Carla B. Zoltowski , Ph.D., Co-Director http://www.purdue.edu/epics

1. Real Design for Real People: Making a Difference Carla B. Zoltowski, Ph.D., Co-Director http://www.purdue.edu/epics

2. Purdue University Greater Lafayette Community The EPICS Partnership Service-Learning Design Courses Teams of students partner with community organizations to design and deliver projects to meet community needs.

3. EPICS Core Characteristics • Engineering/computing-based design • Long-term partnerships with community organizations, schools, government • Vertically-integrated and multi-disciplinary teams of students: • First-year through fourth year on same team • About 70 different majors • Extended design experience: academic creditthroughout the student’s undergraduate career

4. A Year in EPICS at Purdue: By the Numbers 400+ students each semester 70 majors First Year – Senior students 250 returning students 31 Divisions 18 years 3000+ alumni 250+ deployed projects

5. 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

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

7. Student-led, Faculty-advised TA Advisor 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 Received NAE Gordon Prize for Leadership Development

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

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

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

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

12. Projects: Human Services Design chemical sensing equipment to help and protect local law enforcement in their work to inhibit drug making laboratories. As recipient of 2008 Ford C3 grant, the Habitat for Humanity team design and built an energy efficient home and trained construction managers.

13. Projects: Human Services

14. 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

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

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

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

18. 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)

19. Milestone Highlights Slow Fast Delivery Deadline

20. Design Reviews • Completed twice during the semester – Week 7 and Week 14/15 • Take place during regularly scheduled lab time (110 minutes) • EPICS invites externally reviewers who often review several teams during the day • Teams invite reviewers who are relevant to project (e.g., someone with specific expertise, project partner, expert) • Important for both student and project perspective

21. Reflection • Encourage as part of regular practice • Weekly prompt questions during lab/lecture • Critical approach to design • Final reflection at the end of the semester: • What did I learn? • How did I learn it? • Why does this learning matter? • What will could I or others do in light of this learning? Source: Ash, S. L., Clayton, P. H., & Moses, M. G., Clayton. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). (pp. 4-5 through 4-7)

22. Final Reflection, cont. • Can be applied to the three areas below: • Personal and Professional Development • Social Impact • Academic Enhancement We ask them to apply to two of the three.

23. Team Roles: Students • Team Leader/Co-Leaders • Project leaders - lead individual projects • Liaison - primary contact for the community partner • Financial officer - manages team’s budget • Manager of Intellectual Property - leads entrepreneurship activities, patent searches • Webmaster

24. Team Roles: Advisors • Faculty play key role • Advising teams in areas of expertise • Academic credibility • Industry advisors • Non-faculty (staff) advisors with expertise • Co-advisors from other disciplines • Add multidisciplinary components • Meet with team weekly • Responsible for progress of team and individuals • Grading

25. Team Roles: TAs • Technical guidance to supplement background of advisors • Administrative assistance for operation of program: one “administrative TA” assigned to each team • Talent pool for all teams to tap • Office hours • Skills sessions • Lab oversight • Grading • design notebooks, reflections, etc.

26. Roles: Administration • Program planning, development, management, and oversight • Course management • Community partner identification and selection; community relations • Resource management (funds, labs, staff) • Assessment and data collection • Reporting

27. Enrolling in EPICS One Credit Two Credits EPCS 101, 201 EPCS 102, 202 EPICS Team First-Year, Sophomore EPCS 301, 401 EPCS 302, 402 Junior, Senior EPCS 411 EPCS 412 Senior Design

28. Academic Credit / Plans of Study • EE: 3 credits senior design + 6 ECE elective credits; 2 lab credits if not used as senior design • CmpE: 3 credits senior design + 6 CmpE elective credits • ME: 6 credits tech elective + 3 credits free elective • CE and CEM: 3 credits tech elective • IDE: 6 credits engineering/design + 3 senior design • CS: CS elective + 3 senior design • AAE: 3 credits as tech elective;additional AAE elective with permission • LA: 3 credits count as core in Social Ethics • CFS: fulfills specialization requirement in selected areas; elective for all areas • Others: free elective credit • Entrepreneurship Certificate: Option + Capstone

29. 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

30. What to Assess • Students are given academic credit for mastering course content, • Not for the service they provide for the community • Students are therefore assessed on their demonstrated mastery of course content

31. EPICS Course Outcomes

32. Multidisciplinary Assessments • EPICS projects require multidisciplinary approaches • Assessing students from different areas requires their own learning objectives in their “own language” • Freshman vs senior • One vs two credits • Engineer vs Liberal Arts • Important to be specific about expectations and outcomes

33. Project Artifacts

34. Individual Artifacts

35. Grading Summary Students’ work in EPICS is assessed based on the following five evaluation criteria: • Accomplishments • Process • Critical Thinking • Teamwork/Leadership • Communication

36. Individual Evaluation Rubric In the following box, list contributions and learning planned for rest of semester

37. Individual Evaluation Rubric Directions: Students mark an “X” and Advisors/TAs mark an “O” in the appropriate box for each criterion. Each of the criterion should be evaluated considering the student’s course level, major, semester in EPICS, and number of credits.

38. Individual Evaluation Rubric, cont. Students: Overall grade you believe you have earned to this point in the semester: _____ Why? Please include specific examples of “Excellent”, “Good”, “Adequate”, or “Low Passing” (whichever corresponds to the grade you have given yourself) Accomplishments, Process, Reflective Thinking, Teamwork/ Leadership and/or Communication in the box below. Please also include any additional information that was not reflected in the evidence you provided. Advisors/TA: Grade earned to this point in the semester: ____________________ Explanation for grade (in box):

39. 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

40. Student Retention • Participants retained at higher rates in engineering and computer science (2007)

41. Alumni Investigation • 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.”

42. Industry Sponsors

43. ® Arizona State University University of Auckland, New Zealand Butler University University of California, Merced University of California, San Diego Columbia University Dartmouth College Drexel University George Fox University Illinois Institute of Technology University of Notre Dame Ohio Northern University Penn State University Princeton University University of Puerto Rico Mayaguez San Jose State University Texas A&M University Université de Sherbrooke University of Virginia Worcester Polytechnic Institute EPICS Member Sites

44. EPICS Programs Integrating into Curricula

45. EPICS High: Changing the Equation Over 1000 students 40 - 50% female 32.2% African American 16.1% Hispanic Over 50% in free & reduced lunch programs Engaging 50 High Schools in over 10 states

46. EPICS – Research Initiatives • Human Centered Design • EPICS Alumni

47. Study 1: Impact of Service-Learning • Supported by: • National Science Foundation (EEC 0935077) • Purdue College of Engineering Engineer of 2020 Initiative

48. Outcome Space of Students’ Experience of Human-Centered Design

49. Outcome Space of Students’ Experience of Human-Centered Design Immersive “Critical”

50. Alumni Investigation • 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.”