Presentation on theme: "Engineering the Future NSF PEEC Workshop 2 August 2012"— Presentation transcript:
1Engineering the Future NSF PEEC Workshop 2 August 2012 The Iron Range Engineering Model: Project-based Learning for Technical, Professional & Design CompetenciesRebecca Bates, PhDEngineering the Future NSF PEEC Workshop 2 August 2012
2Learning engineering by doing engineering Students drive their own degreeStudents decide:What they learnWhen they learnHow they learnStudents earn a B.S. in Engineering
3Characteristics +2 program: 3rd and 4th year engineering students 100% Project-based LearningStrong industry partnerships driving projectsEntrepreneurship and leadership are included in our student outcomes.Eligible for NSF S-STEM MAX ScholarshipHoused in the Department of Integrated Engineering
8Required for entry to upper division Mathand Science32 cr.*ABET Requirement – 32 credits calculus and laboratory based scienceRequired for entry to upper divisionRequired, but may be taken during upper divisionCalculus 1 (4 cr.)Biology 1 or Chemistry 2 or Physics 3 (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.)
9General ED23 cr.Mathand Science32 cr.*Replicate of Electrical, Civil, and Mechanical Engineering; meets university graduation requirementsTypically taken prior to upper division (1-2 courses may be taken during upper division)Communication (7 cr.)First Year CompositionSpeech or Technical Writing or Composition 2 or equivalentMicro 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
10Taken prior to admission to upper division Lower DivisionENGR13 cr.Mathand Science32 cr.General ED23 cr.*Typical lower division engineering course requirement: these serve as the foundational knowledge for the upper division technical core competencies.Taken prior to admission to upper divisionEngineering 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.
11Technical Competencies (32 cr.) Upper DivisionPBL60 cr.Mathand Science32 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).Technical Competencies (32 cr.)Professional and Design Competencies (28 cr.)Mechanical Core (8 cr.)Electrical Core (8 cr.)Engineering Project Design (12 cr.)Advanced Technical (16 cr.)Professional Development (12 cr)*“Mechanical Emphasis” if 12 of advanced credits are directly related to mechanical engineeringContemporary Issues Seminar (4 cr.)* 7 credits per semester (3 cr. Design, 3 cr. Professional, 1 cr. Seminar)* “Electrical Emphasis” if 12 of advanced credits are directly related to electrical engineering* These are the credits students earn while executing the client sponsored projects in “project based learning”
12Mechanical Core Properties Material Science Mechanics of Materials Advanced StaticsAdvanced DynamicsThermodynamicsFluid MechanicsHeat Transfer
13Electrical Core AC Circuits Instrumentation 3-phase AC ElectromagneticsElectronicsDigital logicElectric MachinesSignals & Systems
16IRE Model Week 16 Outcome of Learning as a Result of Design Work Final ReviewEtc.MetacognitionEthicsContemporary IssuesProfessional ResponsibilityLeadershipNeeded Early to Complete DesignScopingCommunicationWeek 1Technical LearningDesign WorkProfessional Growth
17A day in the life… 4 hours working on project 3 hours learning more engineering1 hour being a responsible IRE citizen2-3 hours of homework – organization and regulation of the learning
18A week in the life… Design Review Learning Review Industry Interaction Visiting Lunch SpeakerLearning About LearningStudent Life ActivityExams
19Projects: Connected to industry BlandinMinnesota PowerUnited TaconiteHibbing TaconiteMedtronicGeneral ElectricDesign Wise MedicalTerexAnd more…
20Sample 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.
21A Student ReflectionAt 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!
22Growing Areas Continued assessment Propagation of the partnership PBL modelFaculty development & training: How do we teach this way when we didn’t learn this way?
23Successes 22 graduates 2011 Minnesota Cup winners 2 headed to graduate school19 employed1 starting his search this fall2011 Minnesota Cup winnersActive research engagementABET accreditation visit scheduled: Oct. 2012
24Questions?More information and applications: &Student and faculty blog:Becky Bates