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This presents a project-based approach to engineering and science education -- preparing students for the 21st century by focusing on problem-solving and critical thinking -- by describing the WPI Plan.
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Rick Vaz Dean, Interdisciplinary and Global
StudiesWorcester Polytechnic Institute
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
[email protected]@wpi.eduu