https :// engineering.purdue.edu/EPICSU http://www.purdue.edu/epics

1. Introductory Workshop Welcome! https://engineering.purdue.edu/EPICSU http://www.purdue.edu/epics

2. Dean Leah Jamieson • Talking points for Leah

3. Workshop Overview • Introductions • EPICS Intro and overview • Course and curriculum • Assessing student learning • Administering EPICS • Community Partnerships • EPICS programs • Building institutional support • Overcoming barriers • Sharing Plans

4. Introductions • Name • Affiliation • What learn/motivation?

5. Introduction and Overview

6. Introduction and Overview: Outline • Motivation • Context: engineering design, service learning • EPICS Core values • Example projects • Integrating EPICS in the curriculum • Impact/Meeting needs • Status

7. Context: Educational Reform • Drivers for / reflectors of change: • Accreditation (ABET EC 2000) • Industry values • Boeing “attributes of an engineer” • National Academy of Engineering • Bernard M. Gordon Prize for Innovation in Engineering and Technology Education • Engineer of 2020 • Changing the conversation • Grand Challenges • Carnegie Foundation • Educating Engineers: Designing for the Future of the Field, Sheppard, Sullivan, Colby, Shulman, Macatangay

8. Engineering will be central to addressing global grand challenges Students need more than disciplinary knowledge to succeed: teamwork, communication, customer-awareness, project management, leadership, ethics, societal context, professionalism Opportunities EPICS Both local and global communities need access to technical expertise that is normally prohibitively expensive: improved, enhanced, new capabilities Universities/colleges will be engaged in their communities and in the world

9. Challenges: Limited Resources Needs of the Underserved Educational and Industrial Enterprises Challenge: What to fund? Education and Industry or Needs of the underserved Compete for limited resources

10. Opportunities Needs of the Underserved Educational and Industrial Enterprises Needs of the underserved offer opportunities Solutions improve lives of fellow citizens

11. Purdue University Greater Lafayette Community The EPICS Partnership Service-Learning!

12. Context: Learning Pedagogies

13. Characteristics of Service-Learning • Academically-based – reinforces or connects with the subject material of the academic course. • Service– students participate in service for the underserved in a community. • Reciprocity– Mutual needs, mutual respect, mutual learning. • Reflection (Analysis) – Students reflect (analyze) on their experience and learning. Brief S-L bibliography in binder, Tab 2

14. Better slide to summarize SL research

15. Research: Enhanced Learning A similar phenomenon occurs when students are able to marshal a body of knowledge to solve problems presented in class but fail even to see a problem, much less the relevance of what has been learned, in a different setting. The new situation does not provide the cues associated with what has been learned; the “key words” from the classroom are not present in the wider environment. A service-learning student will have more ways to access this understanding. – Eyler and Giles Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others –especially in their local community –Bransford et al., How People Learn

16. Real projects:start-to-finish design – problem definition, specifications,version control, sustainability,design/coding standards,rigorous testing, reliability,maintainability, safety,satisfying a customer,accountability,pride A different view of engineering and computing The university as citizen Why Community Projects?

17. Design Process Traditional Course Learning Design • Design is messy • Involving people • The Design Process as a full cycle • Phase are often skipped in traditional courses • EPICS provides an opportunity forstart-to-finish design • Problem definition • Design for x-ability • Working designs for fielded projects • Support for fielded projects • Redesign for secondgeneration systems

18. Impact: Student Evaluations • Summary included in the IJEE Paper • Learning Reported • Teamwork, Communication, Leadership, Technical Skills, … • Quotes • “Other engineering courses only directly benefit me.EPICS benefits everyone involved.” • “Working on this project has helped me guide the rest ofmy course work and ideas for a future profession.” • “It made me understand how every aspect of engineering (design, implementation, team work, documentation) come together.” • “No longer is engineering just a bunch of equations,now I see it as a means to help mankind.” • “Opened my heart.”

19. EPICS and Women • Research on science education suggests that “context” is important to women students. • “Image” is increasingly being cited as a deterrent to attracting women. • NAE Engineering Message report: “Because dreams need doing…” • 20% of ECE & ME EPICS students are women,compared to 11% of ECE & ME students overall • 33% of CS EPICS students vs. 11.5% in CS overall

20. Check this data—update from Ford Impact: Students & Community • Student Retention – Purdue • Participants retained at higher rates in engineering and computer science • Community Awareness - National • 77% of students indicate that EPICS had a positive impact on their awareness of the community • Community Partners Survey - National • 90% satisfied with partnership(10% neutral) • 60% report increased understanding of engineering

21. Alumni Investigation (2011-2012) • 528 alumni completed a survey and > 84% said EPICS contributed to their ability to: • function in a team environment. • work with people from very different disciplines. • demonstrate leadership in a team environment.  • Comments Included: • “EPICS was a wake up call to the real world. Not only did it provide me with valuable experience, but it changed the way I viewed my education • “Through EPICS I have learned how to listen to the needs of people and to try to use my skills to meet their needs.” • “My rapid promotion is a direct result of the leadership skills gained through EPICS. I am now pursuing an MBA at an elite school, and I attribute it all to EPICS.” • “The applied engineering skills from EPICS was a key differentiator during my job interview; and allowed me to excel in comparison to the other ‘junior Engineers’ that joined around the same time frame.”

