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Articles 1 - 19 of 19
Full-Text Articles in Engineering
Disrupting Engineering Education, Euan D. Lindsay, Roger G. Hadgraft, Fiona Boyle, Ron Ulseth
Disrupting Engineering Education, Euan D. Lindsay, Roger G. Hadgraft, Fiona Boyle, Ron Ulseth
Integrated Engineering Department Publications
Traditional engineering education approaches are recognizable around the world – lectures, tutorials, laboratories, some projects. With the emergence of Industry 4.0, the world in which engineers practice is evolving at an ever-increasing rate, combining a greater focus on complex sociotechnical problems with new technologies and increasingly powerful design tools. In general, the engineering curricula have not adapted quickly to this change, but there is a shift in expectations of who and what engineering students should be. Engineering curricula are becoming more flexible, as are the learning environments in which they are implemented. This chapter draws upon the Doblin 10 types …
Laying The Foundation For Education 4.0: Access, Value And Accountability, Jennifer Karlin, L. Eric James, Lauren Singelmann, Dan Ewert
Laying The Foundation For Education 4.0: Access, Value And Accountability, Jennifer Karlin, L. Eric James, Lauren Singelmann, Dan Ewert
Integrated Engineering Department Publications
The complexity of the global problems engineers are working to solve has long been discussed in both engineering and engineering education circles. The Grand Challenges for Engineering are grand because of the complexity of the challenges. While the challenges stand over a decade later, the speed at which the terms in which they are described, the shift from Industry 3.0 to Industry 4.0, has been slow. As the world becomes more deeply connected, as the internet of things becomes more commonplace in all parts of our lives, as technologies like machine learning and cyber physical systems become accessible to even …
Complexity In The Classroom Workshop: Teaching And Learning The Cynefin Framework By Applying It To The Classroom, Jennifer Karlin, L. Eric James, Lauren Singlelmann
Complexity In The Classroom Workshop: Teaching And Learning The Cynefin Framework By Applying It To The Classroom, Jennifer Karlin, L. Eric James, Lauren Singlelmann
Integrated Engineering Department Publications
Complex adaptive systems are both an important fundamental principle in systems engineering education and a reality of all engineering education. The Cynefin framework, as created by Snowden and Boone (2007), is a decision-making tool that helps the engineer recognize the type of system within which they are operating and then respond in a manner that is appropriate for the cause-and-effect relationships associated with that system type. The types of system, or the domains, fall into five categories and their liminal spaces: obvious, where the cause-and-effect relationships are clear to everyone involved; complicated, where the cause-and-effect relationships are clear to those …
A Multi-Decade Response To The Call For Change, Bart Johnson, Ron Ulseth, Mike Raich
A Multi-Decade Response To The Call For Change, Bart Johnson, Ron Ulseth, Mike Raich
Integrated Engineering Department Publications
Engineering and society have always been intertwined, especially with the accepted realization of technology's significant and rapidly increasing influence on the evolution of society. As a profession, engineering has a vital role in sustainably meeting needs and exploring opportunities that are ever changing and evolving. As societal and industry needs have evolved, engineering education itself has raised the call several times for evolving the way engineers are educated; however, the recent history of engineering education is, overall, one of missed opportunities. This was brought to a headline recently as ASEE leadership authored an article entitled “Stuck in 1955, Engineering Education …
An Integrated Engineering Model For Advising, Rebecca Bates, Catherine Mcgough Spence, Darcie Christensen, Robert Sleezer, Jodi Nelson, Ryan Walerius, Rachael Johnson
An Integrated Engineering Model For Advising, Rebecca Bates, Catherine Mcgough Spence, Darcie Christensen, Robert Sleezer, Jodi Nelson, Ryan Walerius, Rachael Johnson
Integrated Engineering Department Publications
This evidence-based practice paper describes the theoretical foundations of the supportive advising practices used by the Integrated Engineering Department (IE) at Minnesota State University, Mankato. The driving motivation for the advising model is to support the development of student engineers as whole people. Generally in academia, faculty in traditional professor roles serve as formal advisors, mentors, facilitators, evaluators, and coaches and are joined by full-time staff that serve in roles to support student development. Integrated Engineers at Minnesota State University, Mankato are supported to become the engineer they want to be. This paper describes the unique model employed by IE …
Examination Of Ableist Educational Systems And Structures That Limit Access To Engineering Education Through Narratives, Marissa Tsugawa, Brady Webster, Sakshi Solanki, Autumn Cuellar, Catherine Mcgough Spence
Examination Of Ableist Educational Systems And Structures That Limit Access To Engineering Education Through Narratives, Marissa Tsugawa, Brady Webster, Sakshi Solanki, Autumn Cuellar, Catherine Mcgough Spence
Integrated Engineering Department Publications
