WPI's innovative curriculum has been widely recognized for its ability to prepare students for success. Small classes, a flexible curriculum, and hands-on project experience are hallmarks of the WPI education.
You want to be on the first Mars mission, find alternative energy sources, or cure cancer. WPI wants to help you make an impact. Our students do much more than study science and technology. They delve into the arts and humanities. They complete projects on campus and around the globe, connecting what they've learned in the classroom with pressing real-life challenges—from health to the environment to global competitiveness. Students grow personally, professionally, and intellectually as they discover how to apply their talents and turn ideas into tangible solutions.
WPI's aim is to educate students broadly, so they achieve greatly. Though WPI has been around for more than 145 years, our approach to education, like our students, is innovative and practical. Small classes, a flexible curriculum, and one-on-one interaction with professors at the top of their fields make learning at WPI an experience unlike any other.
WPI has been widely recognized for its quality. It was the only technological university out of 16 national Leadership Institutions selected by the Association of American Colleges and Universities to serve as models of outstanding practices in liberal education. WPI consistently ranks among the top national universities by U.S. News & World Report and was recently ranked in the top 20 in the nation for Best Career Services, Most Popular Study Abroad, and for Happiest Students by the Princeton Review.
One of the more unique aspects of the WPI curriculum is the project activity, which includes the Major Qualifying Project (MQP) and the Interactive Qualifying Project (IQP) for juniors and seniors, both of which are done with an advisor and often involve off-campus sponsorship. This, along with the grading system (students are awarded a grade of A, B, C, or No Record) “encourages cooperation among students rather than cut-throat competition.” Classes run in a quarter system (three classes for each of the four seven-week terms), which means faculty is “forced to only teach us the most important material, without material that may be considered ‘filler material.’”
The majority of professors are “very engaging” and “present material in better ways then just showing Powerpoint slides one after the other.” As you get into higher level classes the subjects are more focused, and “almost all classes have a lab component.” Students are “always helping one another, [and] everyone (including the professors) wants the students to succeed.” The project-based learning and reputation of WPI gives students “the ability to work on real engineering projects around the world.” As one sophomore puts it: “WPI won’t teach you everything you need to know to be a good engineer, but they’ll teach you where to find all the information you need to face any obstacle.”
Students are academically engaged during the week “because it’s practically a requirement at WPI,” but know how to let go on weekends and occasional weeknights. With around 200 organizations and “a very active Social Committee” there is always something happening on campus, such as “free movies on weekends (post-theater but pre-DVD release),” “dances, fundraisers, activities, socials, concerts,” LARPing, and robot competitions. “We definitely are a geeky campus,” says a student. Now, “a geeky tech school is not the place someone would expect to find a flourishing Greek community,” says a student. “But in fact the Panhellenic community on campus is excellent.”
The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.
Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety
The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: http://ope.ed.gov/security