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The Iron Range Engineering Model: Project-based Learning for Technical, Professional & Design Competencies Rebecca Bates, PhD Engineering the Future NSF.

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Presentation on theme: "The Iron Range Engineering Model: Project-based Learning for Technical, Professional & Design Competencies Rebecca Bates, PhD Engineering the Future NSF."— Presentation transcript:

1 The Iron Range Engineering Model: Project-based Learning for Technical, Professional & Design Competencies Rebecca Bates, PhD Engineering the Future NSF PEEC Workshop 2 August 2012

2 Learning engineering by doing engineering Students drive their own degree Students decide: – What they learn – When they learn – How they learn Students earn a B.S. in Engineering

3 Characteristics +2 program: 3 rd and 4 th year engineering students 100% Project-based Learning Strong industry partnerships driving projects Entrepreneurship and leadership are included in our student outcomes. Eligible for NSF S-STEM MAX Scholarship Housed in the Department of Integrated Engineering

4 Overview History Curriculum Pedagogy Industry partnerships

5 True partnerships First students in 2013 First graduates in December 2011

6 Tribal Colleges with STEM programs in MN Current partners

7 General Education 23 cr. General Education 23 cr. Lower Division ENGR 13 cr. Lower Division ENGR 13 cr. Upper Division PBL 60 cr. Upper Division PBL 60 cr. Math and Science 32 cr. Math and Science 32 cr. B.S. ENGR 128 cr. B.S. ENGR 128 cr.

8 Required for entry to upper division – Calculus 1 (4 cr.) – Calculus 2 (4 cr.) – Calculus 3 (4 cr.) – Differential Eq. (4 cr.) – Physics 1 (4 cr.) – Physics 2 (4 cr.) – Chemistry 1 (4 cr.) Required, but may be taken during upper division – Biology 1 or Chemistry 2 or Physics 3 (4 cr.) Math and Science 32 cr. Math and Science 32 cr. *ABET Requirement – 32 credits calculus and laboratory based science

9 Typically taken prior to upper division (1-2 courses may be taken during upper division) – Communication (7 cr.) First Year Composition Speech or Technical Writing or Composition 2 or equivalent – Micro or Macro Economics (3 cr.) – Humanities (minimum of 9 cr.) – Social Sciences (minimum of 6 cr.) * Humanities and Social Sciences must total 16 credits * For breadth two courses from above must be in same department * Student must meet University diversity (purple and gold) requirements Math and Science 32 cr. Math and Science 32 cr. *Replicate of Electrical, Civil, and Mechanical Engineering; meets university graduation requirements General ED 23 cr. General ED 23 cr.

10 Taken prior to admission to upper division – Engineering Mechanics: Statics (3 cr.) – Engineering Mechanics: Dynamics (3 cr.) – Electrical Circuits (4 cr.) – Introduction to Engineering Design and Engineering Graphics (3 cr.) This requirement can be flexible, based on local offerings. Math and Science 32 cr. Math and Science 32 cr. *Typical lower division engineering course requirement: these serve as the foundational knowledge for the upper division technical core competencies. General ED 23 cr. General ED 23 cr. Lower Division ENGR 13 cr. Lower Division ENGR 13 cr.

11 Technical Competencies (32 cr.) Mechanical Core (8 cr.) Electrical Core (8 cr.) Advanced Technical (16 cr.) *“Mechanical Emphasis” if 12 of advanced credits are directly related to mechanical engineering * “Electrical Emphasis” if 12 of advanced credits are directly related to electrical engineering Professional and Design Competencies (28 cr.) Engineering Project Design (12 cr.) Professional Development (12 cr) Contemporary Issues Seminar (4 cr.) * 7 credits per semester (3 cr. Design, 3 cr. Professional, 1 cr. Seminar) * These are the credits students earn while executing the client sponsored projects in “project based learning” Math and Science 32 cr. Math and Science 32 cr. * 15 credits per semester for four semesters. Technical credits are the math, science, and engineering theory needed to be an engineer (ABET outcomes: a,e, and k). Professional and Design encompass the wide range of communication, ethics, leadership, learning, and contextual competencies needed to practice engineering (ABET outcomes: b,c,d,f,g,h,i, and j). Upper Division PBL 60 cr. Upper Division PBL 60 cr.

