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.