduating students indicate that they have developed intended CDIO program knowledge and skills outcomes, especially are those that are important to program stakeholders • Student self-report data indicate high student satisfaction with design-implement experiences, and with workspaces that promote a sense of community among learners • Longitudinal studies of students in CDIO programs are showing increases in program enrollment, decreasing failing rates, particularly among female students, and increased student satisfaction with their learning experiences • Employers are beginning to report increased capabilities improvements in student adaptation to the workplace • Results are being used for continuous program improvement

46. 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

47. Visit www.cdio.org! CDIO RESOURCES • Published papers and conference presentations • Implementation support • Support for change process • Book: Rethinking Engineering Education - The CDIO Approach (Amazon.com) • Local and regional workshops -Delft in November 2009, Brest in Spring 2010 • CDIO International Workshop and Conference – Montreal in June 2010

49. EFFECTIVE PRACTICE: RE-TASK CURRICULUM • Standard 4: Begin with an introductory course that provides a framework for engineering education and introduces essential skills • 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

50. 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 • Portfolios and project assessment • Oral exams • Concept questions • Self-efficacy based testing • Standard 12: Evaluate programs against these twelve standards, and provide continuous feedback to students, faculty, and other stakeholders for continuous improvement