MSC PROGRAMME IN MECHANICAL ENGINEERINGbeng-sk.tpu.ru/files/stockholm/BEng_papers_KTH_Got... · Bacheleor diploma project (15) Elective 1 • Energy conversion • Finite element

Mechanical Engineering

MSC PROGRAMME IN

MECHANICAL ENGINEERING

Centre of Excellent Quality in Higher Education 2008

by Swedish National Agency for Higher Education

Best Swedish engineering education 2012 by

Teknikföretagen (Employer’s organisation)

Prof Mikael Enelund, Head of ME Program


CHALMERS EDUCATIONS

Master of Science and

national degree ”Civilingenjör”

Masters programme

2 yrs / 120 ECTS

Basic level

3 years / 180 ECTS

Bachelor of

Science

Ç‹ Ç‹

‹ ‹

‹ ‹

5 yrs Master of

Science in Eng Masters

students

international/do

mestic

Master of Science


Depts deliver courses

Schools &

programmes

Departments

courses

ASAM

EDIIT

KFM

MATS

A

BoM

TEO

…

Program head

designs program and

buy courses from depts..

Our education – buyer and seller


• Program heads have the full responsibility for the programs but

courses are “bought” from departments

• Programs independent of any specific department, research group etc

– Focus on program quality, level and content rather the

departmental issues

• Strengthening of Program level thinking and reform work

– its focus on the professional role of engineers, and

– its applicability as a strategy for integrated learning of generic

competences

CHALMERS’ ME PROGRAM - BASIS

• 5-yrs two cycle program (combined 3-yrs BSc + 2-yrs MSc)

• 500 students on BSc-level + 550 on MSc level incl 150 international

students

• Initiator (together with MIT, KTH and LiTH) to the CDIO Initiative

• Long history of curriculum, pedagogic and learning environment

innovations, e.g,

– Multiple design-build-test projects

– Integrated curriculum

• Integration of general engineering skills

• Integrated computation oriented math education

• Integrated education for sustainable development


SUCCESS FACTORS

• Strong leadership under the program management team

• Active cooperation between management, students,

administration, and industry

• A dedicated and committed advisory board with strong

involvement of industry, students, admin and faculty

• Well-working and dedicated study counselling

• Hard work by students, administration and faculty

Head of 5 yrs program

Master program head

1 admin

Master program head

1 admin

Master program head

1 admin

Advisory board

with Industry,

Faculty, Students

Program management team

Head of program

1-2 admin

Responsibilities Development of programs Contact with stakeholders and academia Purchase of the right courses Follow-up Program and Courses Student Matters Recruitment Budgeting

Visiting

committee

President / Dean of

Education


STRATEGY

• A comprehensive program plan centred around the CDIO-

framework (conceive-design-implement-operate).

• Holistic view integrating general skills as communication,

team work, project management, modelling,

programming and sustainability with engineering

fundamentals

• Integrated mathematics education with focus on

computational aspects

• Cooperation with industry

• A quality assurance system

• Multiple Integrated design-build-test learning experiences

Chalmers University of Technology

CURRENT FOCUS

• Interactive (Virtual) Learning Environments T, L & A

• Dialogue instead of monologue

• More training of creative abilities, innovation and

entrepreneurship

• More Ethics, Scientific theory and Engineering

methodology

• Prepare for global collaboration and competition


THE PROGRAM OUTCOMES

• A comprehensive program

description centred around the

CDIO-framework (conceive-

design-implement-operate

– Ca 35 specific goals

– Ca 10 program design

principles

– A ”program design matrix” is

used to maintain the links

between the goals and the

courses of the program


Systematic approach

to design an

integrated curriculum

Part of program design

matrix – teaching math

I = Introduce

T = Teach

U = Utilize


THE MISSION OF THE ME PROGRAM

To educate engineers that are well-prepared to create

and develop products and systems that improve safety

and quality of life for a growing population.

This shall be achieved using a minimum of resources to

ensure we do not limit the possibilities for coming

generations to continue to develop their quality of life

and safety.


ME PROGRAMME IDEA

• Engineering as a profession

• Fundamentals of mathematics and

mechanical engineering with emphasis

on common principles.

