Defining features of the Iron Range Engineering education Iron Range Engineering provides a bachelor-level education for students who have already completed two foundational years of higher education engineering study (typically in a ‘Community College’ setting). Iron Range offers two such ‘upper division’ programmes, both in integrated engineering and both credentialed by Minnesota State University, Mankato (through […]
Abstract Activity Overview Each semester of Iron Range Engineering’s two bachelor-level programmes are structured around a 16-week design project; students engage in these projects from programme entry and throughout their studies. These projects tackle open-ended challenges set by external clients that address a real industry or societal need. Projects are undertaken in one of two […]
Abstract Activity Overview Mathematical Modelling and Analysis 1 (MMA1) is a first-year course that seeks to engage students with the applications of mathematics and equip them to use mathematical ideas and language to model authentic engineering and societal problems. Structured around a series of week-long scenarios, students are first introduced to a real-world challenge – […]
Defining features of UCL’s engineering education The engineering school at UCL (UCL Engineering) brings together ten departments of engineering, technology and computer science. Historically, almost no connectivity existed between the undergraduate programmes offered by these departments; they operated autonomously, with most following a largely traditional, teacher-centred approach. In 2014, UCL Engineering launched the Integrated Engineering Programme (IEP), […]
Abstract Activity overview Design Challenge One (DC1) is a five-day activity designed to immerse students in authentic, complex challenges that call upon technical, societal and organisational skills for their solution. As a result of the global pandemic, DC1 in 2020 was pivoted from a face-to-face format to an entirely online delivery; the challenges were framed […]
Defining features of MIT’s engineering education A striking feature of the Massachusetts Institute of Technology (MIT) undergraduate curriculum is the disciplinary breadth to which students are exposed. Regardless of their major, all MIT students are required to study what are termed General Institute Requirements (GIRs) which comprise around half of the undergraduate curriculum (17 of the 35 subjects). While […]
Defining features of Aalborg’s engineering education Since its foundation in 1974, Aalborg University has taken a distinctive problem-based learning (PBL) approach to its research and education activities. Half of the undergraduate curriculum is devoted to group projects that each span a full semester, with the remaining half devoted to disciplinary-based ‘taught courses’. The group projects are underpinned […]
Abstract Activity overview Giraf is a group project for students to develop an app for autistic children experiencing profound language barriers. Taking a highly student-led approach, it requires the full cohort of 60 students to work together on the app’s development: students themselves must organise the cohort into a network of inter-dependent teams and manage […]
Defining features of SUTD’s engineering education Established in 2009 in collaboration with MIT, SUTD is a specialist design and technology university, catering to a select intake of around 500 undergraduates per year. A defining feature of the university is its multidisciplinary, active and student-centred educational approach, which is underpinned by team-based problem solving and collaboration. All undergraduates […]
Abstract Activity Overview Teams of students – with guidance from technical and clinician mentors – were tasked with developing technological solutions to challenges faced by Singapore in its fight against COVID-19. Designed and delivered in collaboration with clinicians from a local hospital, the activity gave students a unique immersion in a real-life public health challenge. […]