Ulseth, R. R., & Froyd, J. E., & Litzinger, T. A., & Ewert, D., & Johnson, B. M. (2011, June), A New Model of Project-Based Learning in Engineering Education  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17360

\bibitem{asee_peer_17360}
  Ulseth, R. R., \& Froyd, J. E., \& Litzinger, T. A., \& Ewert, D., \& Johnson, B. M. (2011, June), \emph{A New Model of Project-Based Learning in Engineering Education}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17360

Ronald R. Ulseth, Jefferey E. Froyd, Thomas A. Litzinger, Dan Ewert, and Bart M. Johnson.  "A New Model of Project-Based Learning in Engineering Education".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17360 Internet.  04 Dec, 2024

\bibitem{asee_peer_17360}
  Ronald R. Ulseth, Jefferey E. Froyd, Thomas A. Litzinger, Dan Ewert, and Bart M. Johnson.
  "A New Model of Project-Based Learning in Engineering Education".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17360 Internet.  04 Dec, 2024

@INPROCEEDINGS{asee_peer_17360
author = "Ronald R. Ulseth, Jefferey E. Froyd, Thomas A. Litzinger, Dan Ewert, and Bart M. Johnson"
title = "A New Model of Project-Based Learning in Engineering Education"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17360}
number = {10.18260/1-2--17360}
}

TY  - CPAPER
AB  -                         A New Model of Project Based Learning                              in Engineering EducationA new model for engineering education has been funded and began delivery in January 2010.The Iron Range Engineering (IRE) model is a completely project-based-learning (PjBL), two-year, upper-division program in which students work on external-client design projects. The aimis engineering graduates with integrated technical/professional knowledge and competencies.IRE students do not take classes. 100% of their learning is done in the context of the externalclient projects. Students earn a B.S. in Engineering with emphases along a spectrum betweenwhat might be traditionally called mechanical engineering and electrical engineering. IRE takessilo-busting seriously.The IRE model is a 40 hour per week experience in an engineering-type office setting wherestudents learn engineering design through actual practice working on engineering projects forindustry clients. Students manage the acquisition of their technical competencies concepts incontext with their design. They work 20 hours per week on design execution and in the other 20hours, they master their technical learning with much synergy between the two.Some of the characteristics of this new approach are:* All learning activities are organized around externally-sponsored design projects. Facultymembers use the projects as contexts for developing competencies and learning subject matter.* The IRE model has developed a complete set of competencies for an engineering graduate.* Development of skills for effective teamwork is highlighted in the student experience. Theystart each project by developing a “team contract”, follow that up at mid-project with a formativeassessment aimed at giving feedback to each member on the quality of their “team membercitizenship”, and then complete an assessment tool quantifying the quality of their “team workachieved”.*Faculty and external technical experts (practicing professional engineers) act as facilitators forthe design and professional skills and technical knowledge acquisition through intentionalquestioning, managing, assessing, and evaluating. They provide scaffolding for the students,removing it little by little as skills and knowledge develop over time.* This project-based learning model provides an exciting environment for synergism betweeneducation and economic development. Learning by working on externally sponsored projectsfrom industry and inventors, the innovation process is moved into the undergraduate educationprocess.The IRE program has implemented extensive assessment and evaluation to track cognitivedevelopment, motivation, technical competency acquisition, and professional competencyacquisition and have the indicators feed the continued development of the program.The authors will present a detailed description of the model, highlighting design for industry andteamwork in design aspects and describe early results from the first two years of implementation.Wider application of the IRE model is a cohort based PjBL program which can be instituted insmall programs at the department level or in large departments as a special cohort similar tocurrently implemented honors programs.Keywords Section:Project-Based-Learning for Design, Teamwork in Design, Industry, Entrepreneurial,
AU  - Ronald R. Ulseth
AU  - Jefferey E. Froyd
AU  - Thomas A. Litzinger
AU  - Dan Ewert
AU  - Bart M. Johnson
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - A New Model of Project-Based Learning in Engineering Education
UR  - https://peer.asee.org/17360
DO  - 10.18260/1-2--17360
ER  -