https :// engineering.purdue.edu/epicsu

https://engineering.purdue.edu/EPICSUhttp://www.purdue.edu/epics

Introductory WorkshopWelcome!

https://engineering.purdue.edu/EPICSU



http://www.purdue.edu/epics

Dean Leah JamiesonTalking points for Leah

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

IntroductionsNameAffiliationWhat learn/motivation?

Introduction and Overview

Introduction and Overview: OutlineMotivationContext: engineering design, service

learningEPICS Core valuesExample projectsIntegrating EPICS in the curriculumLinks to research

motivation

Context: Educational ReformDrivers 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

Challenges: Limited Resources

Challenge: What to fund?

Education and Industry or

Needs of the underserved

Compete for limited resources

Needs of the Underserved

Educational and Industrial

Enterprises

Opportunities

Needs of the underserved offer opportunities

Solutions improve lives of fellow citizens

Needs of the Underserved

Educational and Industrial

Enterprises

Context: Learning Pedagogies

Active Learning

Project Based

Problem Based

Inquiry Based

Service-Learning

Design Education

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

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

DesignProcess

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 for

start-to-finish designProblem definitionDesign for x-abilityWorking designs for fielded projectsSupport for fielded projectsRedesign for second

generation systems

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 of

my 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.”

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

Check this data—update from Ford Impact: Students & Community Student Retention – Purdue

Participants retained at higher rates in engineering and computer science

Community Awareness - National77% of students indicate that EPICS

had a positive impact on their awareness of the community

Community Partners Survey - National90% satisfied with partnership

(10% neutral)60% report increased understanding

of engineering

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.”

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 studentsProviding community organizations with access to

technology-based solutions Community partners who assist the student

teamsUnderstand community needs Provide a meaningful context for designWork with the teams through definition, development,

and deploymentWith no remuneration to the EPICS program

Goals for EPICS Programs1. Not-for-profit Project Partners2. Long-term Community Relationships 3. Appropriate Projects4. Long-term Participation by Students 5. Team Structure that Supports Continuity 6. Multidisciplinary Teams 7. Multidisciplinary Instructional Staff8. Highly Mentored Experience9. Social Context and Impact10. Local University Context11. Collaboration with Other EPICS Programs

EPICS Programs Integrating into Curricula

EPICS Curriculum ProvidesService-Learning

Design Education

Project Management

Community Partnerships

Disciplinary Knowledge from Departments

EPICS ProgramsProjects and Needs from Local/Global Community

Institutional Curriculum and Culture

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

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.

Projects: Human Services

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

Projects: Access & Abilities

Communication and Educational apps for iPad Custom Prosthetic

Soapbox Derby Car for kids w/ disabilities

Projects: Education

K-12 outreach projectsLocal schoolsMuseumsPurdue Space Day

Projects: Education

Columbian Park Zoo Electric Vehicle

Design cart for raceOutreach

Reflection/worksheet QuestionQuestion #2What are the most compelling needs and significant strengths in your…

a) Course(s)

b) Department/unit

c) College or University

d) Community

Reflection/worksheet QuestionQuestion #3Which of the needs/issues listed in

Question #2 could an EPICS or EPICS-style program help to address?

Course and Curriculum

Course and Curriculum: Outline Purdue EPICS

Course outcomesSemester view

Milestones Reporting

Course structure Labs, lectures, skills sessions

Human-centered designAcademic creditRoles

Students, advisors, TAs

Different Models at EPICS universities

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

Time Scales: Traditional Courses

Student Learning

Academic Calendar

Project

Student learning and project development are tied to academic calendarSemester/Quarter

EPICS Decouples Time Scales

Student Learning

Semester/Quarter

Project

Semester/Quarter Semester/Quarter

EPICS Decouples Timescales

Student Learning

Semester/Quarter

Project


Student Learning

Project

Community Receives Long-Term Support They Need

• Interactions with Community• Communications at all stages

Human-Centered Design

Managing the Decoupled Timescales

Student Learning

Semester/Quarter

Project


Student Learning

Project

Curriculum and Assessment Goals: 1) Facilitating and assessing the student learning

for the semester2) Ensuring project continuity

EPICS Course Outcomes

1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process

3. Identification and acquisition of new knowledge4. Awareness of the customer5. Functioning on multidisciplinary teams contributions

from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contexts

Purdue EPICS Course Structure

Learning Activities:- Lectures- Skill Sessions

-1 credit = 5-2 credits = 10

EPICS Lab – Two

hours/week

Outside of lab work – 1 Credit(3.5 hrs/wk)

Outside of lab work – 2 credits(5 hrs/wk)

Student-led, Faculty-advised

Team Leader

Project Leader Project Leader Project Leader

Advisor

Team members

Team members

Team members

Team members

Team members

Team members Team members

Team members

Team members

Team members

TA

Milestone HighlightsWeek

1 Transition and Integrating New StudentsPlanning and setting expectations

2345 Execute Semester Plans

Deliver if AppropriateDocument As You Go

678910111213 Complete semester

commitments Transition to next semesterCoordinate with Project Partner

Focus on Project Partner and Transition

1415Finals

Slow

Fast

Delivery Deadline

Spring 2013 Course Deliverables/Assignments

Deliverable(s) Due DateTeam/

IndividualAssignment

Lab Safety Awareness form and Model Release form (for new students only) Week 2 (1/15-1/18) Individual

