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 • Links to research

7. motivation

8. 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

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. Context: Learning Pedagogies

12. Characteristics of Service-Learning • Academically-based – tied to learning within an 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

13. 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

14. 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

15. Link to Research • Summary included in the IJEE Paper (add details) • Learning Reported • Teamwork, Communication, Leadership, Technical Skills, … • Quotes from course evaluations • “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.”

16. EPICS and Women • Research on science education suggests that “context” is important to women students. • NAE Changing the Conversation 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

17. 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

18. 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.”

19. Core Values of EPICS • 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

20. 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

21. EPICS Programs Integrating into Curricula

22. 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

23. 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.

24. Projects: Human Services

25. 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

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

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

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

29. Reflection/worksheet Question Question #2 What are the most compelling needs and significant strengths in your… • Course(s) • Department/unit • College or University • Community

30. Reflection/worksheet Question Question #3 • Which of the needs/issues listed in Question #2 could an EPICS or EPICS-style program help to address?

31. Course and Curriculum

32. 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

33. 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

34. Time Scales: Traditional Courses • Student learning and project development are tied to academic calendar • Semester/Quarter Student Learning Academic Calendar Project

35. EPICS Decouples Time Scales Student Learning Semester/Quarter Semester/Quarter Semester/Quarter Project

36. EPICS Decouples Timescales Student Learning Student Learning Semester/Quarter Semester/Quarter Semester/Quarter Project Project Community Receives Long-Term Support They Need

37. Human-Centered Design • Interactions with Community • Communications at all stages

38. Managing the Decoupled Timescales Student Learning Student Learning Semester/Quarter Semester/Quarter Semester/Quarter Project Project Curriculum and Assessment Goals: Facilitating and assessing the student learning for the semester Ensuring project continuity

39. EPICS Course Outcomes

40. Purdue EPICS Course Structure EPICS Lab – Two hours/week Outside of lab work – 2 credits (5 hrs/wk) Learning Activities: • Lectures • Skill Sessions • 1 credit = 5 • 2 credits = 10 Outside of lab work – 1 Credit (3.5 hrs/wk)

41. Student-led, Faculty-advised Advisor TA Team Leader Project Leader Project Leader Project Leader Team members Team members Team members Team members Team members Team members Team members Team members Team members Team members

42. Milestone Highlights Slow Fast Delivery Deadline

43. Spring 2013 Course Deliverables/Assignments

44. Milestones Schedule

45. Milestones Schedule, cont.

46. Lectures • Need to meet needs of: • Both new and returning EPICS students • Students from different levels and disciplines • One and two-credit hour students • Lectures occur in conjunction with doing (not prior) • Most lectures videotaped to accommodate lecture conflicts (important for broad base, returning students) Lecture Schedule: See “Course and Curriculum” Tab

47. Lectures • Introductory Lectures (5): New students • Introduction to EPICS • Human-Centered Design • Philosophy of Human-Centered Design • Introduction to Design Tools and Resources • Connecting design process to their project • Ethics (and Social Responsibility) • Critical/reflective thinking Lecture Schedule: See “Course and Curriculum” Tab

48. Lectures – Returning/ 2 credit Students- Lecture Schedule: See “Course and Curriculum” Tab

49. Skill Sessions • Alternative/supplementary ways of earning lecture credit • Interactive session to develop specific skills • Often TA- and/or student-run sessions • Examples: • Specific programming skills & tools (Labview, Matlab, Object-oriented programming) • AutoCAD • Solidworks • Technical writing • Soldering • Energy modeling • Machine shop skills • Ethics • Community Need & Asset Assessment • Webmaster training • Disability awareness

50. Human-Centered Design • Interactions with Community • Communications at all stages