Re-ingegnerizzare Ingegneria

Claudio G. CasatiClaudio G. Casati

Agosto 2009 (Rev. Ott09)

CDIO Project

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Executive SummaryL’IL’Industria e la Societndustria e la Societàà richiedono una nuova specie di Ingegnererichiedono una nuova specie di Ingegnereche abbia conoscenze disciplinari integrate con competenze che abbia conoscenze disciplinari integrate con competenze personali, interpersonali e capacità pratiche di sviluppo prodotpersonali, interpersonali e capacità pratiche di sviluppo prodotti e ti e sistemi ingegneristici.sistemi ingegneristici.Much of the current view of what constitutes engineering Much of the current view of what constitutes engineering fundafunda--mentalsmentals was shaped by what is commonly termed the was shaped by what is commonly termed the ““engineering engineering science revolutionscience revolution””. The intended consequence was to offer . The intended consequence was to offer students a rigorous, scientific foundation that would equip themstudents a rigorous, scientific foundation that would equip them to to address unknown future technical challenges: this was good. address unknown future technical challenges: this was good. The unintended consequence was a cultural shift in engineering The unintended consequence was a cultural shift in engineering pedagogy that substantially diminished the perceived value of pedagogy that substantially diminished the perceived value of industryindustry--experienced key skills and attitudes that had previously experienced key skills and attitudes that had previously been the hallmark of engineering education: this was not good.been the hallmark of engineering education: this was not good.The CDIOThe CDIO™™ Initiative is anInitiative is an innovative educational innovative educational frameworkframework for for producingproducing the the nextnext generation of generation of engineersengineers. It . It provides students provides students with an education stressing engineering fundamentalswith an education stressing engineering fundamentals set in the set in the contextcontext of of ConceivingConceiving -- DesigningDesigning -- ImplementingImplementing -- Operating realOperating real--world world systemssystems and and productsproducts (www.(www.cdiocdio.org)..org).

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CitazioneQuesta presentazione è un assemblaggio di materiali tratti da:

CDIO CDIO ““Ready to EngineerReady to Engineer”” at graduation, ASME 2009at graduation, ASME 2009

EEngineeringngineering EducationEducation：：Challenges and Strategies, Research Challenges and Strategies, Research CenterCenter for Science, Technology & Education Policy, Zhejiang for Science, Technology & Education Policy, Zhejiang University,China, 2009University,China, 2009

Progetto Progetto DIAlumniDIAlumni, Dipartimento di Ingegneria Aerospaziale, , Dipartimento di Ingegneria Aerospaziale, Politecnico di Milano, 2009Politecnico di Milano, 2009

CDIO CDIO -- Integrating engineering competencies in engineering Integrating engineering competencies in engineering education, Kristina education, Kristina EdstrEdströömm, KTH, October 21, 2008, KTH, October 21, 2008

Convegno Convegno ““Le imprese cercano, gli ingegneri ci sono? Domanda e Le imprese cercano, gli ingegneri ci sono? Domanda e offerta a confronto nel panorama europeoofferta a confronto nel panorama europeo”” Assolombarda e Assolombarda e Politecnico di Milano, 24 gennaio 2008Politecnico di Milano, 24 gennaio 2008

SP1: System Requirements and Teamwork, Unified Engineering SP1: System Requirements and Teamwork, Unified Engineering Spring 2004, Charles P Coleman, MITSpring 2004, Charles P Coleman, MIT

The CDIO Syllabus, A Statement of Goals for Undergraduate The CDIO Syllabus, A Statement of Goals for Undergraduate Engineering Education, Edward F. Crawley, Department of Engineering Education, Edward F. Crawley, Department of Aeronautics and Astronautics, MIT, 2001Aeronautics and Astronautics, MIT, 2001

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Contenuti

L’Industria richiede una nuova specie di Ingegnere

La situazione italiana

CDIO Initiative

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Le Le Le Le funzionifunzionifunzionifunzioni essenziali di essenziali di essenziali di essenziali di un un un un IngegnereIngegnereIngegnereIngegnere

Gli ingegneri laureati dovrebbero avere Gli ingegneri laureati dovrebbero avere Gli ingegneri laureati dovrebbero avere Gli ingegneri laureati dovrebbero avere le le le le capacità dicapacità dicapacità dicapacità di

ideareideareideareideare––––progettareprogettareprogettareprogettare––––implementareimplementareimplementareimplementare––––operareoperareoperareoperarecomplessi sistemicomplessi sistemicomplessi sistemicomplessi sistemi ingegneristici ingegneristici ingegneristici ingegneristici

a a a a valorevalorevalorevalore----aggiuntoaggiuntoaggiuntoaggiunto, in , in , in , in moderni ambienti moderni ambienti moderni ambienti moderni ambienti basatibasatibasatibasati----susususu----team.team.team.team.

