Implementation of a CDIO compliant syllabus in a large engineering programme

Abstract

The role of the engineer in industry has evolved, with to day’s engineering businesses seeking engineers with abilities and attributes in two broad areas - te chnical understanding and enabling skills. Institutions within the engi neering community such as ABET, the RAE and members of the CDIO initiative have highlighted a need for new approaches to learning and teaching of engineering within our academic institutions. A common paradigm of engineer ing third level education sees a first year syllabus which introduces basic engineering sciences and mathem atics, proceeding in subsequent years through more applied science and discipline specific t echnologies, and culminating with a variety of ‘capstone’ courses and a substa ntial engineering project. In many cases the key engineering skills of synthesis, creativity, de sign and implementation are only r eally given full expression at this (late) stage. This paper reports on the implementation of a ne w project based design course at first year level of an engineering degree programme. The project, carr ied out in groups of six, uses the design and construction of a “Mangonel”, or catapul t, as its primary task. The detail of the course, the learning outcomes, and the resource overhead are presented as well as a discussion on the initial results from the programme.