Professional Career-Oriented Engineering Education and CDIO Model
Jianzhong ( John ) Cha, Ph.D.
UNESCO Chair Holder & ProfessorBeijing Jiaotong University
Board Member of UNESCO Institute of IT in Education
2016 Seminar on Engineering Education and Project Management for Countries in “One Belt and One Road” areas
Beijing, China, Oct.19 , 2016
Supply-Side Structural Reform for HR Market
1. One of causes for big gap between supply and demand sides of HR market due to No sufficient / complete data to know real needsUNESCO 2010 Report “Engineering: Issues, Challenges and Opportunities for Development” :
Considering importance of engineering…in knowledge society, it is surprising that better data is not available on these most important drivers of social and economic development
Statistics and indicators for engineering are in serious need of refining and redefining
Develop information on engineering, highlighting urgent need for better statistics and indicators in engineering(such as how many and what types of engineers a country has and needs)
Supply-Side Structural Reform for HR Market
UNESCO 2016 Key Project “Engineering Initiative: Engineering Data Collection and Analysis” :Defining meaningful indicators for performance and needs engineering profession and engineering education Within 10 years, carrying out surveys in 100-150 member states according to indicatorsBased on statistics, analyzing and making policy suggestions for decision making of engineering education
Supply-Side Structural Reform for HR Market
2. Overcapacity– Actually should be interpreted as Low end capacity over-produced -- High unemployment rate among new graduates High end capacity insufficient -- Great shortage of talents in HR market3. Unbalanced allocation of education resources between academic and professional orientations4. Reform on professional education
Academic Oriented Professional career orientedIsolated mechanism Open to society and industryTeacher centered Student centered
Talent Shortage - Manpower 2015 Survey
Top 10 Jobs Employers Are Having Difficulty Filling
2015 surveyed 41000 companies in 42 countries
Talent shortage at Higher, meddle and lower end positions
Correlated professional education levelMiddle vocational :
1 , 5 , 10 (5.3 X 3)Higher vocational :
2 , 4 , 7 , 8 , 9 10(6.0X5)
Undergraduate study :2 , 3 , 6 , 7 , 8 , 9
(5.8X6)
Top 10 talent shortage in mainland of China
Top 10 talent shortage is different from global one, which reflects special needs for China to upgrade its industries
Correlated professional education Middle vocational :5 , 6 , 9 ( 6.6 X 2)
Higher vocational :1 , 2 , 8 (3.7 X 3)Undergraduate :2 , 3 , 4 , 7 , 8 (4.8X5)Graduate study :4 , 7 , 10 (7.0X3)
Reasons for Difficulty Filling Jobs
1.Lack of enough applicants (35%)2.Lack of Hard Skills (34%)3.Lack of experiences (22%)4.Lack of Soft Skills (17%)
Paradox in HR Market High unemployment rate among new graduates but
great shortage of talents in HR market 2010 Nobel Prize on Economy was granted for
research on the paradox phenomena Indication of worldwide significance of the issue winners attribute the paradox to mismatching Analysis from other data may not agree with this
viewpoint (Manpower) main reason for the paradox -- gap between
education and society’s needs
UNESCO Report ( 1972 ) “For the first time in history
some societies are beginning to reject many of the products of institutionalized education. …This shows how easily educational systems can become out of phase.”
Source : Edgar Faure, etc. “Learning to be: The world of education today and tomorrow”, UNESCO, 1972
Dr.William A. Wulf, the former president of National Academy of Engineering of USA, said, “Our society is dependent upon technology created by engineers. Engineering is changing rapidly, and I believe engineering education has to change even faster for us to maintain our quality of life.”
WilliamA.Wulf, “An Urgent Need for Change,” http://www.tbp.org/pages/publications/Bent/Features/Sp04Wulf.pdf
How to satisfy the key stakeholders’ needs ?
Graduates find jobs
Companies recruit talents State builds for Human Resource
Requirements of professional career !
Professional career-oriented professional education must be promoted!
