putting service learning (?) and sustainable technology at the core of the engineering curriculum...

Putting Service Learning (?) and Sustainable Technology at the Core of the Engineering Curriculum

Rick VazAssociate Professor, Electrical and Computer Engineering Associate Dean, Interdisciplinary and Global StudiesWorcester Polytechnic Institute

September 28, 2004

Worcester Polytechnic Institute

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What is Engineering?• “the profession in which a knowledge of the

mathematical and natural sciences…is applied with judgment to utilize, economically, the materials and forces of nature for the benefit of mankind.” --ABET, 1993

• “an innovative and methodical application of scientific knowledge and technology to produce a system, device, or process, which is intended to satisfy human needs.” --Voland, 1999


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How Has Engineering OftenBeen Taught?

1. Here are some equations2. Here are some numbers to plug into

them3. Repeat until 4th year4. In the 4th year, go “design” something

to make ABET happy


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Making Engineering More Meaningful

• Many students go into engineering for questionable reasons– “Good at math and science”– “Well-paying jobs”– “I like playing with computers”

• Reforming the image of engineering– A helping profession– Making the world a better place– Solving important problems– Design, not just analysis– Sustainability


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Context for Our Students’ Careers• Globalization

– Outsourcing and equalization of economies– Blurring of borders and values– Political instability and uncertainty– Need to understand, be understood

• Rapid changes in technology– Shorter lifespan for tools and technologies– Emerging importance of life sciences– Technology as process, not as artifacts– Need for lifelong learning skills


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One University’s Response• Required (service

learning?) projects relating science and technology to social issues and human needs

• An early, formative design experience focused on sustainability and the developing world


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WPI at a Glance

• Founded in 1865• Engineering, science,

management• Outcomes-based

curriculum since 1970• Goal of educating

“technological humanists”


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Expected Student OutcomesExpected Student Outcomes• Ability to address Ability to address real-world, open-real-world, open-

ended problemsended problems• Ability to work in Ability to work in multidisciplinary multidisciplinary

teamsteams• Improved written and verbal Improved written and verbal

communicationcommunication• ConnectionsConnections between between

– Classroom and experiential Classroom and experiential learninglearning

– Impact of decisions of the Impact of decisions of the profession on culture and profession on culture and communitycommunity

– Impact of culture and community Impact of culture and community on decisions of the professionon decisions of the profession

• Professional and personal Professional and personal growthgrowth


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Required Projects at WPI• 2nd year: Humanities Project

– One course equivalent Humanities Sufficiency as capstone to a minor

– Research paper, work of art, musical performance, .…

• 3rd year: Society-Technology Project– Three course equivalent Interactive

Qualifying Project– Problem at interface between society

and technology• 4th year: Major Discipline Project

– Three course equivalent Major Qualifying Project

– Senior design or research problem


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WPI Global Perspective Program• About 65% of students do at least

one project fulltime at an off-campus Project Center

• Over 50% do at least one project (typically the IQP) at an overseas Project Center

• Project Centers generally run for a single term with 25-30 students and 2 resident faculty advisors

• Projects are sponsored by local organizations: typically public, non-profit, and NGOs


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MQP ProgramsIQP Programs

Sufficiency ProgramsExchange Programs

Off-campus Project Centers

Our project focused on determining the feasibility of implementing a micro-hydroelectric system as a reliable source of electricity to the remote Karen village of Kre Khi, in northwest Thailand. The intended use of the electricity is to improve the education within the village. While in Kre Khi, we conducted fieldwork which involved determining the attitudes of villagers towards electricity, surveying a nearby stream, and calculating the potential power output in order to determine what educational tools could be used.

Students: Sonja Bjork, Ben

Charbonneau, Jackie Maiorano, Andrew WestAdvisors: Peter Hansen (HU) and Pete Christopher (MA)

Micro-Hydroelectric Power for Kre Khi, Thailand (2002)Micro-Hydroelectric Power for Kre Khi, Thailand (2002)


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• Kuiseb River Basin management (Desert Research Foundation, Namibia)

• A community playground for the Klong Toey slums (Duang Prateep Foundation, Bangkok, Thailand)

• Public response to air quality information (Environmental Protection Agency, Australia)

• Commercial and subsistence aquaculture (Puerto Rico, Costa Rica)

• Efficient cargo boat delivery system for Venice (Consorzio Trasportatori, Italy)

• A grid-connected solar demonstration system for WPI (Heliotronics, Inc., on campus)

More Junior Year Projects


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Senior Design Projects• DSP-based controller for

brushless DC motors (Analog Devices)

• Remote surveillance system over GSM network (Internet Control Systems)

• Fully automated transformer tester (University of Limerick)

• Electronic nose (AMT Ireland)


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Some Challenges for WPI• How might the society-

technology project better inform the senior design project?

• How can we better prepare students for design?

• How can we address shortcomings of the senior design projects?– Focus on user requirements and

specs– Synthesis from alternatives based

on criteria– Focus on the nontechnical issues of

design


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The ECE Design Course:A Formative Design Experience

• Late sophomore or early junior year

• Application of basic ECE knowledge in context– Analog and digital circuits– Signals and fields

• Preparation for senior design project– Design synthesis from

requirements and specs– Cost, quality, reliability,

maintainability, ergonomics, aesthetics, ethics, safety…

– Design notebooks, technical reports, design reviews


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Course Structure• Each faculty “manager”

offers a different design challenge

• 8-10 design teams of 3 students address each challenge

• Students report to “senior engineers”

• Course covers design process and issues

• Student teams do design on their own

• Weekly design reviews and reports


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Spring 2004 Design Challenge from Design that Matters

1.3 billion people live off the electric grid and rely on kerosene

Design an alternative source of light suitable for use in the developing world


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Designs for the Developing World• Use of sustainable

technology– 1 watt LEDs– rechargeable batteries– solar panels/bicycle

generators• Most designs 80% to

100% functional– based on market research– presented and

demonstrated to course staff and to DtM

– typical user cost of $50 – DtM to use designs


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From the Curricular Standpoint• Better preparation for projects in the developing world

– Namibia—tourism, energy, water resource management– Thailand—energy & environment, community development– Costa Rica—environmental protection, aquaculture

• Better preparation for senior design projects (currently being assessed)

•Better understanding of sustainability and development issues

• Better motivation for meaningful careers and lives?

putting service learning (?) and sustainable technology at the core of the engineering curriculum...

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