• Introduction to WPI
• Section 1: The WPI Plan
  • WPI Degree Requirements
  • Major Areas of Study
  • Professionally Accredited Programs
  • Academic Advising
  • Degree Options
  • Projects
  • The Major Qualifying Project (MQP)
  • The Interactive Qualifying Project (IQP)
  • Global Perspective Program
  • Humanities and Arts Requirement
  • The Social Science Requirement
• Section 2: Department and Program Descriptions
• Section 3: Course Descriptions
• Section 4: Academic Policies and Procedures
• Section 5: Resources and Special Programs
• Section 6: Career Development & Graduate School
• Section 7: Admission, Expenses, Financial Aid & Housing
• Section 8: Trustees, Administration & Faculty
• Supplement
• Search

The Interactive Qualifying Project (IQP)

At WPI, students are expected to develop an understanding of how science and technology are embedded in the fabric of society. The Interactive Qualifying Project (IQP) challenges students to address a problem that lies at the intersection of science or technology with society. During the IQP, students work in interdisciplinary teams, often with an external sponsoring organization, to develop solutions to real world problems. In doing so, students learn something about the role of science and technology, its impact on society, its place in meeting human needs and human efforts to regulate, control, promote and manage our changing technologies. The IQP is equivalent to three courses, typically undertaken in a student’s junior year. It can be completed over three terms, or as a full course load for a student for one term, and it can be completed on-campus, or at one of our many residential project centers in the U.S. and abroad. For more on the IQP see the websites of the Interdisciplinary and Global Studies Division (IGSD). For more on the IQP and study abroad, see the Global Perspectives Program website. Completed IQPs are electronically archived at WPI’s Gordon Library, are indexed and are available to the public.

IQP Learning Outcomes

The Faculty adopted the following statement defining learning outcomes for the IQP. Successful completion of an IQP is an important element in helping students achieve WPI’s overall undergraduate learning outcomes.

Students who complete an Interactive Qualifying Project will:

1. Demonstrate an understanding of the project’s technical, social and humanistic context.
2. Define clear, achievable goals and objectives for the project.
3. Critically identify, utilize, and properly cite information sources, and integrate information from multiple sources to identify appropriate approaches to addressing the project goals.
4. Select and implement a sound methodology for solving an interdisciplinary problem.
5. Analyze and synthesize results from social, ethical, humanistic, technical or other perspectives, as appropriate.
6. Maintain effective working relationships within the project team and with the project advisor(s), recognizing and resolving problems that may arise.
7. Demonstrate the ability to write clearly, critically and persuasively.
8. Demonstrate strong oral communication skills, using appropriate, effective visual aids.
9. Demonstrate an awareness of the ethical dimensions of their project work.

Preparing for and finding an IQP

Students are encouraged to view the IQP as a learning opportunity – a chance to gain knowledge outside their major field – while working with others to solve open-ended, complex problems. The best approach is to consult with one’s academic advisor and select courses to be taken in the first and second year at WPI that can provide a foundation for an IQP in the junior year. Often project preparation involves developing an understanding of the social sciences and humanities, as the concepts and analytical techniques of these disciplines are important in understanding the social context of science and technology. In addition, students enrolled in the Global Perspective Program will be expected to complete a course devoted to project preparation in advance of their travel.

Project topics originate with external organizations, faculty and students. Students who complete IQPs at a residential project center through the Global Perspective Program work on project topics identified by external sponsoring organizations. Students can explore these opportunities at the Global Opportunities Fair organized each September by the Interdisciplinary and Global Studies Division (IGSD). Students completing projects on campus are encouraged to seek faculty members that share their interests to advise projects. Faculty interested in advising specific IQPs will post their project topics on-line at the IQP Registry. The IGSD also hosts an On-Campus Project Opportunities Fair each March where students can meet faculty advisors to discuss projects being offered on campus during the following year.

The IGSD offers administrative support for project activities. Students are welcome to seek further assistance from the staff on the second floor of the Project Center.

What are IQPs about? Science, Technology and Society

Most, but not all, IQPs are indexed according to the following IQP Divisions. These Divisions assist students in locating projects by topical area in the Registry of IQP opportunities. These Divisions are also used as subject categories for the Library’s archive of completed projects.

Division 41: Technology and Environment.

Subjects have included a wide range of environmental problems, for example, water quality and supply, climate change, open space and growth, hazardous waste and acid rain.

Division 42: Energy and Resources.

These projects have focused on energy supply, alternative energy technologies, conservation, and the economic and policy choices made or proposed to govern this industry.

Division 43: Health Care and Technology.

Projects in this division have focused on the technologies and cost of heath care delivery in the US. Ethical questions in health care have also been addressed, including abortion, stem cell research, cloning, and “right to die” issues.

Division 44: Urban and Environmental Planning.

Land use planning, historic preservation, urban renewal, transportation systems and the impacts of infrastructure design are among the subjects studied in this division .

Division 45: Science and Technology – Policy and Management.

IQPs in this area focus on public policy as it is used to promote or constrain technology. Examples include both public and private efforts to promote scientific research, manage innovation and understand how changes in technology result in a changing business and economic environment.

Division 46: Social Studies of Science and Technology.

Students working on these projects use a sociological approach to understanding the impact of technology on society. Topics have included equity issues (gender, race, ethnicity), technological literacy, and technology assessment and forecasting.

Division 47: Safety Analysis and Liability.

The study of safety analysis introduces students to the subjects of risk analysis, negligence, and standards of care in product design and use. Projects have also focused on fire risk and safety, risks associated with natural disasters and risk management.

Division 48: Humanistic Studies of Technology.

Humanistic studies illuminate the social context of science and technology. History, literature, philosophy, religion and the fine arts all speak of the nature of human problems and the scientific and technological approaches used to address personal and social problems. Each discipline provides analytic methods for examining society/technology problems. Students working in this division should prepare by taking appropriate humanities courses before beginning their project.

Division 49: Economic Growth, Stability and Development.

Division 49 focuses both on problems of stability and change in mature economies, and the economic problems of developing nations. Tools of economics are used to understand the relationship between technology and growth. Projects address policy issues of appropriate technology, technology transfer among countries and trade, among others.

Division 50: Social and Human Services.

These projects address the problems and technologies involved in the provision of community services, broadly defined. Projects have addressed services for the mentally or physically disabled, for juveniles, seniors, consumers, and public school students.

Division 51: Education in a Technological Society.

Many WPI students have helped design and test science and engineering curricula for students at all grade levels, from elementary to high school. Projects in this area have also addressed the design and testing of computer assisted learning environments and other applications of technology to learning.

Division 53: Law and Technology.

Legal systems regulate technology in all aspects of life, from food safety to pollution control to intellectual property (patents, copyright). Projects in this division explore the role of courts, agency regulations and legislation in controlling the impacts and use of technology.

Division 54: Historic and Artistic Preservation Technology.

The technologies of art conservation and restoration, combined with the policy and values issues involved in the preservation historic places and works of art, form the subject matter of IQPs completed in this division.

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Last modified: January 28, 2008 09:34:59