( 1 ) To meet the requirement of industry on talents – Cradle of Engineers
Providing graduates with abilities according to standard of engineering profession
( 2) To satisfy needs of students on jobs – Career-oriented education making students more competitive in world job market
( 3) To meet strategic target of the government to build an innovative society
cultivating large qty. innovative graduates
The goal of engineering education
Generalized Professional Education (GPE)
Technologists, Technicians
R&D EngineersSystem
Engineers Design Engineers
Service\Process Engineers
Graduate Education
Undergraduate Education
Middle VocationalEducation
Higher Vocational Education
Technical Masters, Skilled Workers
VocationalEducation
GPE
ProfessionalEducation
Engg.ScientistEducato
r
Professional career-oriented : Talent qualification, required quantity, levels should be decided by the professions in the future market
Industry-Education Cooperation : Target, Syllabus, professional career context, industrial pedagogy resources (experts, hardware, software),assessment
Unified professionalism and academic disciplineLearning culture from industry
Common principles for GPE
Unified hard skill and soft skill education
Unified theoretical and practical education
Prospective Vision on Telants: to prepare students for future human resource market
Cultivate Process: Student-centered, project-based teamwork active learning by making use ICT tools
Common principles for GPE
Context for GPE
Profession Education institutions
Program, Curricula, Students,Teachers, Pedagogy,
Contents, ICT tools
Professional HR Market
Society needsKey stakeholders’needs
assessment
StudentProgram
University
Strategies and measures
for improvement
Edu. AddmiPolicy
LeadershipResurces
…
Employment rate and quality Of graduates
Skills and attributs required by professionals
Desired engineers for 21st centurysource: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated
into Chinese by Cha
19th Century and First Half of the 20th Century: The Technical Engineer
As distinct profession early engineering programs focused on considerable hands-on training
Role of science and mathematical modeling slowly increased and gained acceptance.
Second Half of the 20th Century: The Scientific Engineer By 1950’s, technological progress, such as nuclear energy,
geopolitical realities by Sputnik stimulated needs for engineers to be well-versed in science and mathematics
This continued until 2000, although design content increased slowly. In early 1990s it was clear that more than science was needed to emphasize non-technical professional skills such as teamwork and communications.
Desired engineers for 21st centurysource: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated
into Chinese by Cha
The 21st Century: The Entrepreneurial/ Enterprising Engineer
Knows everything—can find information about anything quickly and knows how to evaluate and use the information.
Can do anything—understands the engineering basics to the degree so they can quickly assess what needs to be done, can acquire the tools needed, and can use these tools proficiently.
Works with anybody anywhere— communication skills, team skills, and understanding of global and current issues necessary to work effectively with other people.
Imagines and can make the imagination a reality—has the entrepreneurial spirit, the imagination, and the managerial skills to identify needs, come up with new solutions, and see them through.
Goals for Education
Internationali-zation
Learning By Doing
University-Industry
Cooperation
Washington Accord
Co-OpEducation
Goals for EngineeringEducation
ReformStrategies
ImplementationModels
LearningProcess
Paradigm for GPE
Student-centered, project-based active learning by making use of advance education technology and ICT tools
Tsunami Impact of ICT on professional education-how long it will be last ?
BooksLibraryTeacherClassroom-based instruction???
LabsProfessional training CenterProfessional Experts profession career
( Teacher+Engineer 、 Physician 、 Accountant 、 Lawyer…. )
Students
OER 、 MOOK 、 Cloud Computing ……
Learning+Internet
Teachers’interaction
Internship in professions
There is no evidence that one learns better through ICT if the pedagogy model of schools
does not ready with ICT Prof.Cornu of UNESCO IITE
来源: Prof. Alexander Khoroshilov , National Programme Officer/ Capacity Development Team Leader , UNESCO IITE
Policy Briefing byJ.Cha & B.Koo of UNESCO Chair
Individualized Learning Process has to be supported by ICT tools Complex pedagogic process management has to be supported by ICT tools Similar to CIMS for flexible manufacturing
Key to Successful Reform in China- Liberating
Productivity Agriculture: to have given the rights to manage
the land back to farmers
Industry: to have given the market back to entrepreneurs
Education: to give school space - time back to students - Student-centered Education
“If we teach today as we taught yesterday, we rob our children of tomorrow
— John Dewey
We must continuously improve professional education !
