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Iron Range Engineering Pbl Experience, Ron Ulseth, Bart Johnson
Iron Range Engineering Pbl Experience, Ron Ulseth, Bart Johnson
Integrated Engineering Department Publications
A new PBL model started in 2010 in Minnesota, United States. The PBL model is upper-division (the last two years of four-year bachelor’s of engineering degree). Entering students are graduates of Minnesota’s community colleges. The Aalborg PBL model served as an inspiration for the program’s development. Unique attributes of the program include industry clients, semester-long projects, emphasis on development of self-regulated learning abilities, dedicated project rooms, technical competence learned in one-credit, small (3-4 student) groups with one academic staff called learning competencies, and an emphasis on continuous improvement. The program has earned ABET accreditation. Seventy-five students have graduated and are …
Professional Competency Development In A Pbl Curriculum, Bart Johnson, Ron Ulseth
Professional Competency Development In A Pbl Curriculum, Bart Johnson, Ron Ulseth
Integrated Engineering Department Publications
Substantial dialogue exists regarding the needs of the engineering profession and the changes in engineering education necessary to meet them. Important to this change is an increased emphasis on the professional competencies as identified by the Washington Accord and the ABET professional skills for engineering graduates and how to educate for them. This paper will explore the potential for a project based learning engineering curriculum model to meet this need. It will summarize a newly developed upper-division undergraduate project-based learning (PBL) engineering program in the U.S. engineering educational system and its approach to professional competency development. Based on the ABET …
Leading Large-Scale Change In An Engineering Program, Cheryl Allendoerfer, Rebecca Bates, Jennifer Karlin, Ron Ulseth, Dan Ewert
Leading Large-Scale Change In An Engineering Program, Cheryl Allendoerfer, Rebecca Bates, Jennifer Karlin, Ron Ulseth, Dan Ewert
Integrated Engineering Department Publications
While many efforts have been made to improve technical and professional skills in engineering graduates, there has been little comprehensive change in the pedagogy of most engineering education institutions in the U.S. Many of these efforts involve changing only one or two aspects of the curriculum, and therefore are less likely to make significant changes in the student learning outcomes. For better success, engineering curricular changes will need to address the entire education system. In order to see real, sustainable improvement in engineering education practice, both the behaviors of the participants and the systems within which these participants act must …