Rick Vaz & Rick Sisson

Worcester Polytechnic Institute

Putting International Putting International Experiences at the Core of Experiences at the Core of Engineering and Science Engineering and Science

EducationEducation

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About Worcester Polytechnic InstituteAbout Worcester Polytechnic Institute

2800 undergraduates, 1000 graduate students, 220 FTE faculty

Engineering (60%), science (30%), management (10%)

All undergraduates complete three projects

– 3 – 9 Credit Capstone in Humanities– 9 Credit Society/Technology project – 9 Credit Senior research/design project

WPI sends more engineering & science students abroad than any other US college or university

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WPI Global Perspective ProgramWPI Global Perspective Program

65 to 70% of students complete at least one project at an off-campus Project Center—most often the society-technology (Junior) project

Over 50% do at least one project at an overseas Project Center

Project Centers generally run for a single 7 week term with 24 students and 2 resident faculty advisors

Projects are sponsored by local organizations: public, private, non-profit, NGOs, and universities

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WPI’s International Undergraduate Project CentersWPI’s International Undergraduate Project Centers

Society/Technology Projects

Melbourne, Australia San Jose, Costa Rica Copenhagen, Denmark Venice, Italy Windhoek, Namibia Hong Kong, PRC Cape Town, South

Africa Bangkok, Thailand London, UK

Senior Design/Research Nancy, France Limerick, Ireland Venice, Italy Kyoto, Japan Wuhan, PRC – ME/MFE London, UK

Humanities and Arts Projects Ifrane, Morocco London, UK

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Educational MotivationsEducational Motivations

Powerful learning environment– Experiential, problem-based – Research-intensive– Critical thinking– Evidence-based writing

Technology in context– Response to human needs – Addressing important problems– Design under constraints– Sustainable, appropriate solutions

NSF People Goal– “diverse, competitive, and globally engaged U.S. workforce”

ABET EC 2000– “understand the impact of engineering solutions in a global and societal context”

The Engineer of 2020– “wise, informed, and economical sustainable development”

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Program StructureProgram Structure

Preparation in the US– 2-4 months– History, culture. language– Project goal formulation– Research & methods– Team & project skills– Formal written proposal

Academic term abroad– 2 months– Faculty advisors on site – Work fulltime on project– Deliverables– Weekly reviews– Formal project report– Oral presentations

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Example: Bangkok Project CenterExample: Bangkok Project Center 300 students on 95

projects since 1989 Nonprofit,

government, NGO, and educational sponsors

Urban and rural settings

•Energy, environment, agriculture• Sustainability and community development

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Example: Increasing Awareness of Lahu Culture through Solar Technology

Example: Increasing Awareness of Lahu Culture through Solar Technology

Sponsor: Mirror Art Group, Ban Jalae, Chiang Rai

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Project ObjectivesProject Objectives

Determine the needs of the sponsor and the Lahu community

Evaluate the success of a similar PV system at a different Lahu village

Design and install a sustainable solar power supply

Educate the Ban Jalae residents about the safety and maintenance of the PV technology

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Project ResultsProject Results

•Functioning 1.2 kW PV Functioning 1.2 kW PV systemsystem

•Technical & safety trainingTechnical & safety training

•Information postersInformation posters

•Recommendations for Recommendations for assessmentassessment

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Impacts of the ProgramImpacts of the Program

Student learning– enhanced general education

outcomes Global preparedness

– cross-cultural skills, contextual understanding

Student culture– go abroad, make a difference

Faculty culture– all departments involved

Community partners– mutual benefit, sustainable

relationships

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Other BenefitsOther Benefits

ABET accreditation evidence– “understand engineering in

global/social context” Program appeal to women

– Higher rates of participation than men

Faculty professional/personal development

– Powerful experience, attractive opportunity

Multidisciplinary collaboration– Team teaching leads to other

partnerships Faculty research

opportunities– Local and regional

sustainability

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Costs and CaveatsCosts and Caveats

