Rick Vaz Dean, Interdisciplinary and Global

StudiesWorcester Polytechnic Institute

vaz@wpi.edu

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

around the Globe

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Calls for a Global Perspective in EngineeringCalls for a Global Perspective in Engineering

Programs must demonstrate that students “communicate effectively”, “function on multidisciplinary teams,” understand “professional and ethical responsibility” and “have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context”

—Accreditation Board for Engineering and Technology, 2005

“We aspire to a future where engineers are prepared to adapt to changes in global forces and trends and to ethically assist the world in creating a balance in the standard of living for developing and developed countries alike”

—National Academy of Engineering, “The Engineer of 2020” (2004)

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The Globalization Challenge for Technological EducationThe Globalization Challenge for Technological Education

Impact of programs depends on duration, depth, nature of experience

Some international programs serve few students and have not proven scalable

Some programs depend on individual champions or one-time funding and may not be sustainable

Challenge: Impactful international programs for engineering and science students that are scalable and sustainable

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The WPI Global Perspective ProgramThe WPI Global Perspective Program

65% of WPI undergraduates complete at least one project fulltime at an off-campus Project Center

About 50% do at least one project overseas

Project Centers generally run for a single 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 Global Project Centers, 2008WPI Global Project Centers, 2008

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 San Juan, PR Washington, DC Boston, MA Nantucket, MA Worcester, MA

Senior Design/Research Nancy, France Limerick, Ireland Wuhan, PRC Shanghai, PRC Edmonton, Alberta, Canada London, UK Budapest, Hungary Silicon Valley, CA MIT Lincoln Laboratories, MA Wall Street, NY

Humanities and Arts Projects

Ifrane, Morocco London, UK

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Global Program Participation – Over 7000 Students since 1974Global Program Participation – Over 7000 Students since 1974

Class of 2007 Class of 2007 – 70% of graduates had an off-campus experience– 70% of graduates had an off-campus experience–– 52% of graduates had an 52% of graduates had an internationalinternational experience experience

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Accountability and AssessmentAccountability and Assessment

Follow up with sponsors– Were the results useful?– Will they do it again?

Evaluation by faculty advisors– Results, deliverables – Process, teamwork,

professionalism– Written report, oral presentation

Program reviews by trained and calibrated faculty

– Outcomes rated according to rubrics

– Results useful for program improvement and accreditation

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Impact on Educational Outcomes Impact on Educational Outcomes

Comparison of On-Campus & International Project Outcomes

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International Projects

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Impact on the CurriculumImpact on the Curriculum

Development of new courses– project preparation and site

culture– area studies, applied language

courses– first year Great Problems Seminars

New majors and minors– International Studies– Environmental Studies

Integration of general education with technology and science

– critical thinking, communication, teamwork, problem solving

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Impact on the CampusImpact on the Campus

Faculty culture– involvement across campus – pride in program quality

Student culture– global preparedness,

awareness– “make a difference” ethos– find passion, broaden horizon

Institutional culture– “signature program”– student recruitment advantage– focus for development

External relations– national media attention– global partnerships

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CostsCosts

Students pay their own travel and living costs

Faculty advisors are the greatest resource implication of the program – all departments participate

Sponsors at some sites pay a project fee to subsidize program costs (typically senior technical projects)

Division raises 20% of its operating budget

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

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Could Global Projects Be Widely Adopted? Could Global Projects Be Widely Adopted?

Can meet both general education and major-specific goals

Many benefits– Powerful experiential model– Preparation for “flat world”– Focus on transferable skills– Aligned with student interests– Aligned with ABET, NAE visions

Potential barriers– Cost to students– Cost to institution– Rigid curricula– Need for faculty involvement

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For More InformationFor More Information

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

vaz@wpi.edvaz@wpi.eduu