This document discusses engineering education initiatives at Kanazawa Technical College (KTC) in Japan. It outlines KTC's adoption of the CDIO framework to improve practical and creative engineering education. Specifically, KTC developed a Model Core Curriculum based on CDIO standards and industry requirements to define fundamental, specialized, and cross-disciplinary abilities for students. KTC also emphasizes authentic learning experiences through community collaboration projects and continuous improvement using the PDCA cycle. The goals are to increase student competencies, improve the quality of graduates, and enhance compatibility with international accreditation standards.

1. Engineering Education Initiatives
at
Kanazawa Technical College
Robert W. Songer
2014 CDIO Asian Regional Meeting
March 24 – 26, Kanazawa Institute of Technology

2. About KTC
Why CDIO at KTC
Practical Examples

3. About KTC
Age
6
7
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26
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Elementary School
Junior High School
High School
Masters
Doctorate
University
(KIT)
College of
Technology
(KTC)
30%
Industry
70%
Primary
Secondary
Tertiary

4. Kosen
(College of Technology)
Quality of graduates
Mobility for international scene
Quantity of graduates
Low- and mid-level trainability

5. Fundamental Competencies for
Working Persons
Generic skills for working with various people in the
workplace and the local community
Compiled in by the Ministry of
Economy, Trade and Industry (METI)
Adopted into industrial policy for developing
global human resources
2006 2010

6. Songer, Robert and Takeshi Fujisawa. "An Interpretation of the CDIO Framework with Self-Assessment."
Creative Engineering Design Education 13.1 (2013): 70-78.

7. Model Core Curriculum
Fundamental abilities,
specialized abilities, and
cross-disciplinary abilities
with competency levels
set to industry requirements
国立高等専門学校機構. モデルコアカリキュラム（試案）. 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.
2012
Tentative plan published by the
Institute of National Kosen

8. Model Core Curriculum
Engineering Education Outcomes
Core
Minimum
Standards
Japan
Accreditation
Board for
Engineering
Education
Engineering
Council UK
CDIO Syllabus
Accreditation
Board for
Engineering and
Technology
国立高等専門学校機構. モデルコアカリキュラム（試案）. 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.

9. Model Core Curriculum
Anticipated Efficacy
国立高等専門学校機構. モデルコアカリキュラム（試案）. 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.
Improvement of practical and
creative engineering education
Social accountability for
the quality of education
A basis for students to realize their
own academic progress
Smoother compatibility in the
certification of transfer credits

10. Model Core Curriculum
Anticipated Efficacy
国立高等専門学校機構. モデルコアカリキュラム（試案）. 2012. <http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.
Effective indicators for third-party
evaluations, JABEE, etc.

11. CDIO vs. JABEE

12. CDIO vs. JABEE

13. Kaizen
(Continuous Improvement)
Diagram by Karn G. Bulsuk (http://www.bulsuk.com)

14. CDIO Standards & PDCA
"The CDIO Standards v 2.0 (with customized rubrics)." 8 December 2010. CDIO. 3 March 2014.
<http://www.cdio.org/files/document/file/CDIOStdsRubricsv2.0_2010Dec8.doc>.
PDCA

15. Practical Examples
Authentic Learning Experiences
Community Collaboration Projects

20. References
Songer, Robert and Takeshi Fujisawa. "An Interpretation of the CDIO Framework with Self-
Assessment." Creative Engineering Design Education 13.1 (2013): 70-78.
"The CDIO Standards v 2.0 (with customized rubrics)." 8 December 2010. CDIO. 3 March 2014.
<http://www.cdio.org/files/document/file/CDIOStdsRubricsv2.0_2010Dec8.doc>.
国立高等専門学校機構. モデルコアカリキュラム（試案）. 2012.
<http://www.kosen-k.go.jp/pdf/mcc20120323.pdf>.
Download these slides at:
http://www.slideshare.net/RobertSonger/engineering-education-initiatives-at-ktc
Thank You