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.
Recommended Citation
McNally, Andrew
(2011)
"Work in Progress - Peer Directed Learning in a Project Based Model,"
Journal of Undergraduate Research at Minnesota State University, Mankato: Vol. 11, Article 9.
DOI: https://doi.org/10.56816/2378-6949.1031
Available at:
https://cornerstone.lib.mnsu.edu/jur/vol11/iss1/9
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