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First Annual Meeting Kingston, Canada June 6 - 9, 2005. Alumni/-ae Survey - Queen’s Kingston. The CDIO based Survey as a useful Tool in the monitoring and evolution of the Curriculum in the Mechanical and Materials Engineering Department (MME) at Queen’s University, Canada

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First Annual Meeting

Kingston, Canada

June 6 - 9, 2005


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Alumni/-ae Survey - Queen’s Kingston

  • The CDIO based Survey as a useful Tool in the monitoring and evolution of the Curriculum in the Mechanical and Materials Engineering Department (MME) at Queen’s University, Canada

  • Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C; Oosthuizen, PH; Strong, D; Surgenor, BW


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Alumni/-ae Survey - Queen’s Kingston

  • Outline

    • Goals of the survey

    • The template used in the alumni/-ae survey

    • Who was surveyed?

    • Selected results

    • Initial changes to the curriculum

    • Future changes to the curriculum

    • Summary


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Alumni/-ae Survey - Queen’s Kingston

  • Goals of the Survey

    • To help in the modification of the Mechanical and Materials Engineering curriculum to ensure that it leads to the levels of proficiency for graduating engineers required by industry

    • To assist in the review the curriculum with “hard” numbers in F/W 04/05

    • To assist in developing the CEAB submission in 2005

    • To act as a benchmark for future surveys

    • To assist in benchmarking for the Mechanical and Materials Engineering program with those of other universities worldwide


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Alumni/-ae Survey - Queen’s Kingston

  • The Survey

  • The template used in the survey was developed from the Alumni/-ae survey undertaken by QUB

  • The survey consists of the following:

    • The name, year of graduation from Queen’s Kingston, and occupation of the respondent

    • 1.0 Mathematics

    • 2.0 Mechanical and Materials Engineering Sciences

    • 3.0 Additional Core Subjects

    • 4.0 Personal and Professional Skills and Attributes

    • 5.0 Operating Systems in the Enterprise and Societal Context

    • 6.0 Allocation of Teaching Time


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Alumni/-ae Survey - Queen’s Kingston

  • Five Levels of Proficiency

    • Concluded that the levels had to deviate from CDIO Survey due to difficult wording

    • Felt that a clear rank system was more efficient and simpler

    • Tested CDIO Survey with 15faculty members, 30 graduate students, and 8 undergraduate students to obtain their opinion of the survey, before sending it out to alumni/-ae

    • Similar to QUB:


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Alumni/-ae Survey - Queen’s Kingston

  • Who was surveyed?

    • 3026 Mechanical and Materials Engineering graduates from 1970-2004

      • 433 responses = 14.31%

      • 10.6 % female graduates, 89.4 % male graduates

      • 19.4 % female graduate responded, 13.7 % male graduates responded

      • Older versus Younger Alumni/-ae:

      • Occupation of Alumni/-ae:

      • Other involved positions in finance, sales, and teaching






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2.0 Mechanical and Materials Engineering Sciences - Queen’s Kingston

  • Thermodynamics, Fluid Mechanics, Statics & Solid Mechanics, Engineering Dynamics & Kinematics

    Asked graduates for each core course listed above: In this

    matter, how important is it that a graduating engineer should:

    • 2.X.1 Be familiar with basic principles and relationships

    • 2.X.2 Be able to derive mathematical equations and relationships

    • 2.X.3 Be able to apply engineering knowledge to real world issues




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Alumni/-ae Survey - Queen’s Kingston Kingston

  • Comments from Alumni/-ae

  • From their work experience, many alumni/-ae felt that the following should be emphasized in the curriculum in order to better prepare our graduates for positions in industry:

    • More practical application/ real world issues = 38%

    • Excellent communication skills = 21%

    • More group projects/ teamwork = 27 %

    • Other comments = 14%

      => The major findings from the CDIO survey match what the CDIO initiative is promoting


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Benchmarking Kingston


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MME Curriculum Kingston

Second Year Common Core:

