Last Updated on Thursday, 24 June 2010 10:18 Written by Staff Wednesday, 01 April 2009 13:15

The IRE Model is:

Student empowered development of technical and professional knowledge and competencies in context of industry sponsored project-based learning.

Project-based-learning:

In an adaptation of the Aalborg Model of pbl, IRE students will combine learning of technical information with the execution of engineering design projects. (note: this model is 100% project based and does not include traditional courses)

Entering students are community college graduates or transfer students from other universities who have all completed lower division requirements for a BS in Mechanical Engineering.  The IRE model is the four semester upper division portion of a student's education.  Graduates will be conferred a bachelors degree in mechanical engineering. Students will execute one to three project cycles per semester.

During the proposal stage, students will, in collaboration with faculty and clients, develop two plans: a design "work plan" which details the entire execution of the deliverable to the client; and a "learning plan" which addresses professional learning objectives, technical learning objectives, and the learning modes that will be employed to meet the objectives (self-directed learning, peer-directed learning, faculty-directed learning, and external expert-directed learning as well as methods for formative assessment and reflection). See Appendix 1 for detailed project cycle flowchart.

Projects are industry sponsored. IRE is located in the heart of Minnesota's Iron Range.  Within short driving distance there are five iron mines, two coal generation power plants, a wind-turbine farm, two paper mills, a new precious metals mine, and proposed steel mill. The managers and engineers in these industries have embraced this program and committed to providing projects, project guidance, technical expertise for student learning, and assistance in assessment.

Technical and professional knowledge and competencies:

The program developers have broken technical and professional knowledge and competencies down into a finite number of measurable outcomes. For each outcome, a continuum from novice to expert is being applied. (See appendix 2 for a complete list of professional and technical competencies)

In the beginning of each student's first semester she will work with faculty to establish her individual starting point on each outcome. In this way, the IRE model recognizes each student's different starting points and empowers them to build on their strengths and overcome their weaknesses as they navigate their education.  To graduate each student will have to attain "work ready" competency in ______ outcomes.

Student empowered design and monitoring:

A guiding principle for the IRE model is that students own the responsibility for their learning. At the beginning of each project cycle, students will identify which outcomes will be addressed during the project. Working with faculty, they will determine which learning modes will be applied and determine what types of evidence they will need to acquire to demonstrate outcome attainment by the end of the project cycle. Each project cycle concludes with the presentation of two reports - a design report for the deliverable and a learning report that reflects on the learning process and provides evidence of outcome attainment. In addition to written reports, there is a student presentation made to faculty and external clients. The final presentation includes an extensive oral exam session in which students have to demonstrate their understanding of knowledge gained and competencies acquired. At the conclusion of each project cycle, students will have new view of their levels of knowledge and competencies.

Last Updated on Tuesday, 07 April 2009 06:50

The Arrowhead University Consortium is pleased to announce that the University of Minnesota-Duluth will be offering a Unified Early Childhood program at Mesabi Range College in Virginia, Mn starting Spring Semester 2009.

The Unified Early Childhood Studies (UECH) Program is seeking applications from candidates who would like to be considered for admission to the Mesabi 2009 cohort.  VERY IMPORTANT: This application is specifically to the Unified Early Childhood Studies Program. You must first apply and be granted admission into UMD and the College of Education and Human Service Professions.

Program applications for the Mesabi 2009 Cohort still being accepted (This requirement is flexible, contact UMD for details), for admission into Block 1 spring semester, 2009. Your application must be submitted either in person or via U.S. mail to:

Chris Peterson
Executive Office and Administrative Assistant
Department of Education
120 Montague Hall
1211 Ordean Court
Duluth, MN 55812

You will need to secure all papers together (paper clipped).  It is not necessary to put the application in a folder, binder, envelope, etc. 

Last Updated on Wednesday, 16 December 2009 10:25

Applied Engineering Major, B.A.S.

Delivery: Online
Academic Advisor: Dr. Jim McCracken
(Tel) 218-755-2954
(Email) This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Click here to apply to the program:
http://distance.bemidjistate.edu/default.aspx?pageID=35

The Applied Engineering Program is designed to prepare individuals to work in a variety of applied engineering career paths in business or industry. The program is designed specifically for individuals who typically possess a two-year technical degree and are interested in advancing their professional career. The program is a “2+2” degree that permits students to apply their 2 year technical degree credits toward a baccalaureate degree. Coupled with a two-year technical degree providing a focused foundation, students will complete junior- and senior-level courses covering a broad range of applied engineering concepts and applications. This breadth will provide maximum flexibility for graduates to pursue diverse employment opportunities. Completion of the degree is available through a web-based distance delivery format. Students should work closely with an advisor to obtain program and course selection information.

Note: Transfer students must take a minimum of 30 semester credits from Bemidji State University. Forty (40) upper division semester credits are also required for graduation.

Note: Asterisked (*) courses have prerequisites not included in this major. It is expected that these prerequisites will have been covered in the Required Technical Core transferred in.

I. Required Technical Core

Requires 26 technical credits transferred from an A.S. or A.A.S. degree, or a diploma (e.g., Manufacturing Technology, Automation Technology)

Subtotal 26 Credits

II. Required Applied Engineering Technology Core

IT 3100 Principles and Practices of Professional Development (2 credits)
IT 3267 Engineering Cost Analysis (3 credits)
*IT 3460 Parametric 3-D Modeling (3 credits)
*IT 3700 Production Planning and Control (3 credits)
IT 3877 Engineering Problem Solving (3 credits)
IT 4460 Design for Manufacturability (3 credits)
IT 4878 Quality Assurance (3 credits)
*IT 4879 Service Process Design and Improvement (3 credits)
IT 4897 Project Management (3 credits)

Subtotal 26 Credits

III. Applied Engineering Technology Electives

Select 14 credits from the following with assistance from a faculty advisor:

BUAD 3281 Advanced Spreadsheet Systems (3 credits)**
BUAD 3361 Marketing (3 credits)**
BUAD 3381 Management Information Systems (3 credits)**
BUAD 3771 Financial Management (3 credits)**
ENGL 3155 Professional Writing (3 credits)
IT 3217 Materials Science and Metallurgy (3 credits)
IT 3870 Technical Sales/Presentations (2 credits)
IT 3879 Performance Measurement (3 credits)
IT 3880 Human Resource Development (2 credits)
*IT 4537 Industrial Design (3 credits)
IT 4777 Advanced Topics in Quality (3 credits)
IT 4877 Industrial Maintenance and Safety (3 credits)
IT 4880 Total Quality Management (3 credits)
IT 4970 Internship (3 credits)

** require prerequisites, or junior or senior status and consent of instructor

Subtotal 14 Credits

IV. Required Engineering Capstone

IT 4820 Engineering Case Study (3 credits)

Subtotal 3 Credits

Total Semester Credits Required for Major 69 Credits

A Total of 128 Semester Credits is Required for a Bachelor’s Degree

Degree Summary

Required Technical Core (26 credits)
Required Applied Engineering Technology Core (26 credits)***
Applied Engineering Technology Electives (14 credits)***
Required Engineering Capstone (3 credits)
Liberal Education (42 credits)
Free Electives (17 credits)
Total = 128 credits

***Applied Engineering Technology Core credits (26) plus Applied Engineering Technology Electives credits (14) = 40 upper division credit requirement.

Note: Upon approval of the Technological Studies staff, certain major courses may be substituted in the Applied Engineering Technology Core and/or Applied Engineering Technology Electives from related Technical and Community College Programs.