The purpose of this paper is to examine how higher education systems limit access to engineering education for disabled and neurodivergent engineering students. Throughout this paper we will discuss ableism in higher education systems. Particularly, U.S. institutions and education are designed for non-disabled and neurotypical people rather than with accessibility for all despite legal efforts to improve access to education. We also provide two narratives from the authors that describe their experiences with having a disability and being neurodivergent in engineering education. Finally, we suggest other paradigms and methodologies engineering education researchers can utilize when conducting research on disability and …
“But I’M Not An Engineer”… Collaboration Between A Librarian And An Upper Division Project-Based Engineering Program, Rebecca Bates, Robert Sleezer, Heidi J. Southworth
“But I’M Not An Engineer”… Collaboration Between A Librarian And An Upper Division Project-Based Engineering Program, Rebecca Bates, Robert Sleezer, Heidi J. Southworth
Integrated Engineering Department Publications
Since 2013, a librarian at Minnesota State University, Mankato has collaborated with faculty and students in an upper division project-based engineering program. While having several years of experience in university libraries plus advanced degrees in history, the librarian had a limited background in science, engineering, and technology, and lacked a formal engineering degree. At first glance, this match may appear to be a recipe for failure. Indeed, in those first few years, the librarian’s angst about the missing engineering degree caused many sleepless nights of worry and concern. However, there came a time when the words “but I am not …
A Community Framing Of Integrated Engineering, Rebecca Bates, Susan Lord, Emanuela Tilley, Jenna Carpenter
A Community Framing Of Integrated Engineering, Rebecca Bates, Susan Lord, Emanuela Tilley, Jenna Carpenter
Integrated Engineering Department Publications
The term “integrated engineering” is being used in new education programs. As a framing concept, we believe it has value for the wider engineering education community. A small group of program heads has facilitated conversations about how integrated engineering could benefit other programs and the community in general. This paper provides background and describes some of the outcomes of past conversations with the goal of including more voices in the conversation and initializing the formal use of integrated engineering as a prompt for improving engineering education.
Building Partnerships To Bridge The Transfer Gap And Increase Student Success, Cody Mann, Andrew Hanegmon, Anthony Venditto, Katherine Ulseth, Frankie Wood-Black, Liz Cox, Michelle Soledad
Building Partnerships To Bridge The Transfer Gap And Increase Student Success, Cody Mann, Andrew Hanegmon, Anthony Venditto, Katherine Ulseth, Frankie Wood-Black, Liz Cox, Michelle Soledad
Integrated Engineering Department Publications
Transfer partnerships continue to be one of the most critical elements of student success. The purpose of this paper is to highlight the bridges and transfer gaps from a two-year college to a university and respect the value of the support and knowledge students are currently receiving at their community college, from the context of the practices and experiences of Iron Range Engineering - Bell. The transfer process, afterall, can be daunting to some students who plan to transition from a community college to a university to finish a Bachelor’s degree. Iron Range Engineering - Bell is a unique, co-op …
Pathways Towards An Engineering Baccalaureate Degree - Critical Incidents And Factors Leading Students To Choose Community College: A Phenomenological Study, Joan Zitur Carter
Pathways Towards An Engineering Baccalaureate Degree - Critical Incidents And Factors Leading Students To Choose Community College: A Phenomenological Study, Joan Zitur Carter
All Graduate Theses, Dissertations, and Other Capstone Projects
Women and underrepresented minorities can help fill the ever-growing demand for engineers in the United States. Quality teaching methods, an understanding of the cognitive aspects of learning, and faculty addressing biases help ensure student success in engineering majors. Accordingly, the community college engineering pathway can help fill the national need for engineers. This phenomenological study sought to describe the experience of students who choose the community college pathway toward a Bachelor of Science degree in Engineering. Thirteen participants were interviewed; all took engineering courses at the same community college, transferred to a four-year engineering university (10 to a R1), and …
Student Responses To Active Learning Strategies: A Comparison Between Project-Based And Traditional Engineering Programs, Elizabeth Pluskwik, Yuezhou Wang
Student Responses To Active Learning Strategies: A Comparison Between Project-Based And Traditional Engineering Programs, Elizabeth Pluskwik, Yuezhou Wang
Integrated Engineering Department Publications
Prior research has shown that active learning strategies in engineering education improve student learning, motivation, and retention in STEM disciplines. Yet, instructors are often hesitant to use active learning and other non-lecture strategies due to challenges from students who are resistant to engaging in these methods. Prior research has suggested strategies that can be used to mitigate student resistance to active learning, yet many faculty members have not yet implemented active learning into their engineering education courses. The global demand for entrepreneurially-minded engineers and the rapid growth of engineering programs embracing this mindset increases the need for actionable resources and …
Seventh-Grade Students' Use Of Heat Transfer Conceptions During An Engineering Design-Based Stem Integration Curriculum, Emilie A. Siverling, Tamara J. Moore
Seventh-Grade Students' Use Of Heat Transfer Conceptions During An Engineering Design-Based Stem Integration Curriculum, Emilie A. Siverling, Tamara J. Moore
