the challenges Clinic Team Members Tackle a variety of challenges and may experience different roles throughout the project year. “I was team leader the first semester, so
there was a lot of figuring out how to divide tasks evenly, making sure that people were challenged but also able to do what was asked of them,” says Ilona Phipps-Morgan ’13, whose team built a model of a cold-fluidized bed reactor and collected data to validate computational models for Technip USA. “As a team member, I had to find the balance between taking initiative and making sure everyone was included. If one person takes the lead, you can go faster, but you lose the input of everyone else on the team.” The 2013 Intel Global Clinic Team needed
to coordinate across time zones, cultures and scientific disciplines for their project with Technion students in Israel. “It was interesting working with people who had very different backgrounds. The Technion students had gone through a completely different university expe- rience and were all electrical engineers. We were all CS majors,” says Gary Lent POM ’13. Sarah Lichtman ’14 learned to rely on oth-
ers while working on a satellite radar system for The Aerospace Corp. “It’s important to not try to do or understand everything yourself, because with a project this big, it was impos- sible,” she says. “I learned it’s OK to focus on one thing and trust that everyone else will work hard on their sections.”
2013 1983
When Stephanie Fawaz ’14 joined the
Texas Instruments Clinic Team in the spring semester, she was the only junior on a team of seniors. “I went into a group of people who had all been working on this previously, so it was a struggle. Yet, when you get a job that involves multiple people, there will probably be those who have a better idea of what’s going on because they’ve worked on something lon- ger than you have. You need to communicate your beginning base of knowledge so they can help you or point you toward resources to get you up to speed.”
the results As A Business Process Improvement Engineer for CH2M HILL, Greg Harr ’94 reflects on his HMC Clinic experience and sees the connection to his current career. “As a Clinic team leader, I was required
to define our project plan, monitor progress, motivate the team, escalate issues to our advisor and client, deliver results and provide feedback on my peers’ performance,” he says. “All of these activities helped to prepare me for my career in people management and problem solving in high-tech manufacturing.” Although Clinic propels students through
a gauntlet of obstacles, they come out stronger and more prepared for the real-world chal- lenges that await them after graduation.
Teamwork & Community Impact
“Clinic projects do impact the community. The Danbury School Modified Power Wheelchair Project (1989–1990), besides helping Danbury School students, also resulted in a paper that my best friend from high school (a trained physical therapist for muscular dystrophy and cerebral palsy children) read about. Her colleague gave it to her for recommended reading to help the kids at their facility. This was many years after the project was completed. I was very happy that the Clinic project helped so many others, including my best friend from high school!”
—Tina Okawa ’91 Pictured below is Okawa’s Clinic teammate Eileen (Fukuhara) Giese ’91 and a Danbury student.
2012
1990
Los Alamos National Laboratory
Loma Linda University Medical Center
Mazda
Danbury School SUMMER 2013 Har vey Mudd College 23
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