cdio project: reingegnerizzare ingegneria

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L’Industria e la Società richiedono una nuova specie di Ingegnere che abbia conoscenze disciplinari integrate con competenze personali, interpersonali e capacità sperimentate di Conceive/Ideare –Design/Progettare – Implement/Implementare – Operate/Operare (CDIO) prodotti e sistemi ingegneristici a valore-aggiunto, in organizzazioni basate su gruppi di lavoro.

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  • 1. Re-ingegnerizzareIngegneriaCDIO Project Claudio G. Casati Agosto 2009 (Rev. Ott09)

2. Executive SummaryLIndustria e la Societ richiedono una nuova specie di Ingegnereche abbia conoscenze disciplinari integrate con competenzepersonali, interpersonali e capacit pratiche di sviluppo prodotti esistemi ingegneristici.Much of the current view of what constitutes engineering funda-mentals was shaped by what is commonly termed the engineeringscience revolution. The intended consequence was to offerstudents a rigorous, scientific foundation that would equip them toaddress unknown future technical challenges: this was good.The unintended consequence was a cultural shift in engineeringpedagogy that substantially diminished the perceived value ofindustry-experienced key skills and attitudes that had previouslybeen the hallmark of engineering education: this was not good.The CDIO Initiative is an innovative educational framework forproducing the next generation of engineers. It provides studentswith an education stressing engineering fundamentals set in thecontext of Conceiving - Designing - Implementing - Operating real-world systems and products (www.cdio.org).2 3. Citazione Questa presentazione un assemblaggio di materiali tratti da:CDIO Ready to Engineer at graduation, ASME 2009Engineering EducationChallenges and Strategies, ResearchCenter for Science, Technology & Education Policy, ZhejiangUniversity,China, 2009Progetto DIAlumni, Dipartimento di Ingegneria Aerospaziale,Politecnico di Milano, 2009CDIO - Integrating engineering competencies in engineeringeducation, Kristina Edstrm, KTH, October 21, 2008Convegno Le imprese cercano, gli ingegneri ci sono? Domanda eofferta a confronto nel panorama europeo Assolombarda ePolitecnico di Milano, 24 gennaio 2008SP1: System Requirements and Teamwork, Unified EngineeringSpring 2004, Charles P Coleman, MITThe CDIO Syllabus, A Statement of Goals for UndergraduateEngineering Education, Edward F. Crawley, Department ofAeronautics and Astronautics, MIT, 20013 4. ContenutiLIndustria richiede una nuova specie di IngegnereLa situazione italianaCDIO Initiative4 5. Le funzioni essenziali di unIngegnere Gli ingegneri laureati dovrebbero averele capacit di ideareprogettareimplementareoperare ideareprogettareimplementare complessi sistemi ingegneristicia valore-aggiunto, in moderni ambientivalore-aggiunto, basati-su- basati-su-team.5 6. LIndustria e la Societ richiedono una nuova specie di Ingegnere 7. Problemi attuali The goal of Engineering Education is makingscientists but not engineers.Engineering Education is lack of practices,which is the soul of engineeringEngineer qualification system is not fullyestablished7 8. La sfida: formare Talenti Ingegneristici per le Industrie del con un futuroHigh-tech and new Research worktechnology are booming(knowledge production)day by day. It shortens the is playing an importantperiod of role more than everbefore.commercialization. esplicit knowledge vs tacit Nanoscience & knowledge Nanotechnologyarts & science vs Life Science & Engineeringprofessions Material Science & Disciplines infiltrate into Engineeringeach other and are CIT & Information System obviously influenced by Manufacturing Engineeringthe development of & System technology.8 9. Engineering Science RevolutionMuch of our current view of what constitutes engineeringfundamentals was shaped by what is commonly termed theengineering science revolution, which was spawned by thetechnology needs during and immediately following World War IIand later promoted by the infusion of massive government fundingfor university research.In the socalled Golden Age of the 1950s and 60s, engineeringwas taught by a balance of older industryexperienced faculty andthe new, younger research faculty.Through the ensuing decades, the industryexperienced facultyretired and were replaced by researchers to form the ResearchUniversity. Thus the pendulum of engineering pedagogy swungfrom a practicebased curriculum to an engineering sciencebasedmodel.Engineering faculty moved from teachers who had real, workingengineering experience to faculty engaged almost totally inresearch and having no practical engineering experience. 