First Annual Meeting

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24 Οκτ 2013 (πριν από 3 χρόνια και 9 μήνες)

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1

First Annual Meeting

Kingston, Canada

June 6
-

9, 2005

2


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

3


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




4


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





5


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








6


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
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:

7

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



8

Selected Results
-

Queen’s Kingston

9

4.0 Personal and Professional Skills and
Attributes
-

Queen’s Kingston

10

5.0 Operating System in the Enterprise and
Societal Context
-

Queen’s Kingston

11

1.0 Mathematics
-

Queen’s Kingston

12

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



13

3.0 Additional Material
-

Queen’s Kingston

14

6.0 Allocation of Teaching Time
Queen’s Kingston

15

Alumni/
-
ae Survey
-

Queen’s 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



16

Benchmarking

17

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


18

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)

19

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



20

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



21

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

22

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)

23


Curriculum Changes

Initial Changes to the MME Curriculum



Change the oral and written communication course from 3
rd

year to
courses in 2
nd

and 3
rd

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 4
th

year design course


More industry projects (real world!)


More students


Resources $ and shop time



Adding CD and IO in calendar description

24


Curriculum Changes

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 4
th

year


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

25


Summary

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!