L’Industria e la Società richiedono una nuova specie di Ingegnere

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Problemi attuali

The goal of Engineering Education is making scientists but not engineers.

Engineering Education is lack of practices, which is the soul of engineering

Engineer qualification system is not fully established

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La sfida: formare Talenti Ingegneristici per le Industrie del con un futuro

High-tech and new technology are booming day by day. It shortens the period of commercialization.

Nanoscience & NanotechnologyLife Science & EngineeringMaterial Science & EngineeringCIT & Information SystemManufacturing Engineering& System

Research work (knowledge production) is playing an important role more than ever before.

esplicit knowledge vs tacitknowledgearts & science vs professions

Disciplines infiltrate into each other and are obviously influenced by the development of technology.

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Engineering Science RevolutionMuch of our current view of what constitutes engineering fundamentals was shaped by what is commonly termed the “engineering science revolution”, which was spawned by the technology needs during and immediately following World War II and later promoted by the infusion of massive government fundingfor university research.

In the so‐called Golden Age of the 1950’s and 60’s, engineering was taught by a balance of older industry‐experienced faculty and the new, younger research faculty.

Through the ensuing decades, the industry‐experienced faculty retired and were replaced by researchers to form the Research University. Thus the pendulum of engineering pedagogy swung from a practice‐based curriculum to an engineering science‐basedmodel.

Engineering faculty moved from teachers who had real, working engineering experience to faculty engaged almost totally in research and having no practical engineering experience.

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Ripensare la Formazione IngegneristicaThe intended consequence of the “engineering science revolution” was to offer students a rigorous, scientific foundation that would equip them to address unknown future technical challenges. This was good.

The unintended consequence was a cultural shift in engineering pedagogy that substantially diminished the perceived value of key skills and attitudes that had previously been the hallmark of engineering education. This was not good.

Today, this shift has resulted in tension created by the differenceof opinion with respect to outcomes between engineering educators and the broader engineering community that ultimately employs engineering graduates.

Dr. Charles Vest, current president of the US National Academyof Engineering (NAE), summarized the situation very well in his support of CDIO: “Along the way, something got lost. We need to rethink engineering education and find a new balance”.

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Le Industrie necessitano di una nuova specie di ingegnere ...

Present focusContext: Engineering scienceReduced, “pure” problems(with right and wrong answers)Design phaseIndividual effort

Desired focusContext: product and system development (products and systems in a wide sense)

Systems view, problems go across disciplines, are complex and ill-defined, and contain societal and business aspectsUnderstand the whole cycle: Conceive, Design, Implement, OperateTeamwork, communication

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Boeing List of “Desired Attributes of an Engineer”

A good understanding of engineering science fundamentals

Mathematics & statisticsPhysical & life sciencesInformation technology

A good understanding of design & manufacturing processes (i.e. understands engineering)A multi-disciplinary, systems perspectiveA basic understanding of the context in which engineering is practiced

Economics & business practiceHistoryThe environmentCustomer and societal needs

Good communication skillsWritten & OralGraphicListening

High ethical standardsAn ability to think both critically and creatively -independently & cooperativelyFlexibility. The ability and self-confidence to adapt to rapid or major changeCuriosity & a desire to learn for lifeA profound understanding of the importance of teamworkGlobal awareness (one more foreign language other than English)

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Rinnovare la Formazione Ingegneristica

Return to engineeringpractice !Face real problems in the real world !Break barriers between disciplines !Call for systematic change of engineering education !Innovation throughintegration !

• Pratica (Learning by doing)

• Integrazione disciplinare (Integrated CourseBlock)

• Competenze Personali e Inter-personali integrate

• Sviluppo Imprenditorialità

•• Pratica (Learning Pratica (Learning by doing)by doing)

•• Integrazione Integrazione disciplinare disciplinare ((Integrated CourseIntegrated CourseBlock)Block)

•• Competenze Competenze Personali e InterPersonali e Inter--personali integratepersonali integrate

•• Sviluppo Sviluppo ImprenditorialitàImprenditorialità

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Strategie

To establish new engineering discipline

To restructure engineering discipline

To explore new methods of teaching and learning

To layout new approach of engineering education

To broaden boundary of engineering education

To bring up talents for nation competitiveness

To build engineering education research capabilities

La situazione italiana

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La situazione italiana - il contestoLe lauree in ingegneria sono da tempo al centro dell’attenzione e dell’interesse del mondo industriale

La evoluzione del profilo culturale e professionale dell’ingegnere è considerata un tema strategico per la tenuta competitiva del capitale umano delle imprese

Lo scenario della competizione economica è sempre più caratterizzato da fattori come la conoscenza, la circolazione dell’informazione, la rapidità dell’innovazione, la convergenza tecnologica, che esprimono competenze nuove per rispondere a nuove esigenze.

