June 24, 2007
June 24, 2007
June 27, 2007
Engineering Design Graphics
12.933.1 - 12.933.14
Integration of a Conceive-Design-Implement-Operate (CDIO) Experience in a Sophomore-Level Aerodynamics Course
The CDIO Initiative is a partnership for improving engineering education through a multidisciplinary hands-on curriculum, real-world applications, and communication skills. The formation of the CDIO Initiative was a response to feedback from industry surveys which communicated that although today’s engineering graduates are technically competent, they generally need one to two years of additional training before they are ready to function as engineers. Some of the common weaknesses cited are communication skills, including graphics, the ability to work in teams, and design skills. This paper will present a plan for a five-semester concurrent engineering design sequence, as well as an expanded use of design experiences in core engineering courses. Students will present an aerodynamics CDIO project that enhances their understanding of the effect of planform shape on finite wing performance and gives them additional experience with solid modeling, CAD/CAM, and analysis tools. Of particular interest will be an airfoil that is modeled after a humpback whale flipper and has bumps on the leading edge called tubercles.
The CDIO Initiative (2006)1 started at M.I.T. and has gained national and international partners. The vision statement for CDIO states, “The CDIO Initiative offers an education stressing engineering fundamentals, set in the context of the Conceiving-Designing-Implementing- Operating process, which engineers use to create systems and products.” Unlike project-based education, which fills in content as it is needed to complete a particular project, the CDIO approach is to integrate and weave CDIO experiences throughout a more traditional content and skills-based curriculum.
The CDIO Website has a great deal of information about the CDIO philosophy of education. It includes the 12 CDIO Standards that, “define the distinguishing features of a CDIO program, serve as guidelines for educational program reform and evaluation, create benchmarks and goals with worldwide application, and provide a framework for continuous improvement.” It also includes the CDIO Syllabus Report, which gives guidance on creating a CDIO program, and the CDIO Syllabus (http://www.cdio.org/Cond_syl.html) to help instructors develop learning objectives and detailed content.
II. How Much CDIO is Enough?
Many engineering programs have moved a design experience into the freshman year; however, in some programs students do not have a significant design experience again until the senior year. The skills involved in the design process (solid modeling, analysis, simulation, CAD/CAM, rapid prototyping, testing, systems integration, documentation, and team work) should be learned, developed, and practiced throughout the undergraduate experience.
Bhatnagar, P., & McInnis, C., & Hebert, C., & Crowder, S., & Guo, D., & Bertozzi, N. (2007, June), Integration Of A Conceive Design Implement Operate (Cdio) Experience In A Sophomore Level Aerodynamics Course Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2250
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015