Students pay their own travel and living costs and are eligible for some extra financial aid

WPI sends two faculty advisors for 24 students

Sponsors at some sites pay a project fee to subsidize program costs

Program requires administrative support and faculty commitment from across campus

Overall cost/credit to the university is comparable to an on-campus technical course

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Lessons Learned: Building ProgramsLessons Learned: Building Programs

Embed global experiences (not necessarily courses) into curriculum

Use global learning to enhance learning outcomes

Consider experiential learning models

– Real problems that matter– Transferable cross-cultural skills– Contextual understanding

Invest in people– Student preparation– Faculty development

Build sustainable partnerships– Sponsors and communities– Other local partners

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Lessons Learned: Building SupportLessons Learned: Building Support

Campus culture matters– Students– Faculty– Administration

Leverage external forces– Accreditation and professions– Employers and policymakers– Grant and foundation support

Assessment and evaluation – Evaluate learning– Enhance programs– Win over skeptics

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For More InformationFor More Information

http://http://www.wpi.edu/Academics/Depts/IGSwww.wpi.edu/Academics/Depts/IGSDD//

vaz@wpi.edvaz@wpi.eduu

MQP/Senior Project in ChinaMQP/Senior Project in China- doing projects and beyond- doing projects and beyond

Professor Kevin RongProfessor Kevin Rong

Worcester Polytechnic InstituteWorcester Polytechnic Institute

Worcester, MA, USAWorcester, MA, USA

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A technical and cultural experienceA technical and cultural experience

Travel Travel

Work in teams of American and Work in teams of American and Chinese studentsChinese students

Projects are sponsored by industryProjects are sponsored by industry

NSF support NSF support

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MQP in China 2005MQP in China 2005 BeijingBeijing TsinghuaTsinghua University University Hubei Province and Wuhan CityHubei Province and Wuhan City HUST CampusHUST Campus WudangWudang Mountain Mountain Transportation in ChinaTransportation in China

20062006– Beijing, Shanghai, Wuhan, Wuxi, Xi’an, LuoyangBeijing, Shanghai, Wuhan, Wuxi, Xi’an, Luoyang– Hua Mountain, Tai Mountain, Song MountainHua Mountain, Tai Mountain, Song Mountain– Three GorgesThree Gorges

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Our first authentic Chinese meal in Beijing near Tsinghua University at around 10pm after our long plane excursion. The price of all of this food? Around 10 USD for all 6 of us.

Beijing was the first place we stopped in China. We arrived around 11:00 pm local time and had a late dinner.

Beijing is the capital of China

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Meeting with the president of HUST

Hubei Province and Hubei Province and Wuhan CityWuhan City

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Food in China differs a great deal depending on the agriculture of the area. Most of it is unique, although it is very easy to find something more western than most things when you get tired of the traditional Chinese food.

This shop is selling various forms of duck and the Chinese students we were with ordered us some duck neck which is considered a treat.

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MQP in China 2006: PicturesMQP in China 2006: Pictures

Beijing CityBeijing City WuhanWuhan City City HUST CampusHUST Campus ShanghaiShanghai Tai MountainTai Mountain Three Gorges TripThree Gorges Trip

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The Forbidden CityThe Forbidden City

Hall of Prayer for Good Harvest

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Great WallGreat Wall

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Yellow Crane TowerYellow Crane Tower

City StreetCity Street

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Tai Mountain Tai Mountain

Hu Tian Pavilion

Eighteen Bends Kong Zi statueKong Zi statue

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Three Gorges TripThree Gorges Trip

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BackgroundBackground

VisionVision– Global economicsGlobal economics– Manufacturing outsourcingManufacturing outsourcing– R&D globalization and collaborationR&D globalization and collaboration– Engineers with multi-culture Engineers with multi-culture

backgroundsbackgroundsWorking at different locationsWorking at different locationsWorking with people with different cultural Working with people with different cultural backgroundbackgroundWorking in a way to define and solve Working in a way to define and solve problems in different conditionsproblems in different conditions