CIVL 220 Statics and Solid Mechanics

ELEC 210 Introductory Electric Circuits and Machines

MATH 225 Ordinary Differential Equations

MATH 272 Application of Numerical Methods

MECH 212Design Techniques

MECH 213Manufacturing Methods

MECH 215 Instrumentation and Measurement

MECH 228 Kinematics and Dynamics

MECH 230 Thermodynamics I

MECH 241 Fluid Mechanics I

MECH 270 Materials Science and Engineering


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MME Curriculum (continued) Kingston

Third Year Common Core:

MECH 302Technical Communication

MECH 321 Solid Mechanics II

MECH 323Machine Design

MECH 328 Dynamics and Vibration

MECH 330 Applied Thermodynamics II

MECH 341 Fluid Mechanics II

MECH 346 Heat Transfer

MECH 350 Automatic Controls

MECH 398 Mechanical Engineering Laboratory I

MECH 399 Mechanical Engineering Laboratory II

PHYS 333 Electronics for Scientists and Engineers

STAT 367 Engineering Data Analysis


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MME Curriculum (continued) Kingston

Mechanical Engineering Option:

Complementary Studies

1 Technical Elective

Materials Engineering Option:

MECH 370 Principles of Materials Processing

MECH 371 Fracture Mechanics and Dislocation Theory


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MME Curriculum (continued) Kingston

Forth Year Common Core:

COMM 244 Project Management and Economics

MECH 460Design Project I

Mechanical Engineering Option:

Complementary Studies

Technical Electives

Materials Engineering Option:

Complementary Studies

Technical Electives


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MME Curriculum (continued) Kingston

Partial List of Elective Courses:

CHEE 390 Polymer Science and Process Technology

CHEE 481 Air Quality Management

ELEC 448 Introduction to Robotics: Mechanics and Control

MECH 314Manufacturing Engineering

MECH 370 Principles of Materials Processing

MECH 371 Fracture Mechanics and Dislocation Theory

MECH 412 Mechanical Behaviour of Advanced Materials

MECH 420 Vibrations

MECH 422 Stress and Strain Analysis

MECH 424Life Cycle Engineering

MECH 426Manufacturing Business Strategy

MECH 430 Thermal Systems Design

MECH 431 Building Energy Systems

MECH 435 Applied Combustion

MECH 439 Turbomachinery

MECH 441 Fluid Mechanics III


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MME Curriculum (continued) Kingston

MECH 444 Computational Fluid Dynamics

MECH 448 Compressible Fluid Flow

MECH 452Mechatronic Systems Design

MECH 455Computer Integrated Manufacturing

MECH 456 Introduction to Robotics

MECH 462Design Project II

MECH 465Computer-Aided Design

MECH 466 Solid Modelling

MECH 472 Corrosion and Failure Analysis

MECH 477 Design of Automotive Structures with Advanced Materials

MECH 478 Biomaterials

MECH 480  Aerospace Engineering

MECH 482 Noise Control 

MECH 491Design of Biomechanical Devices

MECH 495Ergonomics and Design

MECH 497Spacecraft Systems Design


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Curriculum Changes Kingston

  • Initial Changes to the MME Curriculum

    • Change the oral and written communication course from 3rd year to courses in 2nd and 3rd year with 50% more overall weight

      • Integrate communication exercises into required tasks in other courses => get additional faculty involved with CDIO

    • Increased emphasis of “I” and “O” in 4th year design course

      • More industry projects (real world!)

      • More students

      • Resources $ and shop time

    • Adding CD and IO in calendar description


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Curriculum Changes Kingston

  • Future Changes to the Curriculum

    • Revise the material in some of the mathematics courses offered currently - ad hoc team working on it

    • Review list of technical electives

    • Branding of MME program - What is unique?

      • Many technical electives leaves room for individual course choices, especially in 4th year

      • CDIO type of curriculum should become a selling point for getting jobs in industry


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Summary Kingston

  • Summary

    • The CDIO surveys have been helpful to evolve our curriculum

      • We have made changes to communication curriculum

      • Emphasize IO

      • We are working on revising mathematics and technical electives

    • Increase our conformity with the CDIO Syllabus

    • Challenge to do all this with increasing enrolment and very tight budget

    • Challenge to involve more faculty, despite of pressure of larger classes, research and publishing (tenure)!

    • Student involvement supporting CDIO is crucial!

    • The CDIO based survey is a powerful tool to prioritize changes in curriculum!


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