1 First Annual Meeting First Annual Meeting Kingston, Canada Kingston, Canada June 6 - 9, 2005 June 6 - 9, 2005
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First Annual MeetingFirst Annual Meeting
Kingston, CanadaKingston, Canada
June 6 - 9, 2005June 6 - 9, 2005
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Alumni/-ae Survey - Queen’s Kingston
The CDIO based Survey as a useful The CDIO based Survey as a useful Tool in the monitoring and evolution Tool in the monitoring and evolution of the Curriculum in the Mechanical of the Curriculum in the Mechanical
and Materials Engineering Department and Materials Engineering Department (MME) at Queen’s University, Canada(MME) at Queen’s University, Canada
Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C; Wyss, UP; Bryant, JTB; Kubrick, N; Mechefske, C; Oosthuizen, PH; Strong, D; Surgenor, BWOosthuizen, PH; Strong, D; Surgenor, BW
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Alumni/-ae Survey - Queen’s Kingston
OutlineOutline 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 SurveyGoals 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 SurveyThe SurveyThe 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 respondent1.0 Mathematics2.0 Mechanical and Materials Engineering Sciences3.0 Additional Core Subjects4.0 Personal and Professional Skills and Attributes5.0 Operating Systems in the Enterprise and Societal Context6.0 Allocation of Teaching Time
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Alumni/-ae Survey - Queen’s Kingston
Five Levels of ProficiencyFive 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 15 faculty 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:Circle one of the level of importance that you believe a newly BSc graduate engineer should have
1. Considerably less important than the others
Please answer topics 2. Less important than the others
on the basis of your 3. Of average importance
own personal experience 4. More important than the others
5. Considerably more important than the others
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Alumni/-ae Survey - Queen’s Kingston
Who was surveyed?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
1970-1993 OLDER 62.82%1994-2004 YOUNGER 37.18%
Occupation %Engineering 37.88Management 43.19Retired 1.62Other 16.40
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Selected Results- Queen’s Kingston
Scaled Comparison of CDIO Alumni/-ae Results
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5
2.1 Engineering Reasoning and Problem Solving
2.2 Experimentaion and Knowledge Discovery
2.3 System Thinking
2.4 Personal Skills and Attributes
2.5 Professional Skills and Attributes
3.1 Teamwork
3.2 Communications
4.1 External and Societal Context
4.2 Enterprise And Business Context
4.3 Conceiving and Engineering Systems
4.4 Designing
4.5 Implementing
4.6 Operating
Proficiency Level
QUB Alumni/-ae
MIT Alumni/-ae
QUK Alumni/-ae
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4.0 Personal and Professional Skills and
Attributes - Queen’s Kingston
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
4.1 EngineeringReasoning and
Problem Solving
4.2 Experimentaion andKnowledge Discovery
4.3 System Thinking
4.4 Personal Skills andAttributes
4.5 Professional Skillsand Attributes
4.6 Teamwork
4.7 Communications
YoungerAlumni/-aeOlderAlumni/-ae
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5.0 Operating System in the Enterprise and
Societal Context - Queen’s Kingston
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
5.1 External and SocietalContext
5.2 Enterprise AndBusiness Context
5.3 Conceiving andEngineering Systems
5.4 Designing
5.5 Implementing
5.6 Operating
YoungerAlumni/-ae
OlderAlumni/-ae
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1.0 Mathematics - Queen’s Kingston
1.0 Mathematics
0.00 1.00 2.00 3.00 4.00 5.00
1.1 Algebra
1.2 Geometry
1.3 Trigonometry
1.4 Calculus
1.5 Matrices
1.6 Vector Calculus
1.7 Complex Numbers
1.8 Transform
1.9 Probability and Statistics
1.10 Numerical Analysis
Younger Alumni/-ae
Older Alumni/-ae
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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 thisIn this
matter, how important is it that a graduating engineer shouldmatter, how important is it that a graduating engineer should:
2.X.1 Be familiar with basic principlesprinciples and relationships 2.X.2 Be able to derivederive mathematical equations and relationships 2.X.3 Be able to applyapply engineering knowledge to real world
issues
0.0
1.0
2.0
3.0
4.0
5.0
6.0
2.1.1 Principles 2.1.2 Derive 2.1.3 Apply
OlderAlumni/-aeYoungerAlumni/-ae
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3.0 Additional Material - Queen’s Kingston
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
OlderAlumni/-ae
YoungerAlumni/-ae
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6.0 Allocation of Teaching Time
Queen’s Kingston
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5
6.1 Mathematics
6.2 Mechanical Engineering Sciencs
6.3 Additional Core Subjects
6.4 Personal and Professional Skills andAttributes
6.5 Operation Systems in the Enterpriseand Societal Context
6.6 Practical Work: Laboratory Classesand Investigative Projects
6.7 Practical Work:Design/Build/Tests/Assignments/Projects
YoungAlumni/ae
OldAlumni/ae
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Alumni/-ae Survey - Queen’s Kingston
Comments from Alumni/-aeComments from Alumni/-ae
From their work experience, many alumni/-ae felt that the following From their work experience, many alumni/-ae felt that the following should be emphasized in the curriculum in order to better prepare our should be emphasized in the curriculum in order to better prepare our
graduates for positions in industry: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
CDIO Curriculum Benchmarking for the Core Curriculum of the General Option in Mechanical and Materials Engineering at Queen's University w ith CDIO Syllabus Resource Level
0
2
4
6
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2.1 2.2 2.3 2.4 2.5 3.1 3.2 4.1 4.2 4.3 4.4 4.5 4.6
ITU
Inde
x
02468101214161820
ITU Index, Queens-Kingston
Resource Level
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MME Curriculum
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 212 Design Techniques
MECH 213 Manufacturing 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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Third Year Common Core:
MECH 302 Technical Communication
MECH 321 Solid Mechanics II
MECH 323 Machine 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
MME Curriculum (continued)
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MME Curriculum (continued)
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)
Forth Year Common Core:
COMM 244 Project Management and Economics
MECH 460 Design Project I
Mechanical Engineering Option:
Complementary Studies
Technical Electives
Materials Engineering Option:
Complementary Studies
Technical Electives
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MME Curriculum (continued)
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 314 Manufacturing 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 424 Life Cycle Engineering
MECH 426 Manufacturing 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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MECH 444 Computational Fluid Dynamics
MECH 448 Compressible Fluid Flow
MECH 452 Mechatronic Systems Design
MECH 455 Computer Integrated Manufacturing
MECH 456 Introduction to Robotics
MECH 462 Design Project II
MECH 465 Computer-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 491 Design of Biomechanical Devices
MECH 495 Ergonomics and Design
MECH 497 Spacecraft Systems Design
MME Curriculum (continued)
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Curriculum Changes
Initial Changes to the MME CurriculumInitial 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 courseMore industry projects (real world!)More studentsResources $ and shop time
Adding CD and IO in calendar description
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Curriculum Changes
Future Changes to the CurriculumFuture 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 yearCDIO type of curriculum should become a selling point for getting
jobs in industry
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Summary
SummarySummary
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!