The UNESCO Chair on Cooperation between Engineering Education and Industries at BJTU
Thank you for your attention!
Q&A
School Total cost ROI
1. MIT $189,300 $1,688,000
2. Calif. Inst. of Technology 181,100 1,644,000
3. Harvard 189,600 1,631,000
4. Harvey Mudd 187,700 1,627,000
5. Dartmouth 188,400 1,587,000
6. Stanford 191,800 1,565,000
7. Princeton 187,700 1,517,000
8. Yale 194,200 1,392,000
9. Notre Dame 181,900 1,384,000
10. Univ. of Pennsylvania 191,300 1,361,000
THE RETURN ON INVESTMENT
American schools with the best 30-year net ROI over wages earned by a typical high school graduate
CRUNCHING THE DATA30-year net return on investment is the difference between the amount earned by graduates from 1980 to 2009 and the earnings of a typical high school graduate, after deducting the cost of obtaining an undergraduate degree. It takes into account the likelihood of never graduating. ROI for public schools in the study was calculated using both in-state tuition and out-of-state tuition; figures shown for public schools include both. Total cost includes tuition fees plus other expenses for the number of years it takes most students to graduate.
Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.
Investment Status of American College Education
Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.
Number of engineering Bachelor offered by countries
0
50, 000
100, 000
150, 000
200, 000
250, 000
人
中国美国日本韩国英国德国
Rate of Engg. Bachellor vs. All Bachelor
0. 0%
10. 0%
20. 0%
30. 0%
40. 0%
50. 0%
60. 0%
比例
中国美国日本韩国英国德国
NATIONAL DEVELOPMENT OF ENGINEERING EDUCATION
Personal and Interpersonal Skills, and Product, Process, and System Building Skills
DisciplinaryKnowledge
Pre-1950s:Practice
1960s:Science & practice
1980s:Science
2000:CDIO
Engineers need both dimensions, and we need to develop education that delivers both
1. Suitability rates empirically based on 83 interviews with human-resources (HR) professionals working in countries shown.2. Mexico is the only country where interview results were adjusted to 20%(form 42%) for engineers and to 25%(from 35%) for finance/accounting employees-since interview base was thinner and risk of misunderstandings high.Source: Interviews with HR managers, HR agencies, and heads of global-resourcing centers; McKinsey Global Institute analysis
Employable rate by multi-national companies among applicants
81313巴西112520墨西哥 2拉美南美31510中国
253020菲律宾101525印度202535马来西亚亚洲102010俄国153050波兰204050捷克305050匈牙利中欧和东欧
通才金融 / 会计工程师国家地区
Engineers’ ratio to meetneeds of multination companies
出处: Michael E. Porter , “ THE COMPETITIVENESS INDEX:WHERE AMERICA STANDS” , Council on competitiveness
Strategy 1 : Univ.- Industry Coop
1.To form a complete chain for talent cultivation• To meet requirements from Industry• To introduce industrial profession into education as its
context (outcomes, curricula, teaching resource, assessment,….)
• Industry should contribute to education as its human resource strategy
• Government/industry/education/students & parents work together for talent cultivation This is responsibility of whole society !
Complete talents cannot be fostered in isolated education institution !
Univ.-Industry Coop cont.
