Sustaining Educational Change with Quality Assurance March 26-28, 2013 SINGAPORE CDIO Asian Regional...

Sustaining Educational Change with Quality Assurance

March 26-28, 2013

SINGAPORE

CDIO Asian Regional Meeting and Workshop on Engineering Education and Policies for Regional Leaders

What is Quality?

Meets customer/learners satisfaction

Conforming to design, specifications, or requirements. Having no defects

The product has something that other similar products do not have that add value

The product is the best combination of price and features

What can be done?...

What should be done?...

How should it be done?...

Who should it be done for?

Quality: A self-sustaining relationship between management, staff and students that leads to all students realising their potential.


What is Quality?

What is Quality Assurance?

- A process which stipulates how a production (service) should take place and to what standards

- A process which guarantees customers that a product (service) will meet standards consistently (Roger Ellis)

- Prevention of problems through planned and systematic activities (John S. Oakland)

- Doing the right things right


Polytechnic Quality Assurance Framework (PQAF)

• Consistent quality in the education and training offered by SP

• Continuous self-learning and quality enhancement and development within the polytechnics and across the polytechnic sector

• Graduates that we produce stay relevant to the needs of industry

Purpose:


Areas of Focus for Quality Assurance

1: Governance & Leadership

2: Strategic Planning

3: Management and Administration

4: Academic Quality Assurance

5: Continual Improvement


AREA OF FOCUS 1:GOVERNANCE & LEADERSHIP

Establish the framework for the leadership system and its commitment to achieve its vision and how to meet its mission


AREA OF FOCUS 2:STRATEGIC PLANNING

Develop and set long-term and short-term plan to provide value-add educational services to all stakeholders

Monitor, measure and evaluate Key Performance Indicators with targets


AREA OF FOCUS 3:MANAGEMENT & ADMINISTRATION

Establish a framework to manage operation and resources effectively and efficiently to meet its vision and mission


AREA OF FOCUS 4:ACADEMIC QUALITY ASSURANCE

Set up processes to ensure that courses offered are of high quality to meet the needs and expectation of students and industry


AREA OF FOCUS 5:CONTINUAL IMPROVEMENT

Establish framework to initiate continual improvement to its policies, processes and procedures for good governance.


Need Analysis

Evaluation System

Curriculum Development

System

Curriculum Delivery System

Assessment System

Course Evaluation

Student Assessment

Course Delivery

Course Identification Design & Development

Key Processes

AQMS

Staff Development Plan (PDS)

Academic Quality Management System (AQMS)


Academic Quality

Design and Development

1. Develop design and development process for all courses

2. Develop procedures to address all aspects of the design and development process

3. Approving process for the outcomes and recommendations of all course including refinement made to the review process

4. Regularly reviews the design and development process for continual improvement


Course Delivery

1. Develop a course delivery process to ensure that delivery is based on approved learning outcomes


Academic Quality

2. Develop a monitoring process to ensure that all courses are delivered to its intended learning outcomes

Student Assessment

1. Develop an course assessment process to ensure that the assessment principles, processes, methods and practice are aligned with the learning outcomes and contents


Academic Quality

Course Evaluation

1. Develop a review process to review the curriculum for all courses

2. Develop a procedure to involve industry, professional and academic experts and staff during the curriculum review.

3. Regularly reviews the course review process for continual improvement


Academic Quality

PROGRAM ACCREDITATION

QUALITY ASSURANCE

ENGINEERING PROGRAM DESIGN

QUALITY EDUCATION


Provision of quality education: Interaction between 3 elements of educational program design, quality assurance and program accreditation

Adapted from Hanrahan, H., “Towards Consensus Global Standards for Quality Assurance of Engineering Programmes”, in Engineering Education Quality Assurance: A Global Perspective,

Patil A.S. and Gray, P.J. (Eds.), Springer, 2009.


SOURCE: The CDIO Syllabus v2.0. An Updated Statement of Goals for Engineering Education , Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen, June 20 – 23, 2011

SOURCE: The CDIO Syllabus v2.0. An Updated Statement of Goals for Engineering Education , Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen, June 20 – 23, 2011

a) apply knowledge of mathematics, science and engineering; b) design and conduct experiments, analyse, interpret data and synthesise valid conclusions; c) design a system, component, or process, and synthesise solutions to achieve desired needs; d) identify, formulate, research through relevant literature review, and solve engineering problems

reaching substantiated conclusions; e) use the techniques, skills, and modern engineering tools necessary for engineering practice

with appropriate considerations for public health and safety, cultural, societal, and environmental constraints;

f) communicate effectively; g) recognize the need for, and have the ability to engage in life-long learning; h) understand the impact of engineering solutions in a societal context and to be able to respond

effectively to the needs for sustainable development; i) function effectively within multi-disciplinary teams and understand the fundamental precepts of

effective project management; j) understand professional, ethical and moral responsibility.

