Integrating Project-Based Learning and Cooperative Education for Future Engineers: Insights and Best Practices from the Iron Range Engineering Bell Model

Yuezhou Wang; Ron Ulseth; Cody Mann

doi:10.54337/irspbl-11048

Authors

Yuezhou Wang Minnesota State University, Mankato
Ron Ulseth Minnesota State University, Mankato
Cody Mann Minnesota State University, Mankato

DOI:

https://doi.org/10.54337/irspbl-11048

Keywords:

Iron Range Engineering, Project-based learning, Work-based learning, Cooperative Education

Abstract

The Iron Range Engineering (IRE) Bell Model combines project-based learning (PBL) with cooperative education to enhance students’ technical and professional skills. The program begins with the Bell Academy—a semester-long bridge emphasizing foundational engineering principles, design thinking, and career development. Students then undertake 24-month paid co-op placements while completing remote coursework, supported by learning coaches who foster self-directed learning and reflective growth. Recent data highlight high co-op placement rates and a strong sense of community, demonstrating the model’s effectiveness across diverse student populations. This paper discusses key strategies, including assessment tools, self-directed learning, student recruitment, and support, which have been integral to the program’s success. By sharing these best practices and lessons learned, we aim to present an adaptable model for other institutions seeking to integrate experiential learning into their engineering curricula, ultimately promoting both academic excellence and career readiness.

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