Faculty Advisor or Committee Member

Elizabeth Long Lingo, Advisor

Faculty Advisor or Committee Member

Kimberly LeChasseur, Committee Member

Identifier

etd-121118-093510

Abstract

WPI’s global and off-campus IQPs, rich with real-world sponsors/projects and increasingly diverse teams, require that both faculty and students navigate a network of ambiguous situations and relationships. Despite the increasing adoption of project-based learning as a preferred educational model across higher education, and the prevalence of project-based work in STEM careers, research on how to best prepare students and faculty to identify and navigate ambiguity inherent to project-based learning is limited. Seeking to fill this important gap, this graduate thesis advances a pilot qualitative study focused on how students in domestic and off campus IQPs experience and navigate ambiguity in their IQPs. The thesis presents preliminary grounded

theory regarding the types of ambiguity experienced by students, how students navigate through the ambiguity, and elements that appear to impact a student’s success in that navigation.

Publisher

Worcester Polytechnic Institute

Degree Name

MS

Department

Management

Project Type

Thesis

Date Accepted

2018-12-11

Accessibility

Unrestricted

Subjects

ambiguity education project-based learning

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