Long-Term Impacts of Integrative Project Work
Rick VazDean, Interdisciplinary and Global StudiesWorcester Polytechnic Institute
Worcester Polytechnic Institute2
Motivations and Overview of the Study
• Increasingly, colleges and universities are implementing integrative project work into the curriculum
• Evidence of impacts can drive reform, justify investment, persuade skeptics, and guide implementation
• Research questions:─ What are the long-term impacts of integrative project work?─ Do integrative projects prepare alumni for careers and life?─ How do different groups experience integrative project work?
• Study group: 20,000 graduates of WPI’s project-based curriculum from 1974 through 2011
Worcester Polytechnic Institute
WPI’s Integrative Project Requirements
Interactive Qualifying Project (IQP)
Major Qualifying Project (MQP)• Degree requirements, 9 CH each
• Not courses; small teams (2-4) work independently under faculty direction
• Most done with external partners
• Many completed full-time off campus
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Worcester Polytechnic Institute
Curricular Fit and Examples
IQP – gen ed capstone; interdisciplinary research project at interface between society and technology; all faculty involved
• Erosion and flood control in informal settlements, Namibia Housing Action Group
• Improving community nutrition, AIDS Project Worcester
MQP – major capstone; integrative application of disciplinary skills and knowledge to professional-level challenge
• Design and prototyping of a sorting mechanism, Gillette
• Biochemical characterization of protein-protein interactions, Prof. K. Wobbe
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Worcester Polytechnic Institute
Study Overview
• Survey ideation─ On-line exercise with random sample of alumni
• Alumni survey ─ Professional and personal impacts of integrative projects─ 39 areas of long-term impact─ Stratified random sample (1974 – 2011) ─ 25% response rate (n=2532)
• Alumni interviews ─ 25 in-depth interviews to explore “how and why” behind long-
term impacts
• Employer interviews (ongoing)─ Do project experiences produce different graduates and
employees? How and why? 5
Worcester Polytechnic Institute
Survey Instrument
• 39 Likert-scale items on IQP/MQP impacts─ Professional skills and abilities─ World views─ Personal impacts
Indicate the extent to which your formal project experience at WPI (either through your IQP, your MQP, or both) later enhanced your ability to:
Not At All A Little Bit Moderately Much Very Much
Develop ideas O O O X O
• Demographics─ Major, year of graduation─ Gender, place of residence─ Projects done on or off campus
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Worcester Polytechnic Institute
Preliminary Findings
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• Formal project work conveys many positive impacts─ A wide range of professional abilities and skills─ Broader world views and personal growth
• Some alumni groups report especially positive impacts from project work─ those who completed off-campus projects ─ women─ engineering majors
• Interviews reveal compelling stories of growth and transformation
Worcester Polytechnic Institute8
Professional Impacts % Positive Responses
Responsibility for own learning 89
Develop ideas 89
Solve problems 88
Effective professional interactions 87
Function effectively on a team 86
Effectively manage a project 86
Write clearly and effectively 83
Succeed in business or industry 78
Be an effective leader 78
Speak clearly and effectively 76
Worcester Polytechnic Institute9
Alumni Voices: Preparation for Work
“For me, when I started to work … every project I got involved with … was like an IQP or an MQP … I just felt … ‘I’ve done this before.’”
“[Project work] is really a problem-solving and project management education, and that’s something I use constantly at work.”
“It’s close … to what I do now. … I can’t think of another school that would have been suitable for me to be doing what I do now … life is projects.”
Worcester Polytechnic Institute10
Alumni Voices: Professional Skills
“You gain so many skills working with other people and you learn to value other people and what they bring.”
“I think the [projects] just really mimic, at a very early age—a formative age … in your learning process— … how to work, how to be successful.”
“You’ve got to get used to speaking… and answering questions and being confident, and that was invaluable.”
“[Project work] teaches you a great deal about how to present yourself … and present your ideas effectively.”
Worcester Polytechnic Institute11
Personal Impacts % Positive Responses
Stronger personal character 87
Feeling own ideas are important 79
Feeling able to make a difference 66
Enriched personal life 64
Feeling connected to WPI 62
Achieving work/life balance 53
Desire to stay connected to WPI 47
Worcester Polytechnic Institute12
Personal Impacts % Positive Responses
Stronger personal character 87
Feeling own ideas are important 79
Feeling able to make a difference 66
Enriched personal life 64
Feeling connected to WPI 62
Achieving work/life balance 53
Desire to stay connected to WPI 47
“…taking pride in your work, operating according to a strong work ethic, persevering through adversity, being self-motivated, feeling self-confident, feeling self-aware, and operating according to a well-defined code of personal values”
Worcester Polytechnic Institute13
Alumni Voices: Personal Impacts
“[The projects]… give you the opportunity to become independent, work on your own, find … solutions…it just gave me the opportunity to develop my character and drive.”
