PROFESSIONAL SKILLS IN ENGINEERING TEACHING - ROLE PLAY SIMULATION WITH INDUSTRY PARTICIPATION

Transcription

1 PROFESSIONAL SKILLS IN ENGINEERING TEACHING - ROLE PLAY SIMULATION WITH INDUSTRY PARTICIPATION Niclas Andersson nican@man.dtu.dk Associate Professor DTU Management Engineering Pernille Andersson pea@llab.dtu.dk Educational Consultant LearningLab DTU

2 Question: Professional Skills in Engineering Teaching Suggestion: Role Play Simulation with Industry Participation Conclusion: It works! However,... Interpersonal Skills Personal Skills Professional Skills Disciplinary Knowledge Communication Skills Agenda - CDIO, about why to include professional skills? - Case Study including professional skills in the course curriculum - Analysis - pros. and cons. - Conclusion Etc. Teamwork Skills

3 The CDIO vision is to educate students who understand how to Conceive - Design - Implement - Operate complex value-added engineering systems in a modern team-based engineering environment. Engineers who can engineer... 3

4 The initiative to develop a model for educate Engineers how can engineer ORIGINAL COLLABORATORS Chalmers KTH Linköping MIT Some of the NEW COLLABORATORS Technical U. Denmark Queen s U., Belfast U. Liverpool US Naval Academy U. Auckland U. Pretoria Queen s U. Ontario École Poly., Montréal Singapore Poly. Hogeschool Gent And many more 4

5 What are the characteristics of an engineer? 5

6 An experienced gap between education and employment World Chem Eng Council survey, 2004 Employment in new sectors outside traditional fields (processing products) Ranking of skills: More important skills? education apply basic science research employment analyse & gather information self-learning team work & communication Martin Vigild, Dean of undergraduate studies DTU 6

7 To have competencies and to be competent to do and act demands something from you: Knowledge Knowledge of underlying science Core fundamental knowledge Advanced fundamental knowledge Skills Personal/Interpersonal Project management Creative problem solving Learning skills Information searching skills Leadership Teamwork skills Written communication Oral communication Attitudes Sense of ethical and professional responsibilities Critical thinking Professional behavior Curiosity Willingness to try new things CDIO, 7

8 Based on the Problem/product life cycle; the engineering working process used as a teaching method Conceive Design Operate Implement 8

9 The CDIO goals To educate students who are able to: 1. Master a deeper working knowledge of technical fundamentals 2. Lead in the creation and operation of new products, processes and systems 3. Understand the importance and strategic impact of research and technological development on society Rethinking Engineering Education Edward Crawley et.al

10 The Crown Jewels in CDIO: CDIO Syllabus Competence driven education The Matrix Design Build Projects - To be used when planning engineering education 10

11 CDIO Syllabus Organise education programmes and courses, learning outcomes and objectives: Technical disciplinary knowledge Personal (e.g. fearlessness) Interpersonal (e.g. team work) Product and system building skills 11

12 CDIO Syllabus II III IV C C. Engineering Skills I. Technical disciplinary knowledge II. III. IV. Personal I Interpersonal Product and system building skills B. Technology A. Science B A John Perkins 12

13 Semesters Courses Competence Matrix Competences tekniske k. personlige k. inter-pers. k. ingeniør kunst. 13 IV. System Skills III. Interpersonal II. Personal I. Tech. knowledge

14 Design Build Projects Conceive Design Make it Fly Operate Implement Minced Meat Bucket of Water Build the Bridge What s up? 14

15 12 CDIO Standards Standard 1 CDIO as Context Standard 2 CDIO Syllabus Outcomes Standard 3 Integrated Curriculum Standard 4 Introduction to Engineering Standard 5 Design-Build Experiences Standard 6 CDIO Workspaces Standard 7 Integrated Learning Experiences Standard 8 Active Learning Standard 9 Enhancement of Faculty CDIO Skills Standard 10 Enhancement of Faculty Teaching Skills Standard 11 CDIO Skills Assessment Standard 12 CDIO Program Evaluation 15