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Background (cont.)Background (cont.)Engineering education at WPIEngineering education at WPI– Project based educationProject based education– Project centers and junior projects: IQPProject centers and junior projects: IQP– Expansion to senior projects: MQPExpansion to senior projects: MQP

Directly define/solve technical problems in Directly define/solve technical problems in engineering disciplinesengineering disciplinesPotential hires by companies doing global Potential hires by companies doing global businessbusinessLeadership in global operation Leadership in global operation

– To compare/evaluate the difference of To compare/evaluate the difference of higher education systemshigher education systems

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Background (cont.)Background (cont.)Engineering education at Huazhong Engineering education at Huazhong University of Science and Technology (HUST)University of Science and Technology (HUST)– Top engineering university in ChinaTop engineering university in China– Taking lead in education reform in METaking lead in education reform in ME

National committee director and general secretaryNational committee director and general secretary

– Design creativity programs for selected studentsDesign creativity programs for selected students– Plan to combine ME related majors into a more Plan to combine ME related majors into a more

general MEgeneral ME– Strong intention to enhance the communication Strong intention to enhance the communication

with foreign universities at all levels, but with foreign universities at all levels, but emphasized at the undergraduate level.emphasized at the undergraduate level.

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Background (cont.)Background (cont.)MissionMission– To provide WPI and HUST students an To provide WPI and HUST students an

opportunity of experiencing global opportunity of experiencing global economics, engineering, research, and economics, engineering, research, and education, as well as different culture, education, as well as different culture, throughthrough

Working/living in multi-cultural environmentWorking/living in multi-cultural environmentTeaming up with Chinese/USA colleaguesTeaming up with Chinese/USA colleaguesWorking with companies doing global Working with companies doing global businessbusinessMeaningful projectsMeaningful projectsLearn to respect and seek optionsLearn to respect and seek options

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Background (cont.)Background (cont.)

Implementation Implementation – Planned three years agoPlanned three years ago– Visits from/to HUST and WPIVisits from/to HUST and WPI– Agreement on exchange senior projectAgreement on exchange senior project– Students exchange at their own costStudents exchange at their own cost– Collaboration on project sponsoring and Collaboration on project sponsoring and

advisingadvising– Starting from manufacturing Starting from manufacturing

engineering engineering – Delayed due to SARS and the WARDelayed due to SARS and the WAR

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Implementation in 2005Implementation in 2005Started summer 2005Started summer 2005– 4 WPI students working with 5 HUST students in 4 WPI students working with 5 HUST students in

2 groups for 7 weeks2 groups for 7 weeks– Students stayed on campus and immersed into Students stayed on campus and immersed into

Chinese culture with activities beyond technical Chinese culture with activities beyond technical projectsprojects

– Projects were designed by HUST professorsProjects were designed by HUST professors– 3 other groups with HUST students designed 3 other groups with HUST students designed

their own projectstheir own projects– Co-advised with HUST/WPI professorsCo-advised with HUST/WPI professors– Plant tour to learn about Chinese industryPlant tour to learn about Chinese industry– Reports and finishing up after the 7 weeksReports and finishing up after the 7 weeks– WPI students learned a lot about China outside WPI students learned a lot about China outside

the project (a lot of pictures)the project (a lot of pictures)– Excellent arrangement, logistically/economicallyExcellent arrangement, logistically/economically

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Learned by WPI studentsLearned by WPI studentsChinese cultureChinese culture– Economic developmentEconomic development– Working/living environmentWorking/living environment– HUST/Tsinghua campus/higher educationHUST/Tsinghua campus/higher education– People and communicationPeople and communication– Sight seeing (Beijing, Wuhan, Wudang Mountain)Sight seeing (Beijing, Wuhan, Wudang Mountain)– Food Food – Team with HUST students/professorsTeam with HUST students/professors