2. To form a complete industrial innovation chain• New mechanism for innovation• Industry- main body for industrial innovation• Government—Policy making,services and initial
fund • University- main body for knowledge innovation• Research institute- bridge between knowledge
innovation and industrial innovation with tech. transfer
Strategy 3 : Learning by doing
Learning methodology suggested by John Dewey in 1920’s
Project based learning : Version of LbD for engineering education
CDIO : a systematic model of PbL CDIO (Conceive,Design,Implement,Operate) :
represents lifecycle of engineering project (product, process, system, and service)
BEST PRACTICE: THE CDIO STANDARDS
1. The ContextAdoption of the principle that product. Process, and system lifecycle development and deployment are the context for engineering education 2. Learning OutcomesSpecific, detailed learning outcomes for personal, interpersonal, and product,.process and system building skills, consistent with program goals and validated by program stakeholders 3. Integrated CurriculumA curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills4. Introduction to EngineeringAn introductory course that provides the framework for engineering practice in product. Process, and system building, and introduces essential personal and interpersonal skills 5. Design-Implement ExperiencesA curriculum that includes two or more design-implement experiences, including one at a basic level and one at an advanced level6. Engineering WorkspacesWorkspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning
7. Integrated Learning ExperiencesIntegrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and produc, process,t and system building skills8. Active LearningTeaching and learning based on active experiential learning methods9. Enhancement of Faculty Skills CompetenceActions that enhance faculty competence in personal, interpersonal, and product and system building skills10. Enhancement of Faculty Teaching CompetenceActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning11. Learning AssessmentAssessment of student learning in personal, interpersonal, and product, process, and system building skills, as well as in disciplinary knowledge12. Program EvaluationA system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement
CDIO Standard 1 -- The Context
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’s what engineers do!• Provides the framework for teaching skills• Allows deeper learning of the fundamentals• Helps to attract, motivate, and retain students
Constant characteristics of context in eng’g profession
Focus on the needs of the customer and society Delivery of new products, processes and systems Role of invention and new technology in shaping the
future Use of many disciplines to develop the “solution” Need for engineers to work together, to communicate
effectively Provide leadership in technical endeavors Need to work efficiently, within resources and/or
profitably
New characteristics of context of engineering profession
A change from mastery of the environment to stewardship of the environment
Globalization and international competition Fragmentation and geographic dispersion of engineering
activities The increasingly human-centered nature of engineering
practice Increasing emphasis on service-oriented engineering industries Rapid evolution of technologies, so, future engineers also need
to be quick learners companies want their new hires to be productive from the first
day on the job.
CDIO Standard 2 -- Learning OutcomesSpecific, 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
• Allows for the design of curriculum• Serves as the basis of student learning
assessment
CDIO SYLLABUS
• Syllabus at 3rd level of detail
• One or two more levels are detailed
• Rational• Comprehensive• Peer reviewed
• Basis for design and assessment
CDIO Standard 3 -- Integrated CurriculumA curriculum designed with mutually supporting
disciplinary courses, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills
• Disciplinary courses or modules make explicit connections among related and supporting content and learning outcomes
• Explicit plan identifies ways in which the integration of engineering skills and multidisciplinary connections are to be made
CURRICULUM MODELS
A strict disciplinary curriculum
Organized around disciplines, with no explicit
introduction of skills
An apprenticeship model
Based on projects, with no organized introductions of
disciplines
A problem-based curriculum
Organized around problems, but with
disciplines interwoven
An integratedcurriculum
Organized around disciplines, but with skills and projects
interwoven
(Disciplines run vertically; projects and skills run horizontally.)
SEQUENCING ENGINEERING SKILLS
Oralcommunication
Writtencommunication
Projectmanagement
Teamwork
INTEGRATION OF SKILLS
Year 1
Year 2
Year 3
PhysicsIntroductory course
Numerical Methods
Mechanics I
Thermodynamics
Mechanics II Solid Mechanics
Sound and Vibrations
Mathematics II
Fluid mechanics
Product development
Mathematics I
Mathematics III
Control Theory Signal analysisStatisticsElectrical Eng.
