part ii: projects around the globe
DESCRIPTION
This presents a scalable and sustainable model for international project work in engineering and science eduation -- providing students global competencies -- by focusing on WPI's Global Perspective Program.TRANSCRIPT
Rick Vaz Dean, Interdisciplinary and Global
StudiesWorcester Polytechnic Institute
Preparing the Engineer of the Future, Part II: Project Work
around the Globe
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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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WPI Global Perspective ProgramWPI Global Perspective Program
65% of students 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’s Global Project Centers, 2008WPI’s 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 6500 Students since 1974Global Program Participation – Over 6500 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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On-campus projects
International Projects
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Impact on the CurriculumImpact on the Curriculum
Development of new courses– research methods – area studies, applied language
courses– 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
Student culture– global preparedness,
awareness– “make a difference” – find passion, broaden horizons
Institutional culture– “signature program”– focus of marketing – focus for development
External relations– national coverage– global partnerships
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CostsCosts
Students pay their own travel and living costs ($3K to $6K)
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 (about $1000 per 3 CH per student)
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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
[email protected]@wpi.eduu