Chris Saulnier holds an undergraduate degree in Computer Engineering and a masters in Technology and Policy. He has instructed wilderness education programs with Outward Bound Canada. He is currently a PhD student studying Engineering Education and Design as a member of the MIT-SUTD Collaboration Office,

Abstract-The Massachusetts Institute of Technology (MIT)has been collaborating since 2010 with the Singapore Ministry of Education to help develop the Singapore University of Technology and Design (SUTD). One element of this collaboration, the Global Leadership Program (GLP), aims to provide SUTD students with the opportunity to interact with the MIT community and experience MIT's academic culture. During GLP students participate in a program designed to develop leadership ability while also increasing their understanding of engineering science and design thinking. This paper introduces a curriculum implemented in the summer of 2014, that combines the pedagogies of design-based learning and wilderness education, to holistically address the development of these three competencies. Through design-based learning activities, both for and in a natural environment, students were encouraged to develop competency in engineering science and engineering design while exploring the diverse attributes essential for success as an engineer. This paper examines the results of a retrospective post-then-pre survey administered to participants upon completion of the program to explore the effects of the program on the development of professional engineering competencies. We find a statistically significant increase in items associated with Individual Leadership Skill, Group Leadership Skill and the role of Society and the Economy. These results are triangulated with student exit interviews and instructor observations.

The Massachusetts Institute of Technology (MIT) has been collaborating since 2010 with the Singapore Ministry of Education to help develop the Singapore University of Technology and Design (SUTD). One element of this collaboration, the Global Leadership Program (GLP), aims to provide SUTD students with the opportunity to interact with the MIT community and experience MIT's academic culture, while at the same time participating in programming to assist with the development of leadership skills. This paper describes a curriculum combining the pedagogies of design-based learning and wilderness education that was implemented in the summer of 2014 as a component of GLP. Wilderness education was selected as a pedagogical framework for this program as it may be well suited to create effective learning environments for engineering education, cross-cultural learning, and fostering conceptual change. Through design activities both for and in a natural environment, students were encouraged to develop competency in engineering science while exploring the diverse attributes essential for success as an engineer.

is a PhD Candidate at MIT developing, teaching, and researching innovative approaches to design education. He is particularly interested in constructionist project-based design experiences for undergraduate engineering students. He has a background in leadership development and experiential education, having worked as an Instructor with Outward Bound Canada, and now brings that hands-on approach to his design education work. Originally trained as a computer engineer, Chris has a master's degree in technology and policy and now spends most of his time masquerading as a mechanical engineer. Chris is a research assistant with the MIT