Taste cultureTaste cultureTechnical skill/learning style of HUST studentsTechnical skill/learning style of HUST studentsConfidenceConfidence

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WPI students saidWPI students saidDoing a project in China was an unbelievable learning Doing a project in China was an unbelievable learning experience, not just on the school front, but also on the cultural experience, not just on the school front, but also on the cultural front. I learned a lot about the design process and how you need front. I learned a lot about the design process and how you need to change things depending on what equipment you have to to change things depending on what equipment you have to manufacture the parts. …… Overall, it was a wonderful and eye-manufacture the parts. …… Overall, it was a wonderful and eye-opening experience that I would recommend to anyone who gets opening experience that I would recommend to anyone who gets the opportunity to go. I only wish we had time to have seen more the opportunity to go. I only wish we had time to have seen more of the country, but I can always go back.of the country, but I can always go back.

The best part was working with students from another culture The best part was working with students from another culture and learning from them about their country. This was a once in a and learning from them about their country. This was a once in a lifetime opportunity to catch a glimpse of what China is really lifetime opportunity to catch a glimpse of what China is really like and to see how they view our own country. I gained an like and to see how they view our own country. I gained an entirely new perspective of Chinese life, culture, and ideas that I entirely new perspective of Chinese life, culture, and ideas that I never would have expected. My only regret about the trip was never would have expected. My only regret about the trip was that we couldn’t stay longer. that we couldn’t stay longer.

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WPI students said (cont.)WPI students said (cont.)It’s hard to say what was more impressive, whether it It’s hard to say what was more impressive, whether it was standing in the center of Tiananmen Square, was standing in the center of Tiananmen Square, climbing the Great Wall, hiking the slopes of a Taoist climbing the Great Wall, hiking the slopes of a Taoist mountain, or looking across the lake at the emperor’s mountain, or looking across the lake at the emperor’s Summer Palace, but one thing is for sure, these are Summer Palace, but one thing is for sure, these are things I will remember for the rest of my life. things I will remember for the rest of my life.

When I signed up for the MQP in China, I knew that it When I signed up for the MQP in China, I knew that it was going to be a once in a lifetime opportunity. Not was going to be a once in a lifetime opportunity. Not very many students get to experience a different very many students get to experience a different culture through working with foreign students in a culture through working with foreign students in a foreign country on an undergraduate project. The time foreign country on an undergraduate project. The time I spent in China was amazing. We were also able to be I spent in China was amazing. We were also able to be immersed in the Chinese culture, but because we were immersed in the Chinese culture, but because we were with the Chinese student partners, there was no with the Chinese student partners, there was no culture shock. We were just able to enjoy the scenery culture shock. We were just able to enjoy the scenery and culture without getting frustrated because of the and culture without getting frustrated because of the language barrier. language barrier.

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Learned by HUST studentsLearned by HUST studentsExploration of new ways of thinkingExploration of new ways of thinkingTeam work and leadership roleTeam work and leadership roleThe process to start and conduct a projectThe process to start and conduct a projectDesign justification is as important as the Design justification is as important as the design itself.design itself.The way to work with US students, The way to work with US students, particularly the way of communication, particularly the way of communication, understanding, and coordination.understanding, and coordination.Develop a “Feel” about the life of US Develop a “Feel” about the life of US studentsstudents

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HUST students saidHUST students saidMy biggest gain in this project is to know a good My biggest gain in this project is to know a good procedure of doing a projectprocedure of doing a project– How to start, how to discuss with people, how to come How to start, how to discuss with people, how to come

up with initial idea of a new design, and how to present up with initial idea of a new design, and how to present the idea/results of the projectthe idea/results of the project

Particularly, I learned how to represent myselfParticularly, I learned how to represent myself– My idea, the work we have done, the results and My idea, the work we have done, the results and

conclusion of the project, and more importantly, the conclusion of the project, and more importantly, the person I am.person I am.