Nelle imprese italiane, soprattutto nelle loro dimensioni medio-piccole, vi è una forte domanda inevasa di profili tecnici: disegnatori, progettisti, informatici, esperti di processi, responsabili di produzione.

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Il gap di competenze penalizza produttività e crescita della economia

“Riconosciamo ai giovani usciti dalle facoltà di ingegneria italiane un buon bagaglio di conoscenze teoriche di tipo tecnico-disciplinare, ma al contempo rileviamo una insoddisfacente capacità di tradurre i saperi acquisiti in comportamenti e prestazioni professionali. In particolare, dovrebbero essere meglio sviluppate alcune competenze-chiave che le imprese ritengono irrinunciabili, quali quelle di tipo gestionale-organizzativo e comportamentale, oltre a un maggior orientamento alla dimensione economica e commerciale della tecnologia”Alberto Meomartini, Consigliere incaricato di Assolombarda per scuola, formazione e università (Milano, 24 gennaio 2008 –Convegno “Le imprese cercano: gli ingegneri ci sono? Domanda e offerta a confronto nel panorama europeo”).

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Il laureato italiano

L’employability del laureato italiano in ingegneria, ovvero la sua capacità di essere competitivo in un mercato del lavoro in costante evoluzione e sempre più globale, trova il proprio leit-motiv nel concetto di “competenza”, inteso come: sapere, saper fare, saper essere.Le soft-skill di tipo trasversale - abilità sociali e relazionali la cui importanza viene ancora troppo spesso sottovalutata dalle istituzioni formative e dagli stessi giovani – hanno una sempre maggiore attenzione da parte del mercato del lavoro (ved. "descrittori di Dublino“)Il tasso di prosecuzione molto elevato alla laurea magistrale hacome risultati, non certo positivi, l’età media avanzata dei neo-ingegneri italiani che si affacciano sul lavoro e il mismatch tra le aspettative individuali dei giovani laureati e le reali potenzialità e caratteristiche del mercato del lavoro, che richiede ingegnericompetenti e non scienziati.

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"descrittori di Dublino"

Enunciati di competenze, in termini di “risultati attesi diapprendimento”, che devono essere conseguiti al termine di un percorso di istruzione terziaria:

1. Conoscenza e capacità di comprensione (knowledge and understanding);

2. Conoscenza e capacità di comprensione applicate (applying knowledge and understanding);

3. Autonomia di giudizio (making judgements);4. Abilità comunicative (communication skills);5. Capacità di apprendere (learning skills).

L'Italia ha recepito i descrittori di Dublino nell'ambito del decreto 270/2004 di revisione delle classi, richiedendo alle università di esplicitare gli obiettivi formativi dei nuovi corsi in termini di risultati di apprendimento attesi (competenze).

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CriticitàIl numero di ingegneri mediamente assunti in un anno nel contesto italiano (14.184) risulta notevolmente inferiore rispetto a quello di Francia (33.756) e Germania (56.379). L’Italia mostra cifre notevolmente più basse anche qualora si consideri l’intensità diassunzioni di ingegneri rispetto allo stock di addetti: 1,01 ingegneri assunti ogni 1.000 addetti nel nostro Paese rispetto ai 2,41 della Francia e ai 2,71 della Germania.Dopo quasi 10 anni dall’introduzione del modello formativo universitario “3+2” rimane irrisolto il complesso rapporto tra saperi tecnico-scientifici di base e saperi specialistici di tipo professionalizzante, e il “come” e “quando” questi due tipi di conoscenze debbano trovare spazio lungo la filiera formativa costituita dal “3+2”.L’università italiana, alla quale è richiesto un nuovo sforzo dicambiamento per effetto del processo di riforma degli ordinamenti didattici, dovrebbe aprirsi maggiormente alle imprese, per riflettere su come dare risposte efficaci alla domanda di professionalità qualificata che perviene dal sistema produttivo.

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CDIO Initiative – The Founders

The CDIO approach was first developed in a 2000-06 project funded by Knut & Alice Wallenberg Foundation.

FOUNDERS

ChalmersSweden

KTHSweden

LinköpingSweden

MITUSA

Currently (April 2009), CDIO is a multinational organization, numbering 37 universities in 16 countries as collaborators

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CDIO Initiative - Dissemination

NEW COLLABORATORS

Denmark Tech. U. US Naval AcademyQueen’s U., Belfast

Queen’s U. Ontario

U. Pretoria

U. Liverpool Singapore Poly.

U. Auckland

Hogeschool Gent

École Poly., Montréal U. Wismar

Umeå U.

U. SydneyCalifornia State U.

University of Colorado

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Engineers who can engineer...