Engineering Accreditation BoardAccreditation Manual (April 2008)

The programme should ensure that graduates are able to:


Mapping of

CDIO Standards into

SP Quality

Management

System


Need Analysis

Evaluation System

Curriculum Development

System

Curriculum Delivery System

Assessment System

Course Evaluation

Student Assessment

Course Delivery

Course Identification Design & Development

Key Processes

AQMS

Staff Development Plan (PDS)

Academic Quality Management System (AQMS)



Faculty Development(Std 9, Std 10)

Program Objectives

and Outcomes

(Std 2)

Learning Assessment

(Std 11)Learning

Environment(Std 6)

Teaching and Learning

(Std 5, Std 7, Std 8)

Curriculum(Std 3, Std 4)

Institutional MissionProgram Goals

(Std 1)

Program Evaluation

(Std 12)

1. CDIO as ContextAdoption of the principle that product and system lifecycle development and deployment are the context for engineering education

2. CDIO Syllabus OutcomesSpecific, detailed learning outcomes for personal, interpersonal, and product and system building skills, consistent with program goals and validated by program stakeholders

3. Integrated CurriculumA curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal, interpersonal, and product and system building skills

4. Introduction to EngineeringAn introductory course that provides the framework for engineering practice in product and system building, and introduces essential personal and interpersonal skills

5. Design-Implement ExperiencesA curriculum that includes two or more design-implement experiences, including one at a basic level and one at an advanced level

6. Engineering WorkspacesWorkspaces and laboratories that support and encourage hands-on learning of product and system building, disciplinary knowledge, and social learning

The 12 CDIO StandardsThe 12 CDIO Standards


7. Integrated Learning ExperiencesIntegrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and product and system building skills

8. Active LearningTeaching and learning based on active experiential learning methods

9. Enhancement of Faculty CDIO SkillsActions that enhance faculty competence in personal, interpersonal, and product and system building skills

10. Enhancement of Faculty Teaching SkillsActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning

11. CDIO Skills AssessmentAssessment of student learning in personal, interpersonal, and product and system building skills, as well as in disciplinary knowledge

12. CDIO Program EvaluationA system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

The 12 CDIO Standards The 12 CDIO Standards – cont’d– cont’d



Both AQMS and CDIO are based on the same PDCA cycle of quality assurance 10 of the 12 CDIO Standards can be mapped directly to the requirements of the AQMS


People Developer Standard (PDS)

The PDS is a mark conferred by a government agency in Singapore, which, through a certification process, gives recognition to organizations that invest in their people and have a comprehensive system to manage effective professional development

People Developer Standard (PDS)

The PDS is a mark conferred by a government agency in Singapore, which, through a certification process, gives recognition to organizations that invest in their people and have a comprehensive system to manage effective professional development

SP Framework & Description CDIO Standards

AQMS

Need AnalysisCurriculum Development System

1 CDIO as Context

2 CDIO Syllabus Outcomes

Outcome: Curriculum

3 Integrated Curriculum

4 Introduction to Engineering

5 Design-Implement Experiences

Curriculum Delivery System6 CDIO Workspaces

8 Active Learning

Outcome: Student Learning 7 Integrated Learning Experiences

Assessment SystemOutcome: Student Performance

11 CDIO Skills Assessment

Evaluation System 12 CDIO Program Evaluation

PDS Capability Building9 Enhancement of Faculty CDIO Skills

10 Enhancement of Faculty Teaching Competence


PDS: SP Learning and Development Framework

Corporate Goals &

Objectives

Cat ‘A’

Cat ‘B’

Reviewed and Approved by Management

ImplementationEvaluation

Cluster / School Plans, Scorecard

Learning Initiatives

Diploma Action Plans

Learning Effectiveness Review

Utilization of Feedback

from Review

Staff & RO

CLS SMT



INTEGRATED PROCESS + PRODUCT INTEGRATED PROCESS + PRODUCT DESIGN DESIGN

Sustainability-focused Innovative Chemical Products

Chemical Engineering

Core ModulesFree

Electives

Mathematics & Sciences

CDIO SKILLS

Advanced Modules

DESIGNCONCEIVE

OPERATEIMPLEMENT

Re-designed DCHE Curriculum using CDIO

Review existing

coverage of CDIO Skills

Design Activities &

Assessment

Revise and re-design

CDIOSkill Review

Feedback Reflection

Changes, New

Developments“The world moves, and ideas that were good once are not always good.” – Dwight Eisenhower



