WPI Plan

WPI Plan
Name	WPI Plan
Established	1970
Institution	Worcester Polytechnic Institute
Type	Project-based curriculum
Focus	Engineering, science, technology, humanities

WPI Plan. The WPI Plan is a distinctive, project-based undergraduate curriculum established at Worcester Polytechnic Institute in 1970. It emphasizes the application of knowledge through hands-on projects, interdisciplinary study, and global engagement, moving away from traditional lecture and examination models. The program is designed to prepare students for professional practice by integrating theoretical learning with real-world problem solving.

Overview

Conceived during a period of significant reform in higher education in the United States, the plan was a direct response to critiques from organizations like the American Society for Engineering Education. Its philosophy is encapsulated in the motto "Theory and Practice," championed by early proponents including President Harry P. Storke and Dean William R. Grogan. The structure requires every student to complete a series of intensive projects, fostering skills in teamwork, communication, and innovative design that are directly applicable to careers in industry, government, and non-governmental organizations.

Academic structure

The academic framework deviates from conventional semester-based credit systems, utilizing a seven-week term schedule to allow for deep immersion in fewer subjects. Degree requirements are organized around the completion of specific project sequences rather than solely accumulating course credit hours in a major. This structure mandates a grounding in the humanities and arts alongside core technical disciplines, ensuring a broad educational foundation. The flexibility permits significant interdisciplinary study, often involving collaboration between departments like Mechanical Engineering and Social Science.

Project-based curriculum

The cornerstone is a triad of required projects that integrate classroom learning with practical application. The Interactive Qualifying Project examines the social and humanistic contexts of technological work, while the Major Qualifying Project is a capstone design or research experience within the student's primary field. The Humanities & Arts Project ensures engagement with cultural and ethical dimensions. These projects often involve real sponsors such as The Boeing Company, National Institutes of Health, or local community partners, and have addressed challenges ranging from sustainable energy to public health initiatives.

Global and off-campus programs

A defining feature is the extensive network of project centers located worldwide, managed by the university's Global Projects Program. Students can complete their project work at sites across six continents, including established centers in Venice, Cape Town, Bangkok, and San José. This global immersion is supported by partnerships with institutions like the University of Puerto Rico and the Asia Institute of Technology. The Washington, D.C. project center also provides a focus on science and technology policy within the federal government.

Assessment and grading

The institution employs a non-traditional assessment system that replaces conventional letter grades with a scale of A, B, C, and NR (No Record). This approach is intended to reduce competition and encourage intellectual risk-taking. Evaluation is heavily based on the quality of project deliverables, presentations, and reports, with a strong emphasis on faculty advisement and iterative feedback. The system has been studied in educational research circles and contrasts with grading policies at peer institutions like Massachusetts Institute of Technology and Rensselaer Polytechnic Institute.

History and development

The curriculum was formally adopted in 1970 following a multi-year planning effort initiated by President Harry P. Storke and a faculty committee chaired by William R. Grogan. Its creation was influenced by contemporary educational movements and reports such as the Goals Report of the American Society for Engineering Education. Early implementation was guided by figures like John F. Carney III and received foundational support from grants by the National Science Foundation. The plan has undergone periodic reviews, such as one led by Professor Arthur C. Heinricher, but its core project-based principles have remained constant for over five decades.

Category:Worcester Polytechnic Institute Category:Engineering education Category:Educational programs