I am impressed by the WPI students onI am impressed by the WPI students on– Their intention to take the leadership;Their intention to take the leadership;– Their confidence on what they are doing;Their confidence on what they are doing;– Their quick way to implement the ideas we may have;Their quick way to implement the ideas we may have;– Their curiosity on finding new things they do not know, Their curiosity on finding new things they do not know,

not necessary to be project related.not necessary to be project related.

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MQP in China, 2006MQP in China, 2006MQP in China was continuedMQP in China was continuedNew NSF funding supportNew NSF funding support– For travel and lodging expense of students and For travel and lodging expense of students and

professors, plus one planning tripprofessors, plus one planning trip

Projects have been well designed/selectedProjects have been well designed/selected– 8 WPI senior and 1 BS/MS students were selected8 WPI senior and 1 BS/MS students were selected– Working together with 12 HUST students Working together with 12 HUST students – Sponsors of five projectsSponsors of five projects

HUST Tonji Hospital (2)HUST Tonji Hospital (2)Saint Gobain Shanghai OperationSaint Gobain Shanghai OperationAmerican Industrial Partners at WuxiAmerican Industrial Partners at WuxiPaper Clips Factory in ZhejiangPaper Clips Factory in Zhejiang

ImplementationImplementation– Well supported by HUST and WPIWell supported by HUST and WPI

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WPI-HUST Project CenterWPI-HUST Project Center

WPI-HUST SeniorWPI-HUST Senior Project Center of Project Center of Mechanical EngineeringMechanical Engineering– Co-directors from WPI and HUSTCo-directors from WPI and HUST– Involvement of other professorsInvolvement of other professors– Industry supportIndustry support– Meaningful projects Meaningful projects from industryfrom industry

In China and at WorcesterIn China and at Worcester

Education innovation Education innovation projectsprojects

– USA NSFUSA NSF– China ??China ??

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WPI-HUST Center OperationWPI-HUST Center OperationExchange programsExchange programs– Ten WPI students to HUSTTen WPI students to HUST

Currently in summer, E-termCurrently in summer, E-termSenior/graduating projects Senior/graduating projects Five real world projects Five real world projects

– Ten HUST students to WPITen HUST students to WPICurrently in March – May, D-termCurrently in March – May, D-termPossible mix with WPI studentsPossible mix with WPI studentsIndustry projectsIndustry projectsCo-advisor at HUSTCo-advisor at HUST

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2007- depart in two weeks2007- depart in two weeks10 HUST students at WPI for 7 weeks (just went 10 HUST students at WPI for 7 weeks (just went home)home)– Completed 4 projects with WPI students and facultyCompleted 4 projects with WPI students and faculty– 2 lean manufacturing projects were in Mexico (visit for 2 lean manufacturing projects were in Mexico (visit for

2+weeks)2+weeks)– Final presentations at WPI and the company sponsorsFinal presentations at WPI and the company sponsors

15 WPI students to China for 8 weeks15 WPI students to China for 8 weeks– 2 women2 women– 5 projects5 projects– Sponsored by US companies and local hospitalsSponsored by US companies and local hospitals– Will be co-advised by WPI/HUST and sponsorsWill be co-advised by WPI/HUST and sponsors– Will form teams with HUST studentsWill form teams with HUST students

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SummarySummary

A global experience for A global experience for undergraduates provides undergraduates provides opportunities for learningopportunities for learning

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Joint MS and Ph.D. Degrees with Joint MS and Ph.D. Degrees with WPI and HUSTWPI and HUST

Students will complete ½ of their Students will complete ½ of their credits at each university and ½ of credits at each university and ½ of their timetheir time

Looking for American students to Looking for American students to participateparticipate

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Questions?Questions?