9 10. Ripensare la Formazione Ingegneristica The 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 difference of 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 Academy of 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.10 11. Le Industrie necessitano di una nuova specie di ingegnere ... Present focusDesired focusContext: Context: product and systemEngineering sciencedevelopment (products andReduced, puresystems in a wide sense)problems Systems view, problems go(with right andacross disciplines, arewrong answers) complex and ill-defined, andDesign phase contain societal and business aspectsIndividual effort Understand the whole cycle: Conceive, Design, Implement, Operate Teamwork, communication11 12. Boeing List of Desired Attributes of an Engineer A good understanding ofGood communication skills engineering science Written & Oral fundamentalsGraphicMathematics & statistics ListeningPhysical & life sciencesHigh ethical standardsInformation technologyAn ability to think both A good understanding of design critically and creatively - & manufacturing processesindependently & (i.e. understands engineering) cooperatively A multi-disciplinary, systemsFlexibility. The ability and perspectiveself-confidence to adapt to A basic understanding of the rapid or major change context in which engineering isCuriosity & a desire to learn practicedfor lifeEconomics & businessA profound understanding ofpracticethe importance of teamworkHistory Global awarenessThe environment (one more foreign languageCustomer and societal needs other than English) 12 13. Rinnovare la Formazione Ingegneristica Return to engineering practice ! Pratica (LearningPratica (Learning Face real problems in by doing)by doing) the real world ! IntegrazioneIntegrazione Break barriers betweendisciplinaredisciplinare disciplines ! ((IntegratedCourseIntegrated Course Block)Block) Call for systematic CompetenzeCompetenze change of engineering Personali e Inter-Personali e Inter- education ! personali integratepersonali integrate Innovation through SviluppoSviluppo integration ! ImprenditorialitImprenditorialit13 14. Strategie To establish new engineering disciplineTo restructure engineering disciplineTo explore new methods of teaching and learningTo layout new approach of engineering educationTo broaden boundary of engineering educationTo bring up talents for nation competitivenessTo build engineering education research capabilities 14 15. La situazione italiana 16. La situazione italiana - il contestoLe lauree in ingegneria sono da tempo al centro dellattenzione edellinteresse del mondo industrialeLa evoluzione del profilo culturale e professionale dellingegnere considerata un tema strategico per la tenuta competitiva delcapitale umano delle impreseLo scenario della competizione economica sempre picaratterizzato da fattori come la conoscenza, la circolazionedellinformazione, la rapidit dellinnovazione, la convergenzatecnologica, che esprimono competenze nuove per rispondere anuove esigenze.Nelle imprese italiane, soprattutto nelle loro dimensioni medio-piccole, vi una forte domanda inevasa di profili tecnici:disegnatori, progettisti, informatici, esperti di processi,responsabili di produzione.16 17. Il gap di competenze penalizza produttivit e crescita della economiaRiconosciamo ai giovani usciti dalle facolt di ingegneriaitaliane un buon bagaglio di conoscenze teoriche di tipo tecnico-disciplinare, ma al contempo rileviamo una insoddisfacentecapacit di tradurre i saperi acquisiti in comportamenti eprestazioni professionali.In particolare, dovrebbero essere meglio sviluppate alcunecompetenze-chiave che le imprese ritengono irrinunciabili, qualiquelle di tipo gestionale-organizzativo e comportamentale, oltrea un maggior orientamento alla dimensione economica ecommerciale della tecnologiaAlberto Meomartini, Consigliere incaricato di Assolombarda perscuola, formazione e universit (Milano, 24 gennaio 2008 Convegno Le imprese cercano: gli ingegneri ci sono? Domandae offerta a confronto nel panorama europeo).17 18. Il laureato italianoLemployability del laureato italiano in ingegneria, ovvero la suacapacit di essere competitivo in un mercato del lavoro incostante evoluzione e sempre pi globale, trova il proprio leit-motiv nel concetto di competenza, inteso come: sapere, saperfare, saper essere.Le soft-skill di tipo trasversale - abilit sociali e relazionali la cuiimportanza viene ancora troppo spesso sottovalutata dalleistituzioni formative e dagli stessi giovani hanno una sempremaggiore 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, let media avanzata dei neo-ingegneri italiani che si affacciano sul lavoro e il mismatch tra leaspettative individuali dei giovani laureati e le reali potenzialite caratteristiche del mercato del lavoro, che richiede ingegnericompetenti e non

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