16 And the central issues How can personal and interpersonal skills be included in Engineering Education? Who can teach those skills? Are focusing on those skills taking to much time on behalf of the subject content in courses and educational programmes? 16

17 About the Case Study: An advanced Course in Virtual Construction Figures and Facts: Construction Management and BIM (5D) 20 students (max.) 5 students in each group Civil Eng. and Arch.-Eng. Students Various Nationalities 13 week period, 1 day/week 10 ECTS (30 ECTS/semester)

18 The Design of the Course: Role Play with Industry Participation The Teaching Process The Project Process (Role Play) The Social Process The Role Play: - The leading principle of the pedagogical design - From the start to end of the course - Coordinated with the Teaching and Social Processes

19 The Project Process (Role Play) Day 1: Prepare for the Role - What is a BIM-consultant? - What do BIM-Consultants do? - Business Plan (Business idea) - Company name, logo - Organisation, etc. Introduction to the subject field Day 2: First Meeting - Introduction to the assign.

20 First Meeting: - BIM-consultants introduce themselves - The client describes the scenario - Introduction of the project assignment - Second Meeting: - Present results - Argue / explain - Discussions - New assignments Third Meeting: - Present results - Argue / explain - Discussions - New assignments Fourth Meeting: The Project Process (Role Play) - 4 Meetings + Final presentation - All meetings are held at the client s office

21 Meeting (Role Play) Review Observer Secretary Client Observers protocol Feedback from the Client Group Review Chairman Participant Participant Documentation: - Meeting agenda - Meeting minutes - Observers notes

22 The Didactic Triangle Student Teacher The Teaching Process Context (Industry) Subject

23 Questionnaire About Professional Skills Start End The Project Process (Role Play)

24 Have you previously experienced teaching of professional skills at DTU or any other university? Yes 20% 80% No Note: Bachelor Trainee Periods are Excluded

25 How do you rate your own level of professional engineering skills right now? End Start Limited 25/0% 50/15% 20/80% 5/5% Excellent

26 Do you think that teaching of professional engineering skills is of importance in an engineering study program? End Start Unimportant 0/0% 5/0% 40/35% 55/65% Important

27 What is your personal attitude to role playing with industry representatives? End Start Negative 0/0% 5/10% 45/15% 50/75% Positive

28 Do you think role playing with industry facilitates the learning of professional engineering skills? End Start Not at all 0/0% 10/5% 45/15% 45/80% Very much

29 Affective Domain Learning is a social process Positive attitude Relevance Student Teacher The Teaching Process Context (Industry) Subject

30 Interaction Learning involves internal processes and interaction with the environment Content Learning Individual Driving forces (Motivation) Environment K. Illeris

31 Affective Domain Learning is a social process Positive attitude Relevance Motivation Active Involvement Argue/Explain their results Attention Commitment Pressure Feedback Student Pressure Anxiety Realistic Problems Relevance Teacher The Teaching Process Context (Industry) Subject

32 Student Common Practice vs. Research-based Teaching Realistic Problems Relevant Problems Realistic context Real professionals Teacher Relation between the subject and the context The Teaching Process Context (Industry) Subject Situated Learning

33 Communities of Practice The process; socialisation: Legitimate periphery participation Movement from periphery to center Learning through adapting and adjusting to the existent practices and culture J, Lave & E, Wenger, 1991

34 Student Pull teaching based on demand Teaching by Supervision Clients Guide Teacher Dynamic Adaptive The Teaching Process Context (Industry) Lose Control Subject

35 Assessment of the professional skills Meeting (Role Play) Review Observer Secretary Documentation (Final Report) Client Observers protocol Feedback from the Client Group Review Participant Participant External Examinator

36 Role play simulation with industry can facilitate the teaching of professional engineering skills Interpersonal Skills Personal Skills Professional Skills Disciplinary Knowledge Communication Skills Etc. Teamwork Skills