• Integration of general engineering skills

• Authentic engineering experiences

• Holistic view of the complete lifecycle of

products and systems

• Focus on employability


ME PROGRAMME - PRINCIPLES

• The “main thread” of the programme is a holistic view of product and system

lifecycle development and deployment,

• The introductory course of the programme provides a framework for the

practice of engineering in product and system building,

• The base is the fundamentals of mathematics and mechanical engineering

with emphasis on common principles. Matlab is the general simulation tool,

• Joint assignments and projects between courses so that education and

learning of a topic is not to be isolated in a specific course,

• Computational oriented and integrated mathematics education with focus

on modelling, simulation and analyses,

• Computer based tools for modelling, analysing and simulation of real

constructions, products and systems are introduced early and utilized often

in the programme,

• DBT-courses with realistic and relevant assignments.


ME PROGRAMME – PRINCIPLES CONT’D

• Development of the students´ teamwork and communication as well as

project management skills is integrated in the courses with progression

• Aspects of sustainable development are emphasized, and the focus is on

product development, materials and energy supply.

• The fundamentals of the programme prepare the student for the concluding

two years of study at Master´s level in Mechanical Engineering as well as

adjoining areas such as Acoustics, Industrial Economics, Mathematics and

Mechatronics.

• The depth of the education in the two years of study at the Master´s level

should prepare students for a possible direct transition to doctoral studies

(third cycle).

• The programme description is used as the general tool for development,

implementation, quality work and management

• The syllabus and pedagogy of the program are continuously improved in

cooperation with teachers, students, administrators & industry


EXAMPLES OF PROGRAMME LEARNING

OUTCOMES - SUSTAINABLE DEVELOPMENT


PART OFPROGRAM DESIGN MATRIX

I = Introduce

T = Teach (in course learning outcomes and assessed)

U = Utilize (used to reach other course learning outcomes

Systematic approach to design

an integrated curriculum


MORE AND MORE AUTHENTIC DESIGN

EXPERIENCES IN THE EDUCATION

Provide the natural context

in which to teach design,

innovation, implementation

skills

Provide a platform for

training of general skills

(teamwork, communications

etc)

Design-build experiences are instructional events in which

learning occurs through the creation of a product, process, or

system

Project in Appl Mech

Design of control device

for detection of critical

crack in turbine blade


Chalmers Formula Student 2012: No 1 at Silverstone, No 3 at Hockenheimring


Mathematical analysis

in a single variable

(7.5) Statics & strength of

materials (7.5)

Computer aided

engineering (4,5)

Strength of materials

(7,5)

Introdroductory course

in mathematics (7,5)

Mathematical analysis

in several variables

(7,5)

Programming in

Matlab (4.5)

ME PROGRAMME – INTERGRATED CURRICULUM

YEAR 1

Study period 4 Study period 3 Study period 2 Study period 1

Linear algebra (7,5)

Introduction to Mechanical Engineering (7,5)

Joint exercises/assignments

Matlab programming, numerical solutions and simulations

Simulation using industrial softwares (CATIA, ANSYS, ADAM, FLUENT…)


MECHANICAL ENG PROGRAM

Mechanics - Dynamics

(7,5p)

Material technology

(7,5)

YEAR 2

Machine element (7,5) Thermodynamics and

energy technology

(7,5)

Material and

manufacturing

technology (7,5)

Integrated design and manufacturing (7,5)

Industrial production

and organisation (6)

Sustainable product

development (4,5)

Engineering

economics (4,5)

Study period 4 Study period 3 Study period 2 Study period 1

Joint exercises/assignments

Matlab programming, numerical solutions and simulations

Simulation using industrial softwares (CATIA, ANSYS, ADAM, FLUENT…)


YEAR 3

Mechatronics (7,5) Automatic control

(7,5)

Fluid mechanics

(7,5)

Elective 1 (7,5) Elective 2 (7,5) Mathematical

statistics (7,5)

Bacheleor diploma project (15)

