Worcester Polytechnic Institute - Peddler Yearbook (Worcester, MA)

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George Hazzard Grogan: And then we went from the goal statement to the degree re- quirements. Every last one of them. We put in just those requirements that would meet the goals. And require- ments that we had before — no matter how beloved or sacred they might have been, if they didn ' t reinforce the goal, we did not put them back. Bolz: I ' ve seen a lot of graduates from typical engineering schools who pass all their courses . . . and when faced with an engineering problem don ' t know where to begin . . . can ' t put it together . . . aren ' t comfortable with open-ended problems . . . don ' t even know how to begin to attack them! So the project furnishes not only the first experience in developing problem-solving ability but it serves as a motivator to get the student to see why he she is studying basic material and how some of that material is ap- plied along with judgment and cre- ativity to solve real problems. Roadstrom: Some of them are simply tremendous, others a little less than mediocre. I think that . . . will straighten out. By its very nature working closely with students on proj- ects ... is good. Seaberg: Education has to ad- dress the problem of learning not only knowledge, but acquiring the ability to use it . . . wisely. How do we get at the problem — by gradually placing students in situations that require them to become more and more of a professional. And because the stu- dents have to select the problems, they therefore have to define their profes- sional direction, or at least the direc- tion that interests them at that time. The most important thing that hap- pens is that a student learns how to learn on his own. We call the whole thing the Major Qualifying Project. Bolz: It serves as a motivator to get the student to see why he she is studying basic material and how some of that material is applied along with judgment and creativity to solve real problems. Bridgeman: The tradition of the Senior Project was pretty well estab- lished ... it hasn ' t been that much of an innovation. Anderson: Projects are good I guess . . . My objective is to further 2! my career so it ' s an MQP . . . My ob- . . . he went out and got the money — he went to the foun- dations — of course he had something to sell. If it hadn ' t been for George Hazzard we wouldn ' t have the PLAN to- day. — Bill Roadstrum Bill Roadstrum

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Lab enjoyed a greater reputation than the school of which it is a part. The students who went to Tech were almost entirely from New Eng- land. The first time that less than half of the undergraduates were from Mas- sachusetts was in 1963. Many superior students and sons of wealthy WPI alumni generally went to more presti- gious schools such as MIT or Brown. About a decade ago, WPI ex- perienced serious financial problems. The endowment per student had been dropping since 1955. Even though costs per engineering students were greater than for a liberal arts scholar, Tech wasn ' t really less sound finan- cially than other schools. However, if it was to avoid a crisis in the future, the administration needed to carefully plan ahead. A rise in the number of students without an increase in out- side aid would be disastrous. A num- ber of options were open to obtain needed revenue: 1. procure more con- tributions from alumni, 2. make larger classrooms and change the philosophy of education, or 3. create a unique sys- tem that would appeal to the govern- ment, foundations and industry who have the funds to distribute. At the beginning of this century, en- gineering produced the technology for the industrial growth of society. Engi- neering education was narrow and very structured. Due to extra work loads, engineering students in general had little time for extra-curricular and cultural activities. They were relative- ly isolated from the liberal arts college. This was all fine until after World War II. Then moralistic thoughts inten- sified and science became more in- volved with the problems of mankind. Today, the engineer is concerned with more disciplines than ever before. WPI graduates were sought for de- sign and development positions by in- dustry. They were not hired for jobs needing a theoretical background. Tuition at Tech was high, financial aid low and the budget for admissions was not enough to maintain a nation-wide secondary school visitation program. WPI did not get the best graduate stu- dents and therefore was not able to obtain the best staff. Many students at Tech seemed to be less adept in some areas than other eastern colleges. Sometimes WPI was even thought of as some kind of glorified trade school. The image of the Tech graduate was not changing either. Worcester Tech was oriented to- wards the past. At the end of World War II, the G.I. Bill served as a catalyst in sending more people than ever before to college. Higher education ceased to be the privilege of the wealthy. Many Bachelor of Science degrees were obtained. It is thought now that a plain traditional B.S. degree is not sufficient education for a profes- sional engineering or scientific career. WPI was not adequately informing students about modern problems or how to solve them. Society was chang- ing. A new philosophy would have to be adopted by Tech concerning stu- dents. Undergraduates could no longer be bucket to be filled but must become a lamp to be lit. In order to survive, WPI must change. In response to questions by some faculty as to the educational directions of WPI, President Harry P. Storke on December 11, 1968, appointed six faculty members to the President ' s Planning Group. They were to develop a comprehensive proposal of objec- tives for the college. The group visited each academic department, the library staff, Alden Research Lab, the frater- nities and the dormatories. Ques- tionaires were sent to the faculty, administration, trustees, alumni, un- dergraduates and graduate students. Planning day was held. Classes were cancelled for the day. Ten percent of the students and eighty percent of the faculty joined in discussions pertain- ing to the present and future objec- tives of the school. Many students felt that they were being trained not edu- cated. Some even believed that they were incapable of making decisions. A few undergrads were turned off from engineering because of the approach used by the school. Over all, the cam- pus felt that more openess and interac- tion between faculty and students; and less structure and rigidity would be very helpful in making WPI a better institution. The Board of Trustees named Dr. George W. Hazzard to suc- ceed the retiring General Storke as President of the college in 1969. Presi- dent Hazzard very much wanted the work of the planning board to contin- ue. The financial support given any col- lege is directly proportional to the prestige enjoyed by that college. WPI had to find a role to overcome: the trade school reputation. It needed an exciting program that would capture the nation-wide interest of the invest- ing public. The college had to develop a system that would attract a distin- guished faculty. Those instructors would have to stir the students imagi- nation and the program would have to bring a cohesiveness to the under- gratuate ' s education instead of the present fragmentation. New halls would have to be built and modern audio-visual equipment installed. The faculty should be given more time to do research. Overall, the planning board made tremendous progress in establishing the present status of WPI. It was also the major factor in creating a new educational philosophy for the school and implementing a PLAN to help make that philosophy a reality. By 1971 plans for the pilot program should be finished, 71-72 operation of the new plan is started, 72-73 program enlarged, 73-74 2 3 of the students are under the plan, and 74-75 all of the entering freshmen should be on the WPI PLAN.

