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Scaling Experiential Learning in the Curriculum: How Iron Range Engineering Transformed Engineering Education
Engineering has transformed nearly every part of modern life, from the phones in our pockets to the systems powering global industry. But the way engineers are educated has often moved far more slowly than the profession itself. Employers are asking for graduates who can navigate ambiguity, communicate across teams, and contribute meaningfully from the start. At the same time, AI is making it harder to rely on closed-answer assessments as proof of real understanding. Together, those pressures are forcing colleges to rethink what real mastery looks like in technical fields—and whether the traditional classroom-first model is still enough.
So what would it take to redesign an engineering degree around real work, real projects, and real professional development—with community college transfer students at the center?
On Signals in Higher Ed, host Darin Francis speaks with Dr. Ron Ulseth, founder of Iron Range Engineering, about how the program moved from project-based learning to a long-form work-based model. Their conversation covers Iron Range Engineering’s origins, its use of community college pathways, its shift toward 24-month work placements, and what other institutions can learn from its approach to curriculum, assessment, employer alignment, and student preparation.
Top insights from the talk…
- Experiential learning can be an equalizer. Dr. Ulseth describes Iron Range Engineering as a model that helps “normal people” become engineers by giving students structured, applied experiences rather than relying only on traditional admissions filters or exam performance.
- Assessment has to move beyond closed-answer tests. Instead of relying primarily on written exams, the program uses verbal exams, whiteboard demonstrations, reflection, and feedback loops to assess whether students can explain, validate, and apply engineering knowledge.
- Employer relationships are built through student value. Rather than starting with a fixed list of employer partners, the program trains students to become strong job seekers, interviewers, and workplace contributors. When students perform well, companies come back asking for more.
Dr. Ron Ulseth is the founder of Iron Range Engineering. He began his teaching career in the U.S. Navy, teaching undergraduate engineering subjects including thermodynamics, fluid mechanics, and heat transfer, and later spent decades in community college engineering education. His work at Iron Range Engineering has helped earn national recognition, including ABET accreditation and an ABET innovation award for the program’s project-based model.
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By 🎥Engineering has transformed nearly every part of modern life, from the phones in our pockets to the systems powering global industry. But the way engineers are educated has often moved far more slowly than the profession itself. Employers are asking for graduates who can navigate ambiguity, communicate across teams, and contribute meaningfully from the start. At the same time, AI is making it harder to rely on closed-answer assessments as proof of real understanding. Together, those pressures are forcing colleges to rethink what real mastery looks like in technical fields—and whether the traditional classroom-first model is still enough.
So what would it take to redesign an engineering degree around real work, real projects, and real professional development—with community college transfer students at the center?
On Signals in Higher Ed, host Darin Francis speaks with Dr. Ron Ulseth, founder of Iron Range Engineering, about how the program moved from project-based learning to a long-form work-based model. Their conversation covers Iron Range Engineering’s origins, its use of community college pathways, its shift toward 24-month work placements, and what other institutions can learn from its approach to curriculum, assessment, employer alignment, and student preparation.
Top insights from the talk…
- Experiential learning can be an equalizer. Dr. Ulseth describes Iron Range Engineering as a model that helps “normal people” become engineers by giving students structured, applied experiences rather than relying only on traditional admissions filters or exam performance.
- Assessment has to move beyond closed-answer tests. Instead of relying primarily on written exams, the program uses verbal exams, whiteboard demonstrations, reflection, and feedback loops to assess whether students can explain, validate, and apply engineering knowledge.
- Employer relationships are built through student value. Rather than starting with a fixed list of employer partners, the program trains students to become strong job seekers, interviewers, and workplace contributors. When students perform well, companies come back asking for more.
Dr. Ron Ulseth is the founder of Iron Range Engineering. He began his teaching career in the U.S. Navy, teaching undergraduate engineering subjects including thermodynamics, fluid mechanics, and heat transfer, and later spent decades in community college engineering education. His work at Iron Range Engineering has helped earn national recognition, including ABET accreditation and an ABET innovation award for the program’s project-based model.