12 Mechanical Core Properties Material Science Mechanics of Materials Advanced Statics Advanced Dynamics Thermodynamics Fluid Mechanics Heat Transfer

13 Electrical Core AC Circuits Instrumentation 3-phase AC Electromagnetics Electronics Digital logic Electric Machines Signals & Systems

14 Professional & Design Competencies Scoping Ideation Design Decisions Modeling Prototyping Testing Contextualization Solution Realization Etc…… Leadership Learning Teamwork Communication Professionalism Personal Responsibility More…….

15 Project Cycle

16 IRE Model Design Work Professional Growth Technical Learning Scoping Needed Early to Complete Design Final Review Etc. Outcome of Learning as a Result of Design Work Communication Metacognition Ethics Contemporary Issues Professional Responsibility Leadership Week 1 Week 16

17 A day in the life… 4 hours working on project 3 hours learning more engineering 1 hour being a responsible IRE citizen 2-3 hours of homework – organization and regulation of the learning

18 A week in the life… Design Review Learning Review Industry Interaction Visiting Lunch Speaker Learning About Learning Student Life Activity Exams

19 Projects: Connected to industry Blandin Minnesota Power United Taconite Hibbing Taconite Medtronic General Electric Design Wise Medical Terex And more…

20 Sample Spring 2011 Projects Company: Delta T Delta S Slider Description: An entrepreneurial project to design and market a camera slider aimed at hobby level video enthusiasts. Company: Design Wise Medical (Non-profit pediatric medical device company) Description: Students are working to develop a noninvasive method to deliver oxygen to children as they sleep. They will produce is a tracking system to say where oxygen needs to be delivered. Company: Hibbing Taconite Company Description: Students are developing a high flow fluids system, with structural, and workplace design components, followed by a detailed economic analysis. Company: MN Power Description: Students will be designing a heating system for the fuels storage and process buildings at Minnesota Power's Clay Boswell plant, evaluating using waste energy from the power plant. Company: Terex Description: The goal of the Terex project group is to design and construct two sound dampening booths for the end of the Terex assembly line where quality testing is done. Company: TesGen Description: As a continuation and further development of an entrepreneurial project, the team will refine the design and determine feasibility for a small, lightweight, portable power generator. Company: Venari Trap Systems Description: Team members will be learning programming, electronics, and positioning technologies as well as business. Team members will be designing an autonomous triggering system for a clay pigeon trap based on relative position of a "hunter" to the trap.

21 A Student Reflection At the heart of IRE are industry-driven engineering projects; this semester, our group's industry partner was DesignWise Medical, a non- profit pediatric medical devices company. Compared to working on an internal IRE project, this experience has been much different on many levels. First, I felt a greater obligation to work on the project, because the project is real. In this case, delivering a sub par product would have meant letting down a non-profit company with the goal of improving the quality of life for children. Second, it became obvious whenever we fell behind on our work. Since the client was 200 miles away from us, our group met with the client weekly via teleconference. Long silences during these meetings were a sign that we had not made significant progress that week, and that we would need to change our work habits for the following week. And third, getting client feedback throughout the entire design process gave us a clear sense of what the client expected and forced us to reconsider our decisions. For example, we had initially dismissed one of our options, but then the client requested that we further pursue the option. This option later became part of our final recommendation. All in all, it has been a great experience and I look forward to future projects of this type!

22 Growing Areas Continued assessment Propagation of the partnership PBL model Faculty development & training: How do we teach this way when we didn’t learn this way?

23 Successes 22 graduates – 2 headed to graduate school – 19 employed – 1 starting his search this fall 2011 Minnesota Cup winners Active research engagement ABET accreditation visit scheduled: Oct. 2012

24 Questions? More information and applications: & Student and faculty blog: Becky Bates


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