Integrated Engineering Department Publications
As the integration of STEM becomes increasingly important in pre-college education, it is important to study models of STEM integration. One model, engineering design-based STEM integration, has shown promising results in terms of student science content learning. This study’s purpose was to explore one student team’s use of heat transfer conceptions as they participated in an engineering design-based STEM integration curriculum. A case study research design, along with procedures from qualitative content analysis, were used to identify scientific and alternative conceptions that the seventh-grade students communicated during the unit. The main result is that the students spoke and wrote about …
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Integrated Engineering Department Publications
Project-based learning (PBL) in engineering education is growing at a rapid pace. The Iron Range Engineering (IRE) Program of Minnesota State University Mankato, is an upper division (3rd and 4th year) undergraduate engineering education program based on the Aalborg, Denmark PBL model. Students work in teams to solve industry-sourced projects each semester. The learning of engineering is accomplished in three domains - technical learning of engineering concepts, professionalism, and design, which we call the “three-legged stool” of engineering education. The program promotes entrepreneurial mindset and innovative open-ended problem-solving in context. Fifty students are enrolled in 3rd and 4th-year studies at …
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 …
The Challenges And Implications For Energy Education, Patrick A. Tebbe
The Challenges And Implications For Energy Education, Patrick A. Tebbe
Mechanical and Civil Engineering Department Publications
In March 2011, the Fukushima Daiichi Nuclear Power Station in Japan was hit by twin natural disasters of a 9.0 earthquake and a tsunami more than 10 meters high. The combination forced a shut down of the reactor and severed externally provided power. Backup generators and batteries, which at first functioned normally, were swamped and disabled by the tsunami waters. The subsequent loss of reactor core cooling led to rising temperatures that ultimately resulted in a partial melting of the fuel rods and several hydrogen explosions (produced by a steam-zirconium reaction). Eventually, the situation was brought under control, but not …
A Comparison Study Of Project-Based-Learning In Upper-Division Engineering Education, Ron Ulseth, Bart Johnson, Rebecca Bates
A Comparison Study Of Project-Based-Learning In Upper-Division Engineering Education, Ron Ulseth, Bart Johnson, Rebecca Bates
Integrated Engineering Department Publications
A new model for engineering education was launched in January 2010 in northeastern Minnesota. The Iron Range Engineering (IRE) model is a project-based-learning (PBL) methodology that focuses on producing graduates with integrated technical and professional knowledge and competencies. A unique and important element of the IRE model has 100% of IRE student learning taking place in the context of industry projects. Students at IRE are upper-division engineering students who transferred from Minnesota community college lower-division engineering programs. To understand the impact that IRE methodology may have on preparing engineers with the competencies needed for the future workplace, a comparison study …
The Iron Range Engineering Pbl Curriculum: How Students Adapt To And Function Within Pbl, Rose M. Marra, Betsy Palmer, Ron Ulseth, Bart Johnson
The Iron Range Engineering Pbl Curriculum: How Students Adapt To And Function Within Pbl, Rose M. Marra, Betsy Palmer, Ron Ulseth, Bart Johnson
Integrated Engineering Department Publications
Iron Range Engineering is a unique complete-PBL curriculum for upper division students. Rather than studying about engineering in traditional engineering courses, IRE students solve complex and ill-structured industry problems in mining, milling, and manufacturing industries. To support students’ transition to PBL and to facilitate deep approaches to learning technical and professional competencies required for the engineers of the future, faculty have created a variety of structures. This paper describes IRE’s PBL implementation and reports the results of a qualitative study of their students.
A New Model Of Project Based Learning, Ron Ulseth, Jefferey E. Froyd, Thomas A. Lotzinger, Dan Ewert, Bart Johnson
A New Model Of Project Based Learning, Ron Ulseth, Jefferey E. Froyd, Thomas A. Lotzinger, Dan Ewert, Bart Johnson
Integrated Engineering Department Publications
A new model for engineering education has been developed and funded. The model is 100% project based learning (PBL) where the students develop their own learning objectives. The projects are authentic needs contributed by collaborating industries. Students monitor the acquisition of 32 technical competencies and all of the design and professionalism competencies required of new practicing engineers. The reasons for the new model, description of the model, research supporting the model, methods for evaluating the model and its transportability are discussed.
Entrepreneurship In The Iron Range Engineering (Ire) Model, Dan Ewert, Ron Ulseth, Bart Johnson, Jeff Wandler, Andrew Lillesve
Entrepreneurship In The Iron Range Engineering (Ire) Model, Dan Ewert, Ron Ulseth, Bart Johnson, Jeff Wandler, Andrew Lillesve
Integrated Engineering Department Publications
The aim of this paper is to describe a new model for engineering education that has entrepreneurship, in its many form, as a focus. Issues involved with integrating student-based entrepreneurship into the educational process are also described.