STABLEELEMENTS: A focus on the problems of the customer and society The delivery of new products, processes, andsystemsThe role of invention and new technology in shapingthefutureThe use of many disciplines to develop the solutionThe need for engineers to work together, tocommunicate effectively,and to provide leadership intechnicalendeavorsThe need to work efficiently, within resources, and lorprofitably
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
CHANGINGELEMENTS: A change from mastery of the environment tostewardship of the environmentShortened lifespan of products and technologiesIncrease in service orientationGlobalization and international competitionFragmentationand geographicdispersion ofengineering activitiesThe increasingly human-centered nature ofengineering practice
ENGINEERING CONTEXT 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
Personal,Pre-1950s:InterpersonalPracticeandSystemBuildingSkills2000:1960s:CDIOScienceandPractice1980s:ScienceDisciplinaryKnowledgeEngineersneedbothdimensions,andweneedtodevelop educationthat deliversboth
DEVELOPMENT OF ENGINEERING EDUCATION Personal, Interpersonal and System Building Skills Disciplinary Knowledge Pre-1950s: Practice 1960s: Science and Practice 1980s: Science 2000: CDIO Engineers need both dimensions, and we need to develop education that delivers both
To educate students to master a deeperworkingknowledgeof thetechnicalfundamentalsToeducateengineerstoleadinthecreationand operationof newproducts and systemsTo educate all to understand the importanceand strategic impact of researchandtechnological development on societyAnd to attract and retain student in engineering
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
1.Theunderlyingneedisbestmetbysettinggoalsthatstressthefundamentals,whileatthesametimemaking C-D-l-Othecontextof engineering2.Learningoutcomesforstudentsshouldbesetthroughstakeholderinvolvement,and00metbyconstructingasequenceofintegratedlearningexperiencesthat exposestudentstosituationsthatengineersencounterin theirprofession3.Properconstructionoftheseintegratedlearningactivitieswillcausetheactivitiestohavedualimpacto facilitatingstudentlearningofcritical personalandinterpersonalskills,andproduct,process,andsystembuildingskills,ando simultaneouslyenhancingthelearningofthefundamentals
THREE PREMISES 1. 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 2. Learning outcomes for students should be o set through stakeholder involvement, and o met by constructing a sequence of integrated learning experiences that expose students to situations that engineers encounter in their profession 3. Proper construction of these integrated learning activities will cause the activities to have dual impact o facilitating student learning of critical personal and interpersonal skills, and product, process, and system building skills, and o simultaneously enhancing the learning of the fundamentals