“To have something that really takes you out of your comfort zone … where you can’t predict exactly what’s going to happen. … helped me to become a stronger person as I headed out of college.”
“The projects gave me an enhanced confidence level, that I could achieve—and it sounds almost cocky—but I could achieve almost anything.”
Worcester Polytechnic Institute
Benefits of Off-Campus Projects
• About 40% of respondents had done at least one project in an immersion away from campus
• Alumni who did off-campus projects reported more positive impact in 33/39 areas
• Consistent with research indicating that “study away” experiences convey similar benefits to study abroad
“I don’t think it really mattered where I went… my entire experience after the IQP was different than before… Somehow, something changed. I felt like a different person when I came back. … I saw the reason why I went to college, because I saw something taken to completion in the real world.”
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Worcester Polytechnic Institute
Off-Campus Projects: Professional Benefits
*** % “Much” or “Very Much” ***
Area of Impact All On campus Off campus
Function effectively on a team 66
61 73
Effectively manage a project 65
61 71
Interact in a professional capacity 64 58 73
Write clearly and effectively 56 52 61
Be an effective leader 53 49 60
Deliver effective presentations 51 43 62
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Worcester Polytechnic Institute
Off-Campus Projects: World Views
%“Much” or “Very Much”
Area of Impact All On campus Off campus
View issues from different perspectives 55
52 60
Understand connections between technology and society 50 48 53
Understand people of other cultures 33
18 47
Understand global issues 31 22 43
Respect for other cultures 29 16 44
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Off-Campus Projects: Personal Impacts
% “Much” or “Very Much”
Area of Impact All On campus Off campus
Develop a stronger personal character 66 61 72
Enrich life in non-academic or work-related ways 45 27 70
Feeling able to "make a difference" 40
36 46
Achieve work/life balance 30
25 37
Feeling connected to the WPI community 24 16 33
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Worcester Polytechnic Institute
Off-Campus Projects: Personal Impacts
% “Much” or “Very Much”
Area of Impact All On campus Off campus
Develop a stronger personal character 66 61 72
Enrich life in non-academic or work-related ways 45 27 70
Feeling able to "make a difference" 40
36 46
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“… appreciating travel, enjoying new cultures, developing new personal interests (for example, theater, food, or exercise), and developing and maintaining deep and lasting friendships.”
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Alumni Voices: Off-Campus Projects
“For me it was so eye-opening…it changed my view of the world.”
“Staying on campus would have kept me in that little bubble I’m comfortable in, and instead I ended up someplace where I had to kind of grow just to survive there.”
“I had never traveled … it made me a better person to have gone there and spent that time there.”
Worcester Polytechnic Institute20
Alumni Voices: Off-Campus Projects
“I had a roommate who ended up doing his [project] in Washington … I wish I would have done that … I think he got a lot more out of it [than I did] in a shorter period of time.”
“If it was my children going to WPI, I would require them to go off-campus.”
“It should definitely be offered to all [students] … it literally can be life-changing.”
Worcester Polytechnic Institute
Benefits to Women
• Female alumni reported more positive impact in 36/39 areas
• Research shows women are more motivated than men by context, application, and collaboration
“For the longest time, [I] didn’t want to be an engineer because … I thought that … it was just sitting behind a desk doing calculations…These projects really allowed me to see the impacts on society that engineering can have, and it made it fun, it made it interesting and relatable, and it really stimulated my interest in staying with engineering.”
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Worcester Polytechnic Institute
Project Impact for Engineers
• Engineering alumni report more positive impacts than non-engineers for 24/24 professional outcomes
• Significant differences in leadership, interpersonal, and communication skills
• Possible explanations:─ Teamwork emphasis in engineering ─ Project-focused nature of engineering
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Some Other Findings
• “Real world” aspect highly motivational
• Adversity in projects viewed as an asset
• Unpredictability of projects promoted learning, growth, and confidence
• Projects viewed as a “safe environment” to develop professional skills
Worcester Polytechnic Institute24
A Few More Voices
“I still tell people about [my project] all the time … [it’s] a cornerstone of how I work.”
“Both projects definitely had a lasting impact. To this day I talk about those more than … any other academic thing I did.”
“One of my fondest memories … in my whole life.”
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Conclusions – So Far
• Integrative projects are doing what was intended – and more – for most WPI graduates ─ Career success and leadership─ Character, confidence, efficacy
• Off-campus projects have greater impacts─ Interpersonal and communication skills─ Broader world views, personal fulfillment
• Projects are particularly impactful for women─ Can aid in attracting and retaining women in STEM
• Opportunities for improving the experience─ More off-campus projects─ More emphasis on certain outcomes─ Better training and mentoring of advisors
Worcester Polytechnic Institute
Questions for Discussion
• Should colleges and universities carve out curricular space for integrative project work?
• What are the barriers?
• What evidence will be most persuasive?
• What implications does project work have for faculty development?