The CDIO vision is to educate students who understand how to

Conceive-Design-Implement–Operate (CDIO)complex value-added products, processes, engineering

systems (Technical),in a modern team-based engineering environment

(Interpersonal), andare mature and thoughtful individuals (Personal).

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CDIO CDIO EngineeringEngineering EducationEducation

ConceiveConceive – define needs; develop conceptual, technical and business plansDesignDesign – plans, drawings, algorithms that describe process, product or systemImplement Implement - transform design into product (plan, buy, make, deliver, return)OperateOperate – deliver the intended value (maintaining, evolving, recycling, retiring product)

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CDIO CDIO returns engineeringreturns engineering to to its its heritageheritage

DisciplinaryDisciplinary KnowledgeKnowledge

Personal,Personal,interpersonalinterpersonal

& system& system--building,building,

EngineeringEngineeringpractice practice skillsskills

Engineers need both dimensionsEngineers need both dimensions

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Lavoratore nonLavoratore non--qualifqualif..

Lavoratore qualificatoLavoratore qualificato

TecnicoTecnico

TecnologoTecnologo

Ingegnere, ArchitettoIngegnere, Architetto

Scienziato ApplicativoScienziato Applicativo

ScienziatoScienziato

Scuola dellÊObbligoScuola dellÊObbligoScuola dellÊObbligoScuola dellÊObbligo

Formazione Formazione Formazione Formazione ProfessionaleProfessionaleProfessionaleProfessionale

Formazione TecnicaFormazione TecnicaFormazione TecnicaFormazione Tecnica

Formazione sulle Formazione sulle Formazione sulle Formazione sulle Tecnologie Ingegner.Tecnologie Ingegner.Tecnologie Ingegner.Tecnologie Ingegner.

Formazione Formazione Formazione Formazione IngegneristicaIngegneristicaIngegneristicaIngegneristica

Alta Formazione Alta Formazione Alta Formazione Alta Formazione ScientificaScientificaScientificaScientifica

Dalla Formazione Professionale all’Alta Formazione Scientifica

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CDIO CDIO goals goals (1/2)(1/2)1. Master a deep working knowledge of technical

fundamentals. Engineering education should always emphasizethe technical fundamentals and the university is a place where these foundations are laid. Nothing in the CDIO approach is meant to diminishthe importance of fundamentals or the student’s need to learn them.

2. Lead in the creation of new products, processesand systems.

This goal recognizes the need to prepare studentsfor a career in engineering; that is, CDIO prepares students for what engineers actually do.

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CDIO CDIO goals goals (2/2)(2/2)

3. Understand the importance and strategicimpact of research and technological development on society.

Our society relies heavily on the contributionsof scientists and engineers to solve problemsand create products associated with societal need. Engineering students benefit from an educationset in the context of product, process and system development.

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CDIO Syllabus 2001The building blocks of knowledge, skills, and attitudesThe building blocks of knowledge, skills, and attitudes1. Technical knowledge and reasoning2. Personal and professional skills & attributes3. Interpersonal skills: teamwork & communicationnecessary tonecessary to4. Conceiving, Designing, Implementing and Operating

systems in the enterprise and societal context

3. Interpersonal Skills: Teamwork &

Communication

2. Personal & Professional Skills

& Attributes

1. Technical Knowledge and

Reasoning

4. Conceiving, Designing, Implementing & Operating

Systems in the Enterprise and Societal Context

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Map of the new CDIO syllabus

Educate students who:understand how to Conceive- Design-Implement– Operatecomplex value-added products, processes, engineering systems, in a modern team-based engineering environment,andare mature and thoughtful individuals.

4.CDIO4.CDIOProcess

ProductTeam

Self

3. Inter3. Inter--personalpersonal2.Personal2.Personal1.Technical1.Technical

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Advanced Engineering Fundamental Knowledge1.3Core Engineering Fundamental Knowledge1.2Knowledge of Underlying Sciences1.1

CDIO SYLLABUS

Operating4.6Implementing4.5Designing4.4Conceiving4.3Enterprise and Business Context4.2External and Societal Context4.1

PRODUCT AND SYSTEM BUILDING KNOWLEDGE AND SKILLS4Communication in Foreign Languages3.3Communication3.2Teamwork and Leadership3.1

INTERPERSONAL SKILLS3Professional Skills and Attitudes2.5Personal Skills and Attributes2.4System Thinking2.3Experimentation and Knowledge Discovery2.2Engineering Reasoning and Problem Solving2.1

PERSONAL AND PROFESSIONAL SKILLS2

TECHNICAL KNOWLEDGE1

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The book:Crawley et al. (2007) Rethinking Engineering Education: The CDIO Approach, Springer Verlag. ISBN 0387382879

The International CDIO Conference Proceedings

The site www.cdio.org

An Invitation