(Schematic, based on the curriculum in Vehicular Engineering at KTH)
Relationship among Syllabus, Curricula and Projects
Curricula(Timing)
Syllabus
Project
P1P2
P3
CDIO Standard 4 – Introduction to Engineering An introductory course that provides the framework for
engineering practice in product, process, and system building, and introduces essential personal and interpersonal skills
learning experiences that introduce personal and interpersonal skills, and product, process, and system building skills
student acquisition of the skills described in Standard 2
high levels of student interest in their chosen field of study, demonstrated, for example, in surveys or choices of subsequent elective courses
CDIO Standard 5 – Design-Implement ExperiencesA curriculum that includes two or more design-
implement experiences, including one at a basic level and one at an advanced level
Design-implement experiences• Add realism to the curriculum• Illustrate connections between engineering
disciplines• Foster students’ creative abilities• Are motivating for students
)
CDIO Standard 6 - Engineering Workspaces
Workspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning
• Students are directly engaged in their own learning
• Settings where students learn from each other
• Newly created or remodeled from existing spaces (See Handbook, p. 9)
CDIO Standard 7 – Integrated Learning Experiences Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills. Curriculum design and learning outcomes can be realized only if the teaching and learning experiences make dual use of student learning time. Faculty serve as role models in teaching product, process, and system building skills as the same time as engineering principles and theory
CDIO Standard 8 -- Active Learning
Teaching and learning based on active and experiential learning methods
• Engage students directly in thinking and problem solving
• Help students recognize what and how they learn• Increase student learning motivation • Help students form habits of lifelong learning
CDIO Standard 9 – Enhancement of Faculty Skills Competence *Actions that enhance faculty competence in personal and interpersonal skills, and product, process, and system building skills
. Hire faculty with industrial experience• Give new hires a year to gain experience before
beginning program responsibilities• Create educational programs for current faculty• Provide faculty with leave to work in industry• Encourage outside professional activities that give faculty
appropriate experiences• Recruit senior faculty with significant professional
engineering experience
CDIO Standard 10 – Enhancement of Faculty Teaching CompetenceActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning
• Hire faculty with interest in education and ask them to discuss teaching during their interviews
• Encourage faculty to take part in CDIO workshops• Connect with the teaching and learning centers at your
universities• Invite guest speakers on teaching topics• Organize coaching by educational professionals or
distinguished peers• Participate in teaching mentorship programs
CDIO Standard 11 - Learning Assessment
Assessment of student learning in personal and interpersonal skills, and product, process, and system building skills, as well as in disciplinary knowledge
• Measure of the extent to which a student has achieved specified learning outcomes
• Faculty usually conduct this assessment within their respective courses
• Uses a variety of methods matched appropriately to learning outcomes
CDIO Standard 12 -- Program Evaluation
A system that evaluates programs against these twelve standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement
. a variety of program evaluation methods used to gather data from students, instructors, program leaders, alumni, and other key stakeholders
. a documented continuous improvement process based on results of the program evaluation
. data-driven changes as part of a continuous improvement process
A Case Studyof the Best PracticeUniversity of Waterloo, the flag of
Co-op Education Co-op Education since funded (1957-2008 ) 50% of students participate ( 10000), switch
between school and industry every 4 months 3500 partners from industry High employment rate : 97.6 %, high rate of
permanent position 91.1 % vs. national wide average 77.9 %)
Most innovative univ. in Canada, and most appreciated by industry (Bill Gates)
Goals for learning:UNESCO Four Pillars
Learn to Know
Learn to Do
Learn to Live together
Learn to Be
59/58
5E Engineering Education Model
Engineering: Innovation - to design and make Enterprising: Entrepreneurship - vision,
mission, deliver to market, cost effective, team work
Educating: Developing ones- Life-long learning and to communicate with others
Environmenting: Consciousness-adapting to multi-cultural and natural environment
Ensembling: Responsibility-to be harmonic with society and nature, social and professional ethics
60/58
Desired attributes of an engineersource: Boeing Management Company
A good understanding of engineering science fundamentals A good understanding of design and manufacturing process A multi-disciplinary, systems perspective A basic understanding of the context in which engineering is
practical (market, business, economy, services, Good communication skills High ethical standards Ability to think both critically and creatively-independently and
cooperatively Flexibility: the ability and self-confidence to adapt to rapid or
major changes Curiosity and desire to learn for life A profound understanding of importance of team work