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Worcester Polytechnic Institute27
Summer Institute on Project-Based Learning
• Inaugural offering: June 25-27, 2015
• Co-sponsored by WPI and AAC&U
• Workshop topics to include─ PBL as a first-year and general-education strategy─ Partnering with external organizations for PBL─ Student project team formation, development, and
mentoring─ Integrating PBL into STEM courses─ Feedback, evaluation, and assessment strategies for PBL─ PBL in major capstones
• Applications will open in October – watch for emails
Worcester Polytechnic Institute
WPI in the WorldThanks
Worcester Polytechnic Institute29
About WPI Founded in 1865
4000 undergraduates, 2000 MS and PhD students, 350 FTE faculty
Engineering (60%), science (30%), business (10%)
All undergraduates complete three integrative projects
─ 3 CH Humanities and Arts project
─ 9 CH Junior Society/Technology project
─ 9 CH Senior Research/Design project
Worcester Polytechnic Institute30
The WPI Plan (1970)
• A Faculty-Led Revolution─ Organized around projects ─ No compulsory courses! ─ 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 Project Requirements for All Students
2nd year: Humanities and Arts Capstone─ General education requirement─ Seminar or practicum in chosen area─ Creative, original work
3rd year: Interactive Qualifying Project─ General education requirement─ 9 credit hours, interdisciplinary─ Connecting technology, society, and
environment
4th year: Major Qualifying Project─ 9 credit hours, in major field─ Research or design experience to
prepare for career or graduate study
Worcester Polytechnic Institute32
Our Approach to Project Work• “Real” problems, usually
suggested by some sponsor
• Many possible solutions
• Goal and methods chosen by students
• Faculty advisors help guide work
• Students learn to research, combine different ideas, and create original solutions
• Requires creativity, teamwork, and flexibility
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How Are Students Evaluated?
Quality of results─ Thorough research─ Clear thinking ─ Clear writing─ Effective solutions
Quality of process─ Steady effort─ Cooperation and teamwork─ Communication with
others─ Professional behavior─ Participation in meetings─ Presentation skills
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The Interactive Qualifying Project (IQP)
• 3rd year, 9 credits, students and faculty from all disciplines
• Not a classroom experience – small teams work independently with advice of faculty and sponsors
• Projects often suggested by NGOs, not-for-profit organizations, government agencies
• About 50% of students complete the IQP at an off-campus Project Center
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WPI Global Perspective Program
• ~40 locations throughout Africa, the Americas, Asia/Pacific, and Europe
• On-campus preparation (7-14 weeks)─ Culture, language, context─ Background research─ Teamwork, writing, presentation─ Goal, objectives, methods ─ Formal proposal to sponsor
• Academic term abroad (7-8 weeks)─ WPI faculty advisors on site
─ Full-time work with sponsor/community
─ Formal project report
─ Oral presentation
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Off-Campus IQP Centers
• Tirana, Albania
• Melbourne, Australia
• Hong Kong, China
• San Jose, Costa Rica
• Copenhagen, Denmark
• Mandi, India
• Venice, Italy
• Ifrane, Morocco
• Windhoek, Namibia
• Wellington, New Zealand
Moscow, Russia Cape Town, South
Africa Bangkok, Thailand London, UK Washington, DC Boston, MA Nantucket, MA Worcester, MA Bar Harbor, ME San Juan, PR
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Other Off-Campus Centers
MIT Lincoln
Laboratories, MA Microsoft, MA MITRE, MA Wall Street,
NY/London
Humanities & Arts Programs Ifrane, Morocco London, UK Buenos Aires,
Argentina Konstanz, Germany
MQP Centers Nancy, France Wuhan/Beijing, China Shanghai, China Osaka, Japan Panama City, Panama Budapest, Hungary Stantec, Canada/US Silicon Valley, CA
Worcester Polytechnic Institute
Typical WPI Student’s Junior Year
1 semester = 2 terms
1 term = 7 weeks
6 courses / semester
3 courses / term
A Term B Term C Term D Term
Intro to StatisticsIntro to Statistics
Diff. EquationsDiff. Equations
AnatomyAnatomy
Principles of EEPrinciples of EE
Fluid MechanicsFluid Mechanics
Project in Bangkok
Soc.Sci. MethodsSoc.Sci. Methods
Intro Art History
Intro Art HistoryCalc IVCalc IV
Gen. PhysicsGen. Physics
ProposalProposal
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Global Program Participation, 1974 – 2013
39 years, 2500 projects, 9000 students
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Student Participation TrendsType 2008-
20092009-2010
2010-2011
2011-2012
2012-2013
2013-2014(es
t)
Off-campus IQP
349 357 423 439 477 560
Off-campus MQP
87 97 89 113 85 90
Off-campus HUA
13 15 10 17 25 20
Other 36 32 25 7 8 30Total number of experiences
485 501 547 576 597 700
% of graduating class that went off-campus
59% 60% 53% 58% tbd tbd
% that went overseas
46% 40% 45% 43% tbd tbd