Elective 1

• Energy conversion

• Finite element method

• Machine design

• Simulation of production

Elective 2

• Logistics

• Sound and vibration

• Material and process selection

• Objectoriented programming

• Transforms and differential equations

• Heat transfer

Team project Fracture

mechanics


PROGRAM PLAN

Gray marked courses have learning outcomes related to sustainability

corresponding to >1 ECTS

Strength of Materials” in a technological,

economical and socially sustainable

society: e.g, about 80% of all mechanical

breakdowns today are estimated to stem

from fatigue


APPROVED MASTER PROGRAMS

Gray marked programs: Substantial sustainability learning experiences

Dar gray marked programs: Sustainability focussed programs


Introduction to Mechanical Engineering

Year 1

Sustainable Product Development

Year 2

Describe some basic perspective

on the engineer's role in society ... in

connection with environmental issues

Discuss how different environmental values

can give can have impact on demand,

function and need of product design in the

role of engineers

Describe the concept of sustainable

development; and its connection to the

product

Explain the concept of sustainable

development

Discuss advantages and problems for

the combination of materials, product

geometry, joining and manufacturing in the

perspective of sustainable development

Describe and use general methods as well

as strategies for a sustainable product

development

A selection of course learning outcomes

EXAMPLE OF PLANNED PROGRESSION –

SUSTAINABLE DEVELOPMENT


Sustainable Product

Development

Year 1

Thermodynamics and

Energy Technology

Year 2

Integrated Design and

Manufacturing

Year 2

Describe cause effect

chains for some known

environmental

problems

Describe limitations and

environmental effects for

the use of different energy

technologies and fuels

Perform a basic analysis of

the environmental and

sustainability impact with

the use of life cycle

assessment

Chart the product life cycle

from an environmental

perspective

A selection of course learning outcomes


YEARS 4 and 5

Second cycle, 2 years international master programme. 8

master programmes belong to Mechanical Engineering

• MSc PROGRAMME IN APPLIED MECHANICS

• MSc PROGRAMME IN AUTOMOTIVE ENGINEERING

• MSc PROGRAMME IN INDUSTRIAL ECOLOGY FOR A SUSTAINABLE

SOCIETY

• MSc PROGRAMME IN MATERIALS ENGINEERING

• MSc PROGRAMME IN NAVAL ARCHITECTUREAND OCEANS

ENGINEERING

• MSc PROGRAMME IN PRODUCT DEVELOPMENT

• MSc PROGRAMME IN PRODUCTION ENGINEERING

• MSc PROGRAMME IN SUSTAINABLE ENERGY SYSTEMS


RELEVANCE OF CURRICULUM AND COURSES

• Advisory board with strong representation from industry

• Continuously improvement philosophy

• Curriculum and courses updated and approved each year

• All courses evaluate

• About 75% of diploma work carried out in industry

• Presentations and papers at educational conferences and in

EER journals

• Active part in educational/pedagogical initiatives and networks

• Alumni surveys

• Visiting committee


Revise program

description

and course plans

Sign the agreement

for next year

Course evaluations

Class evaluations

Follow-up of agreem.

Alumni survey

CDIO self-assessment

Benchmarking

Student results follow-up

Safety and health review,

Study social review

Program description

Course plans

Jointly taught projects

Advisory board

Teachers meetings

Student – program

manag. meetings

Teach in courses and

projects. Assessment

and examination of

learning outcomes

ANNUAL

QUALITY

ASSURANCE

LOOP


ALUMNI SURVEYS

• Each year to Mech engineers graduated 3 yrs ago

• Relevant jobs within 3-6 months

• Very satisfied with education

• 4 dominating areas of profession

- Computations/Simulations

- Project management

- Product/process development

- Research and development

• Improve/extend education of sustainable development

• Improve/extend education of project management

• Improve/extend education/training of CAE-tools and programming


STUDENT MOTIVATION

• Comparatively low number of student drop outs

• Comparatively high rate of completed degrees

• Students are actively involved in decisions regarding the

curriculum, the learning and study social enviromments

• Course evaluations and class fedback

• Study environment follow-ups

• Cooperation with industry. Projects, guest lectures and

teachers. Mini courses in industrial softwares, e.g., Invetor

(CAD) and ANSYS (FEM/CFD)


INDICATIONS OF QUALITY

• The industry is contacting the program for cooperation as

well as for hiring students

• Recognition as Best Engineering Education 2012 by the

Swedish Engineering employer’s association

• Recognition as Centre of Excellence in Higher Education

2008 by the Swedish National Agency for Higher Education

• The highest number of first priority applicants of all

mechanical engineering program in Sweden


STRATEGIC INVESTMENTS

• Prototype workshop

• Course laboratory

• Project workspaces

• Computer labs

• Study hall with cafeteria

To ensure the comfort and

that the students

graduate with necessary

skills


THE PROTOTYPING LABORATORY

• 450 m2 facility where

students can build

prototypes and models

• Metal machining,

woodworking, rapid

prototyping, welding,

NC, mechatronics,

electronics, …

• Used in courses and

projects from year 1 to

master thesis projects


Questions?

Documents

MSC PROGRAMME IN MECHANICAL ENGINEERINGbeng-sk.tpu.ru/files/stockholm/BEng_papers_KTH_Got... · Bacheleor diploma project (15) Elective 1 • Energy conversion • Finite element