An Integrated Approach to Engineering and Design

1. An Integrated Approach to Engineering and Design School of Mechanical and Aeronautical Engineering (SMAE) Dr Linda Lee, Peter Lo and Lim SiewKuan June 2009

2. Contents • Introduction of CDIO in SMAE courses • Module description and integration • Project description • Workspace and resources • Mode of assessment • Module evaluation • Short video on CDIO Racing Challenge

3. Courses offered The School of Mechanical and Aeronautical Engineering (SMAE) offers five diploma courses: • Diploma in Aeronautical Engineering • Diploma in Bioengineering • Diploma in Mechanical Engineering • Diploma in Mechatronics and Robotics • Diploma in Resort Facilities Services and Management (retiring) CDIO was implemented for the all the diploma courses in the first year of study

4. What do we want to achieve at the end of the day? • Improve the quality of the courses • Provide students with significant learning experiences beyond foundational knowledge acquisition • Enhance the local relevance of our programme • Advance international recognition for the excellence of our courses

5. Current vs CDIO: Where are we now?? CDIO framework can address some shortfalls in the current syllabus design methodology

6. What have been done so far? • “Introduction to Engineering” which is Standard 4 of the ‘HOW’ was introduced in year 1 of the course • This module is integrated and conducted together with another module, “Innovation, Design and Enterprise in Action” (IDEA) to fulfil Standard 3 • In “Introduction to Engineering” module, students are engaged in the practice and application of engineering skills and knowledge in the manufacturing of a product • The skills acquired for generating ideas for the product are taught in “IDEA” • To engage students in an active learning environment, a CDIO Workspace,Standard 8, was built for students to gain simple design-built experiences • Engage students in a simple design-build project

7. Objectives of “Introduction to Engineering” • To introduce students to engineering • To motivate them for engineering studies • To provide real experiences of engineering work • To support the learning of CDIO skills, e.g. teamwork, communication

8. Objectives of “IDEA” • To develop an attitude and skills in basic design creativity • To enable students to question preconceptions, see things from multiple perspectives • To enable students to generate new ideas • To provide students with the ability to work and communicate effectively with the others for good teamwork and collaboration

9. Integrated curriculum

10. Project description The design-build project is a model racing car consists of two parts: • Designing and modelling of racing car body are conducted in “IDEA” module • Machining of racing car chassis is conducted in “Introduction to Engineering” module

11. Design-build project

12. Detailed drawing of the chassis assembly

14. Race track

15. 2nd CDIO Racing Challenge

16. CDIO Workspace (Standard 6) – model making return

17. Mode of assessment • Process of designing and building the project • Team formation • Selecting the best design • Managing the entire project • Applying machining skills to fabricate the parts • Assembling all the parts • Communicating group findings through a presentation

18. 3 components of assessment • Creativity and innovation • design and modelling of the racing car body which are conducted in “IDEA” • Skills • machining of the racing car chassis which is conducted in “Introduction to Engineering” • Performance • assembly, performance and presentation of model racing car

19. Most innovative design and best performance cars

20. Assessment criteria Assessment criteria for most innovative design cars • form (innovative and functional) • built quality, colour and decals Assessment criteria for best performance cars • based on time taken to race down the 6-metre long race track Results at the 2nd CDIO Racing Challenge Timing readings ranged from 2.87 to 3.30 seconds among the 18 finalist cars

21. Rubric for the final assessment Students are assessed through critique sessions

22. Module evaluation • A set of questions for interview was conducted for a selected group of about 100 students • The evaluation was targeted at the students’ ability to understand the skills and whether the skills help them in the given tasks. • The following skills were evaluated: • thinking • communication • teamwork • managing your learning

23. Results of evaluation Rating scale 1 being strongly disagreed 5 being strongly agreed

24. Conclusion • This presentation highlights the integration between “Introduction to Engineering” and “IDEA” modules in SMAE. The knowledge acquired from these modules is applied in the designing and building of a model racing car • Overall responses from the students were positive and majority felt that, through the integration of the two modules, they were able to learn and apply the CDIO skills effectively • For module evaluation, a rating scale of 1 to 5 was used where 1 being strongly disagreed to 5 being strongly agreed. Results show that percentage of rating >=3 ranges from 92 to 98%

25. Thank youPeter Lo: peterlo@sp.edu.sg