Putting Service Learning (?) and Sustainable Technology at the Core of the Engineering Curriculum Rick Vaz Associate Professor, Electrical and Computer Engineering Associate Dean, Interdisciplinary and Global Studies Worcester Polytechnic Institute September 28, 2004

Worcester Polytechnic Institute 2 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

Worcester Polytechnic Institute 3 How Has Engineering Often Been Taught? 1.Here are some equations 2.Here are some numbers to plug into them 3.Repeat until 4 th year 4.In the 4 th year, go “design” something to make ABET happy

Worcester Polytechnic Institute 4 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

Worcester Polytechnic Institute 5 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

Worcester Polytechnic Institute 6 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

Worcester Polytechnic Institute 7 WPI at a Glance Founded in 1865 Engineering, science, management Outcomes-based curriculum since 1970 Goal of educating “technological humanists”

Worcester Polytechnic Institute 8 Expected Student Outcomes Ability to address real-world, open- ended problemsAbility to address real-world, open- ended problems Ability to work in multidisciplinary teamsAbility to work in multidisciplinary teams Improved written and verbal communicationImproved written and verbal communication Connections betweenConnections between –Classroom and experiential learning –Impact of decisions of the profession on culture and community –Impact of culture and community on decisions of the profession Professional and personal growthProfessional and personal growth

Worcester Polytechnic Institute 9 Required Projects at WPI 2 nd year: Humanities Project –One course equivalent Humanities Sufficiency as capstone to a minor –Research paper, work of art, musical performance,.… 3 rd year: Society-Technology Project –Three course equivalent Interactive Qualifying Project –Problem at interface between society and technology 4 th year: Major Discipline Project –Three course equivalent Major Qualifying Project –Senior design or research problem

Worcester Polytechnic Institute 10 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 students and 2 resident faculty advisors Projects are sponsored by local organizations: typically public, non- profit, and NGOs

Worcester Polytechnic Institute 11 MQP Programs IQP Programs Sufficiency Programs Exchange 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 West Advisors: Peter Hansen (HU) and Pete Christopher (MA) Micro-Hydroelectric Power for Kre Khi, Thailand (2002)

Worcester Polytechnic Institute 13 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

Worcester Polytechnic Institute 14 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)

Worcester Polytechnic Institute 15 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

Worcester Polytechnic Institute 16 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

Worcester Polytechnic Institute 17 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

Worcester Polytechnic Institute 18 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

Worcester Polytechnic Institute 19 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

Worcester Polytechnic Institute 20 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?