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jective is to serve the world so it ' s an IQP. Wagner: Right within our de- partment we generally have a . . . strong, active, good feeling about the MQP. I don ' t think that ' s shared on the IQP. I ' d like to know the worth — I ' m talking about three good, heavy subjects. I think three subjects . . . are much better for the engineers . . . Heventhal: While not all faculty believe it is worth their time to become involved in projects far outside their specialties, it is in this realm, on the mall, so to speak, between the two towers, where some of our inventive students will learn most. Bridgeman: good. ' I think the idea is Bolz: . . . we are trying to make a serious effort to . . . raise the stu- dents consciousness of the social im- plications of technology . . . We think, that people learn best by doing something that is challenging where you get below the surface of the sub- ject and become deeply involved. Heventhal: The student still learns writing, terms of discipline, his- tory, (and) literary approaches from the one area. Bridgeman: I ' m not so sure I think I would like to see a broader ap- Bolz: We think, that people learn best by doing something that is challenging — where you get below the surface of the subject . . . We feel . . . that such probing has later im- plications for stimulating lifelong learning. If you gain motivation then you have all of your life to become broadly educated. Anderson: I think that ' s (In- tersesion) a waste of time. I can go to a girl ' s trade school if I want to bake or sew or ballroom dancing. Bolz: Those seven weeks are pretty intense and you need breaks if you ' re going to do your best . . . as an undergraduate it ' s fun to sit in on . . . discussions or learn things about a subject for the sheer joy of learning. Maybe you want to know a little As- tronomy . . . . . . most seniors take negli- gible courses in the C and D terms of senior year. Add to that the course equivalent of the IQP and MQP — that ' s a year ' s work. There are many technical electives that the man should have to be a good operating engineer when he gets out of here. — Bob Wag- ner proach than the more concentrated one. The IQP would be very special- ized . . . the sufficiency might be more advantageous to get a broader type ex- perience than . . . almost making a liberal arts major out of a little area without having a broader background to draw on. Wagner: We used to say the en- gineer was narrow. Now he ' s narrow in two places — he ' s narrow in his sufficiency and he ' s narrow in his par- ticular field of engineering. .