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1st Student's Major

Integrated Engineering

1st Student's College

Science, Engineering and Technology

Students' Professional Biography

ANDREW MCNALLY, from Chisago City, MN, is attending the Iron Range Engineering program at Minnesota State University – Mankato. Andrew is studying to complete a B.S. in Engineering with emphases in mechanical engineering an biomedical engineering, in December 2011. Andrew Spent the summer interning at Medtronic for the Perfusion Systems Manufacturing Engineering group where he helped to support several product lines, worked to implement various process improvements, and lead a project to replace a piece of capital equipment. Upon graduation Andrew plans to work for several years in order to build some experience, then to seek master’s degrees in the areas of mathematic and biomedical engineering. His ultimate career goal is to become an engineering educator.

Mentor's Name

Ronald Ulseth

Mentor's Email Address

ronald.ulseth@mnsu.edu

Mentor's Department

Integrated Engineering

Mentor's College

Science, Engineering and Technology

Abstract

Iron Range Engineering is a new, unique, undergraduate program using problem-based learning. One guiding principle is student responsibility for learning. In order to facilitate learning, faculty and students alike have come up with several learning methods. Learning modes may include self-directed learning, peer-directed learning, one-on-one faculty directed learning, or industry mentored learning. Peer directed learning often manifests in the form of learning groups (a group of students learning similar competencies), led by either a faculty member or a student who has previously excelled in that competency and has taken an interest in pursuing advanced credit. Recently, Iron Range Engineering has begun to incorporate student written and student led model eliciting activities. These show promise for creating engagement, exposing misconceptions, and providing high-level learning opportunities for peer-students and peer-teachers. The initial results of these methods have been very positive. A high level of engagement and a high level of desire to complete self-directed learning have been observed from peer-teachers and students. Students getting the opportunity to lead these learning groups comment on a newfound interest and clarity in the subject matter. Both sides are able to gain metacognitive knowledge which will help them as a student, engineer, and in future academic careers.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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