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Rick Vaz Dean, Interdisciplinary and Global

StudiesWorcester Polytechnic Institute

vaz@wpi.edu

Preparing the Engineer of the Future, Part 1: Project Work

Across the Curriculum

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Life and Work in the 21st Century Life and Work in the 21st Century

Rapid change–Scientific and technological–Societal, political, economic

Evolving demands –Flexibility, adaptability–Working across boundaries–Understanding connections

Rethinking educational goals–Technological competence–Broad skills and perspectives–Creative problem solving–Effective leadership

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Institutional Profile of WPIInstitutional Profile of WPI

Private, founded in 1865 3000 undergraduates, 1100

graduate students, 230 FTE faculty Most students major in engineering,

science, or management $12M research + 25 PhDs annually

Project-based curriculum since 1970 WPI sends more engineering &

science students abroad than any other US college or university

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The WPI Plan (1970)The WPI Plan (1970)

A Faculty-Led Revolution– No required courses! – Three degree-required projects – Focus on outcomes and abilities– 7-week terms, non-punitive

grading

The Vision: “Technological humanists”

– Developing a broad perspective– Integrating theory and practice – Addressing societal needs – Considering the impacts of

technology– Understanding and working with

others

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WPI Plan Degree Requirements, 1970WPI Plan Degree Requirements, 1970

2nd year: Humanities and Arts Sufficiency– 3 credit hour capstone in chosen area– Research paper, musical composition,

etc.

3rd year: Interactive Qualifying Project– 9 credit hours, interdisciplinary– Examine social implications of

technology

4th year: Major Qualifying Project– 9 credit hours, in major field– Senior design or research problem

4th year: Competency Exam– Solve a problem in 72 hours– Defend to board of faculty

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The Interactive Qualifying Project The Interactive Qualifying Project

Not a course – small teams work independently under faculty direction

Interdisciplinary teams of students; faculty from all areas

Projects proposed by agencies and organizations (65% off campus)

Connecting science and technology with societal issues and human needs

“…to enable WPI graduates to understand, as citizens and professionals, how their careers will affect society.”

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Educational Objectives of the IQP Educational Objectives of the IQP

Research skills Problem solving Contextual understanding Critical thinking Written & verbal

communication Professional and personal

growth Making connections:

–society and technology–classroom and real world–work, cultures and communities

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Examples of IQPsExamples of IQPs Erosion and flood control in informal

settlements– Namibia Housing Action Group

Alerting systems and egress for the deaf

– VicDeaf, Melbourne, Australia

Sustainable small-scale aquaculture – Institute of Fisheries, San Jose, Costa Rica

Identifying Priorities for Conservation– Greater Worcester Land Trust

Pedestrian Safety at Crosswalks – City of Cambridge

Wind Farm Site Assessment – Ocean Ranch, Nantucket Sound

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The Major Qualifying Project The Major Qualifying Project

Not a course – small teams work independently under faculty direction in the major field

Capstone design or research (20% off-campus)

About half externally sponsored; most others related to faculty research

Application of disciplinary skills and knowledge to professional-level challenges

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Educational Objectives of the MQP Educational Objectives of the MQP

Application of knowledge in major

Demonstration of depth and advanced skills–Capstone design –Basic or applied research

Written & verbal communication

Effective teamwork Preparedness for work or

graduate study

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Examples of MQPsExamples of MQPs

Intelligent Tutoring Systems– MTA Szataki

Mapping Underwater Turbulence

– City of Venice Water Supply Modeling for

Wachusett Reservoir– MA Dept of Conservation &

Recreation Cam Blade Load Design

– Gillette Human Artery Plaque

Progression– National Science Foundation

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Preparing Students for Projects with more ProjectsPreparing Students for Projects with more Projects

First Year Experience– Great Problems: food, energy,

health– Social and global awareness– Research, writing, teamwork

Formative Design Courses– Emphasis on process and context– Prototype development– Application, integration, synthesis

Project Work in Courses– Social science– Math and physical science– Engineering– Management

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Projects Across the Curriculum at WPI, 2008 Projects Across the Curriculum at WPI, 2008 1st year: First Year Project Experience

– Great Problems Seminar – 6 credit hours– Currently scaling up to all 800 freshmen

2nd year: Humanities and Arts Capstone– Seminar or practicum in chosen area

2nd – 4th years: Course Project Work– E.g., formative engineering design

3rd year: Interactive Qualifying Project– 9 credit hours, interdisciplinary

4th year: Major Qualifying Project– 9 credit hours, in major field

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Questions for DiscussionQuestions for Discussion

How far can we take project-based learning – are there practical limits?

How does project-based learning resonate (or collide) with faculty and institutional cultures?

What are the implications for faculty hiring, development, and rewards?

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For More InformationFor More Information

http://www.wpi.eduhttp://www.wpi.edu

vaz@wpi.edvaz@wpi.eduu