Helping them grow personally and professionally
Professors Seth Tuler and Peter Mathisen provide insight into their distinct roles with the Boston Project Center, and how the experience not only impacts the students, but themselves as well.
What are the benefits of this distinctive project experience for the students?
Project Center Co-Director
The communication aspects and the immersive nature of the experience encourage the students to take a step back to view the entire project experience, assessing what they gain from the experience. The opportunity for hands-on work on real-world problems provide unique experiences to students in analyzing data, developing solutions to open-ended problems, and communicating results.
The Student Experience Over the Life of an Interactive Qualifying Project
What preparatory work do the students do for their project prior to traveling to Boston?
How does WPI help the students prepare for their travel to Boston?
Is it ok if a project evolves or changes in scope over time?
What's the biggest challenge you see the students facing in Boston?
What makes the off-campus IQP experience distinctive for the student?
How do you see the students change over the entirety of the Boston project experience?
Seth Tuler: They change both professionally and personally during the projects. Often they become much more confident in themselves, whether in engaging with their sponsor, their faculty advisor, and their teammates, or in their ability to maneuver in a new place. Many become more comfortable with ambiguity and uncertainty as it relates to their project topics, and they learn how to problem solve in unfamiliar situations.
Professionally, they begin to understand more of the relationships between technology choices in social, economic, and political contexts that broaden their thinking. They ask questions about what potential users or decision makers need to know and they start to realize there are many perspectives about appropriate courses of action.
How do you define success for the students at the completion of an IQP in Boston?
Student Interaction with Faculty and Sponsors at a Project Center
How do you interact with the students while at the Boston project center?
Seth Tuler: I adopt the role of a mentor with the students. I make suggestions about ways they could look at a problem—perhaps other kinds of topics or information they could look for or people they could talk with. Sometimes students ask, “What should we do next?” and I reply, “What do you think you should do next?”
Are there advantages to working with the students at a project center rather than in the traditional classroom setting?
Paul Mathisen: Students at a project center gain practical real-world experience not captured in a classroom setting. Projects provide opportunities to work as a team, coordinate with a sponsor or client, and address a meaningful problem important to society. Faculty advisors get to know the students much better at a project center than in a classroom. The group environment is more conducive to promoting learning and positive participation.
Do the students work directly with the sponsor or through the Boston faculty?
Seth Tuler: They work more directly with the sponsor and I encourage the sponsors to work directly with the students. The sponsors know the issues so the more guidance and feedback they can give the students, the more successful the project will be. I play more of an intermediary role in helping ask questions I feel the students or sponsors aren't asking. In essence, I try to stimulate and broaden the conversations between the students and the sponsors so as to add value to the discussions.
When do the students start to interact with their sponsor?
Seth Tuler: The students have opportunities to talk to or meet with their sponsors beginning in the preparatory phase of the project. The overall benefit is to give them time to understand both the problem and the context of the problem that the project grapples with and, perhaps, find some ways they can investigate it. Interacting with the sponsor early on provides them the chance to solicit input for development of their project proposal at the end of the preparatory phase.
About the Boston, Massachusetts Project Center
Why is this a good project center location?
Seth Tuler: Boston is a really great project center location because it's a dynamic city. It's changed a lot in the last 20 years and it's continuing to change. The sponsors we work with are always dealing with those changes and emerging problems, and so it gives the students a sense of how cities are growing and adapting. The Boston Project Center also offers the students the opportunity to gain experiences in federal, state, and local government, which is often new to the students, and helps them grow as they start to think about their careers and their professional life.
From a more logistical standpoint, Boston is also a great project center because it's not too far away from campus. That's great for international students who want to immerse themselves in a major U.S. city, and for other students who'd prefer to commute to a project center due to personal obligations or reasons.
How does commuting to this project center contribute to the distinctive experience for the students?
Paul Mathisen: Commuting is something many of us have to do throughout our careers. Boston Project Center students gain experience getting to and from their workplaces and learning how to manage their time. The teams must plan out their days carefully, find ways to make the best use of their time together, and work to meet the sponsor’s needs.
About WPI’s Project-Based Approach and the Distinctive Role of the Project Advisor
What makes the off-campus project-based experience at WPI different from a typical study abroad program elsewhere?
Seth Tuler: Unlike program participants at other universities, WPI students aren't studying in a classroom. They're working for government agencies or nongovernmental organizations in a workplace environment. It's also different than an internship in that the students are not being told what to do. They have to figure out what they're doing—it's really their project.
What is the role of the faculty advisor at a project center?
Seth Tuler: My primary role as an advisor is to help the students figure out how to work with ambiguity, as often this is the first time they've been doing something, perhaps in their lives, where things aren’t completely clear. A lot of the students are uncomfortable with that so I help them learn what to do when they're faced with uncomfortable situations.
I also feel that my role as an advisor is to help the students grow and mature in how they work with others and how they see themselves in a work environment—to help them understand that their role is not just to make a sponsor happy and to tell the sponsor what the sponsor wants to know, but to provide honest assessments and insights about what they have learned.
What's the difference between a traditional academic advisor and a project center advisor?
Paul Mathisen: A traditional advisor provides guidance to help students determine an academic program that will meet his/her career and personal goals. A project advisor provides advice and guidance to help the student learn the best approaches and appropriate critical thinking skills for succeeding in a project. The project advisor is directly engaged in the teaching/learning process.