Queen’s University has included a faculty-wide Introduction to Engineering course (CDIO Standard 4) for many years. We have recently revised and expanded this part of our curriculum in a move to a faculty-wide sequence of courses that will present design, communications and professional practice aspects in a consistent framework across all of our programs. Research demonstrates a need for repeated design experiences (CDIO Standard 5) throughout the undergraduate program to develop confidence and competence for professional practice [1-4]. Such experiences are mandated by reports recommending increased focus on professional engineering practice in engineering education [5,6] and increasingly required by accreditation agencies under the Washington Accord [7].
The new, four-year Engineering Design and Practice Sequence (EDPS) at Queen’s is core for all students in all engineering programs. It focuses on developing competence in design process methods and tools, problem analysis, creativity, economics and entrepreneurship, engineering communications, professionalism and ethics. It was designed as project based, meeting the requirements of the Canadian Engineering Accreditation Board (CEAB), thus addressing Washington Accord based requirements, and targeting relevant CDIO Syllabus elements. EDPS is following a staged roll-out, with the revised introductory course given to first year students starting in 2010/2011 and the second year design and communications course being delivered for the first time in 2011/2012.
This paper reviews the EDPS course design process, year by year objectives and outcomes, and evaluation methods in comparison with previously published engineering design and practice sequences [8]. Experience and results from the first two years of offering the sequence are presented, including student feedback and attributes assessment. The EDPS was examined by the CEAB in their October 2011 site visit and was positively received.