25. Core Values • Academic credit for • Long-term, team-based design projects • Solving technology-based problems in the community • Multi-year partnerships with not-for-profit community organizations to fulfill mutual needs: • Significant design experiences for students • Providing community organizations with access to technology-based solutions • Community partners who assist the student teams • Understand community needs • Provide a meaningful context for design • Work with the teams through definition, development, and deployment • With no remuneration to the EPICS program

26. Goals for EPICS Programs • Not-for-profit Project Partners • Long-term Community Relationships • Appropriate Projects • Long-term Participation by Students • Team Structure that Supports Continuity • Multidisciplinary Teams • Multidisciplinary Instructional Staff • Highly Mentored Experience • Social Context and Impact • Local University Context • Collaboration with Other EPICS Programs

27. EPICS Programs Integrating into Curricula

28. The EPICS Programs • EPICS programs at 20 universities + 50 High School • Support from NSF, CNCS, Microsoft, HP, National Instruments, Cypress, Motorola, Purdue • Workshops and conferences • Regional workshops • Multi-university EPICS projects • Teams at different universities cooperate on wide scale problems

29. EPICS Projects Access & Abilities Education & Outreach Human Services Environment

30. Sample Projects: Human Services • Chemical sensing devices for local drug enforcement agencies and first responders • Customized software solutions for not-for-profits or NGO’s • FlashFood – app to link restaurants and community service organizations • Habitat for Humanity • Design of energy-efficient and sustainable homes in Indiana and Haiti • Workshops for construction managers • Disaster relief home designs

31. Projects: Environment • Campus and Neighborhood Sustainability • Sensor networks to monitor pollution • Water Resources • Low Impact Development projects • Water Filtration Projects for Developing Countries • Constructed Wetlands • Waiheke Island Waste Resource Trust, New Zealand • Recycling & Sustainability

32. Projects: Access & Abilities • Augmentative and Alternative Communication devices, including iPad app • Therapeutic and education activities for children • Devices to increase safety and efficiency of employees with disabilities • Soap-box derby cars for kids with disabilities

33. Projects: Education and Outreach • Partnerships with local K-12 schools • Interactive devices and software to enhance learning • Museum/Zoo Projects: • Interactive museum exhibits • Animal friendly zoo designs • Outreach Activities • Space Day hands-on learning activities • Environmental Education • Electric vehicle activities for children

34. Projects: Human Services Design chemical sensing equipment to help and protect local law enforcement in their work to inhibit drug making laboratories. The Habitat for Humanity team completed design of an energy efficient home using technologies that can be incorporated in standard home design.

35. Projects: Human Services

36. Projects: Environment • Boiler Green Initiative • Rain Garden • Green roof • Alternative energy resources • Wind turbine to recharge golf carts • Water Resources Management • Water conservation issues given local/global land use changes • Global Alternative Power Systems • Solar power system for Colombia

37. Projects: Access & Abilities Communication and Educational apps for iPad Custom Prosthetic Soapbox Derby Car for kids w/ disabilities

38. Projects: Education • K-12 outreach projects • Local schools • Museums • Purdue Space Day

39. Projects: Education • Columbian Park Zoo • Electric Vehicle • Design cart for race • Outreach

40. Partnerships • Finding Partners can be easy • Challenge to start • Flood of opportunities once get started • Campus resources • Others working with the community? Service-learning or volunteer office? • Faculty colleagues • Central organizations • United Way • Habitat for Humanity

41. Sample Partners • Habitat for Humanity • Campus/College • Local government • Environmental or Parks services • Regional gov’ts • Area Schools • Community centers • Homeless shelters • Research centers • Red Cross • Professional societies (IEEE) • Engineering for Change (E4C) • NGO’s • Local ministry groups working locally and globally • Local universities for global projects • World Vision

42. Reflection/worksheet Question Question #1 What are the most compelling educational needs or issues being discussed in your • Course(s) • Department, • College or University?

43. Reflection/worksheet Question Question #2 List at least one EPICS project idea that you can implement in your own course/department/institution. Alternative question??? What are your greatest community needs? Institutional assets Match institution – community assets and needs???

44. Reflection/worksheet Question Question #3 Who are potential community partners and ideas for projects with that partner(s)? ------------------------------------------ • Cut this slide

45. Integrating the Curriculum innovation design resourcefulness ethics teamwork communication problem solving analysis engineering fundamentals science mathematics EPICS has the potential to realize new efficiencies in the engineering curriculum

46. What Makes EPICS Work? • Close partnerships • Long-term commitments • Alignment with academic and industry objectives • Benefits to multiple stakeholders • The idea:making a difference

47. Reflection/worksheet Question Question #4 • Which of the needs/issues listed in Question #1 could an EPICS or EPICS-style program help to address?

48. Course and Curriculum

49. Course and Curriculum: Outline • Purdue EPICS • Course outcomes • Semester view • Milestones • Reporting • Course structure • Labs, lectures, skills sessions • Human-centered design • Academic credit • Roles • Students, advisors, TAs Different Models at EPICS universities

50. EPICS Purdue • Long-term partnerships with community organizations • Vertically-integrated teams: first-year+sophomores+juniors+seniors • Extended design experience: academic credit throughout the student’s undergraduate career, 1-2 credits/semester • Broadly multidisciplinary teams: across engineering and across campus… 70+ majors past two academic years • Multidisciplinary instructional staff: ≈ 40 advisors from 8 departments and 4 companies • 2012-13 Academic Year: • Over 400 registered students each semester • 31 “teams” or divisions • ≈ 75 ongoing projects/semester