2006 2008 20092010

2011

2012

2013

2007

Nov: CDIO Conference

Mar: IChemE Re-accreditation

(Outcome-based)May: IChemE

Re-accreditation(Old Criteria)

Apr: New DCHE CDIO Curriculum Nov: SP 3.0

Beyond 2014Feb: SP@602009-2014

Gap Analysis 1

Gap Analysis 2Self-Evaluation 2

Apr: Revised DCHE CDIO Sequential Curriculum

Feb: Adopt CDIO

Self-Evaluation 1

Educational Initiatives

(The DCHE CDIO Way)

Holistic Education

GRADUATE ATTRIBUTE

S

QUALITY ASSURANC

E

DCHE CURRICULU

M

AQMS / ISO9001:2008

(CDIO Standards)

UK IChemE Accreditation

(CDIO Syllabus)

QUALITY EDUCATIO

N


Outcome of CDIO Self-Evaluation (Round 2)

CDIO Self-Evaluation

in Chemical

Engineering


CDIO Self-Evaluation Criteria used in 2012

5Evidence related to the standard is regularly reviewed and used to make improvements

4There is documented evidence of the full implementation and impact of the standard across program components and constituents

3Implementation of the plan to address the standard is underway across the program components and constituents

2 There is a plan in place to address the standard

1There is an awareness of need to adopt the standard and a process is in place to address it

0 There is no documented plan or activity related to the standard



Source:

Examples of Evidence of Compliance with the CDIO

Standards v 2.0 (8 December 2010)

Rubrics for each of 12 Standards

CDIO Rating Outcome of Self-EvaluationStandard 2008 2012 Proposed Action Plan

1 3 5Regularly communicate the “CDIO-way” of teaching and learning to all stakeholders, especially students

2 3 4Continue with “cluster review” of related modules, continue to refine all written syllabi to ensure clarity of learning outcome

3 3 4

Review sequential model Course Structure for more effective integration, as well as knowledge and skill transfer

To introduce more problem-based learning (PBL) into selected core module(s), multi-disciplinary assignments; and review activities to promote transfer of skills across modules and year of study

4 3 4Continue to monitor understanding of chemical engineering and interest in the field among new cohort of Year 1 students

5 3 4Tweak existing activities, especially at basic-level to continue to pique student interests in the field; review advanced-level assessment scheme to integrate design thinking, ethics, SD, etc

6 3 3Continue to seek management support for new workspace – this is perhaps the most challenging part of the continuous improvement process yet; review and rationalize existing space


CDIO Rating Outcome of Self-Evaluation

Standard 2008 2012 Proposed Action Plan

7 3 4

Review if possible to use same case study/scenario for different modules, and built on prior learning in earlier modules

Enhance learning experience via out-of-classroom activities during education of sustainable development using “appropriate technology”

8 3 4To expand into tutorials with more discussion, role play or presentation; and lectures for example by using Concept Questions, or Think-Pair-Share, etc

9 3 4 Conduct training needs analysis; identify training opportunities for lecturers to undergo training related to teaching and assessing new skills, e.g. reflective practice, lifelong learning, ethics, etc10 3 4

11 2 3

Explore use of suitable survey instruments to assess some of the identified new skills, e.g. how to handle ambiguity

Explore how to assess transferability of knowledge and skills across modules and year of study

12 2 3Fine-tune the integration of CDIO Self-evaluation process into the AQMS-PDS Framework as part of continuous improvement


DCHE Course Management Team (CMT)

FEEDBACK

MODULE REVIEW

CLUSTER OF MODULES

REVIEW

Environmental ScanSWOT Analysis

Corporate & SchoolScorecard, DCHE

Work Plan

Stakeholder Input and Feedback

Core Module 2 Core Module 1

Core Module 3

INITIATIVES

REVIEW

REVAMP

Know

ledg

e an

d Sk

ills

Nee

d


Briefing:Course

ManagementHE, CDIO, DT

(CM, AM)

“Standard” WorkshopsHE , CDIO

Briefing on Module(s)(MC, AM)

TEACHING

Module Development

Formulate Action Plan(s)

Additional Training

(if necessary)

Execute Action Plan(s)

Module Review

CT-AR

Skill Map and Training Records

CT Course

Other Training Courses,

Workshops

CONTINUOUS IMPROVEMENT(One-Off)


Source: SUSTAINING CDIO CAPABILITY – PROFESSIONAL DEVELOPMENT FOR ENGINEERING FACULTY, Sin-Moh Cheah & Mark Nivan Singh, Proceedings of the 7th International CDIO Conference 2011; June 20-23, Copenhagen, Denmark



Continual Improvement

Action Plans – proposed or completed captured in e-Module Review

CDIO and

IChemE

Accreditation


“The learning outcomes specified in this Guidance comprise a package which is distinctive to chemical engineering, and which can be regarded as a minimum necessary requirement for IChemE accreditation.”

IChemE UK Accreditation Guidance Revision: (Mar 08)

“Decisions on whether a programme is accredited, and at what level, will be taken solely on the basis of achievement of learning outcomes against defined standards.”

Six Focus Areas:

(1) Maths & Science, (2) Core Chemical Engineering, (3) Engineering Practice, (4) Design & Design Practice, (5) Embedded Learning (Sustainability & SHE), (6) Embedded Learning (General Transferable Skills)


General Learning Outcomes:

Students graduating from an accredited programme in chemical engineering …

General Transferable Skills (IChemE, UK)

must have developed and demonstrate ability to integrate transferable skills (such as communications, time management, team working, inter-personal, effective use of IT includinginformation retrieval skills) that will be of value in a wide range of situations


IChemE Learning Outcomes

A Underpinning mathematics and science Of sufficient depth and breadth to underpin their chemical engineering education, to enable appreciation of its scientific and engineering context, and to support their understanding of future developments

Core chemical engineering (including core process safety)Handle advanced problems in fluids and solids formation and processing Apply chemical engineering methods to the analysis of complex systems within a structured approach to safety, health and sustainability

B Engineering practiceUnderstand the ways in which chemical engineering knowledge can be applied in practice, for example in: operations and management; projects; providing services or consultancy; developing new technology.

C Design and design practiceDefine a problem and identify constraintsDesign solutions according to customer and user needsUse creativity and innovation in a practical contextEnsure fitness for purpose (including operation, maintenance, reliability etc)Adapt designs to meet their new purposes or applications

D Essential embedded learning: sustainability, ethics, SHEAcquire the knowledge and ability to handle broader implications of work as a chemical engineer. These include sustainability aspects; safety, health, environmental and other professional issues including ethics; commercial and economic considerations etc

E Essential embedded learning: transferable skillsDevelop general skills that will be of value in a wide range of business situations. These include development of abilities within problem solving, communication, effective working with others, effective use of IT, persuasive report writing, information retrieval, presentational skills, project planning, self learning, performance improvement, awareness of the benefits of continuing professional development etc.


SP-CDIO Syllabus Topic in CDIO Syllabus IChemE LO

Part 1 Technical Knowledge & Reasoning

1.1 Knowledge of Underlying Sciences

A1.2 Core Engineering Fundamental Knowledge

1.3 Advanced Engineering Fundamental Knowledge

Part 2 Personal and Professional Skills and Attributes

2.1 Engineering Reasoning and Problem Solving E

2.2 Experimentation and Knowledge Discovery E

2.3 Systems Thinking C

2.4 Personal Skills and Attitudes C, E

2.5 Professional Skills and Attitudes D, E

Part 3 Interpersonal Skills: Teamwork and Communication

3.1 Teamwork C, E

3.2 Communication C, E

Part 4

Conceiving, Designing, Implementing and Operating Systems in the Enterprise and Societal Context

4.1 External and Societal Context C, D

4.2 Enterprise and Business Context B

4.3 Conceiving and Engineering Systems B, C, D, E

4.4 Designing C

4.5 Implementing B, D

4.6 Operating B, D


WORK DONE: Capture in e-Module Review as per existing practice according to our AQMS

Use CDIO Standards to drive continual improvement, identify areas of improvement and skill gap, formulate action plans, track progress, evaluate results

Use CDIO Syllabus to achieve desired graduate attributes (Holistic Education, Accreditation, etc)





Pedagogy

Capability

Curriculum

Teaching, Learning Unit

(T&L)

REF

LECTI

VE PR

ACTIC

E

Training Needs Analysis

The Last Word …. Critical Success Factor

Building Faculty Capability: CDIO Standards 9, 10

THANK YOUENQUIRY: [email protected]


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