Semester Plan Week 3 (1/22 – 1/25) Team

Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual

Team Website Week 5 (2/5 – 2/8) TeamDesign Documentation (posted for reviewers with one page overview) Week 6 (2/12 – 2/15) Team

Design Review Presentation Week 7 (2/19 – 2/22) Team

Individual Evaluation Rubric

Week 8 (2/26 – 3/1) IndividualIndividual Documentation

Peer Evaluation

Project Evaluation Rubric Week 8 (2/26 – 3/1) Team

Individual Evaluation Rubric Week 12 (4/2- 4/5)- Optional Individual

If delivering, Delivery Checklist Week 13/14 (4/8 – 4/19) TeamDesign Documentation (posted for reviewers with one page overview) Week 13 (4/9 – 4/12) Team



Week 15 (4/23 – 4/26) Individual

Individual Documentation

Peer Evaluation

Purdue Course Evaluations

Final Reflection


Lab and lecture attendance Weeks 1 - 15 Individual

Current Website Weeks 5 and 14 Team

Milestones ScheduleWeek

(Dates) Objective(s) Strategies Deliverable(s)

Weeks1 – 3

(1/9 – 1/27)

Introductions: to each other, team, and projects

Decide project teams and roles; team building within project team

Learn about resources; confirm access

Update myEPICS Learn about Project Partner: visit,

observe, meet, understand Make sure on right track with

planning, documenting, progress

Complete Transition checklist within Project teams Complete Lab Safety Awareness form (new

students) Plan PP visit Visit Project Partner: observe, meet, understand Complete drafts of semester plan, budget and

Indiv Eval Rubric and get feedback, iterate. Get informal feedback on Individual

Documentation Project Demos

Lab Safety Awareness form (if new)

Model release (if new)

Informal review of individual accomplishments and documentation

Semester Plan

Week 4(1/30-2/3)

Approval of appropriate plan for the semester situated in overall timeline; Semester Plan and Budget included in Project Management portion of document.

Semester Plan and Budget

Approval of appropriate individual responsibilities that facilitate team plan

Week 5(2/6-2/10)

Make progress on projects, and appropriately engage project partner

Regularly update PP on status (e.g., email, phone calls, visits); get frequent feedback from PP.

Make effective use of lab time and frequently review requirements and semester plan.

Documented in Individual and Project Documentation

Week 6(2/13-2/17)

Update design documentation Determine aspects of project to

review Prepare materials that enable

design reviewers to prepare for design review

Practice Design Review Presentation and get feedback

Update Design Documentation; post to Sharepoint & relevant parts to secure site (email to Guy Martin)

Design Documentation

Week 7(2/20-2/24)

Effective communication of design and design decisions which facilitates quality feedback on design

Design Review Presentatn

Week 8(2/27-3/2)

Incorporate feedback from Design Reviews appropriately into design

Mid-semester evaluation of both individual and project (individual and project grades)

Complete Design Review Feedback Summary Individual and Project Documentation evaluated Complete Indiv and Proj Eval rubrics; Advisors/TA

provide feedback in writing or verbally using grading guidelines

Complete Peer evaluations in myEPICS

Design Review Feedback SummaryDesign DocumentationIndiv and Proj Eval RubricsPeer EvaluationIndividual Documentation

Milestones Schedule, cont.Wks 9 - 12(3/5-4/6)

Make progress on projects, and appropriately engage project partner

To make sure on track

Informal feedback to individuals if requested by student or required by advisor.

Optional: Individual Eval Rubric

Week 13(4/9-4/13)

To ensure successful delivery and continued usage of project

Prepare for Design Review (see Week 6)

Advisor/EPICS Admin Approvals needed before delivery

Practice Design Review Presentation and get feedback

Update Design Documentation; post to Sharepoint & relevant parts to secure site (email to Guy Martin)

If delivering, Delivery Checklist

Design Documentation

Week 14(4/16-4/20)

Effective communication of design and design decisions which facilitates quality feedback on design

Complete course evals in lab if time Design Review Presentatn

Week 15(4/25-4/29)

Prepare for transition to next semester

Critically reflect on learning this semester

Final evaluation of individual and project

Complete course evaluations

Design DocumentationIndiv and Proj Eval RubricsPeer EvaluationIndividual DocumentationFinal ReflectionCourse evaluations

Weeks 1 - 15

Project Partner Communication: Incorporated into Sem Plan as appropriate (email correspondences, memos, working w/PP)

Project Partner Satisfaction: Determined through formal and informal surveys by advisors/EPICS

Wks 1 - 15 Lab and Lecture Attendance Tracked in myEPICS

Semester Current external web presence

Webmaster has primary responsibility for website, but Project and Team Leaders need to contribute.

Current Website

LecturesNeed to meet needs of:

Both new and returning EPICS studentsStudents from different levels and

disciplinesOne 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

LecturesIntroductory Lectures (5): New students

Introduction to EPICSHuman-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


Lectures – Returning/ 2 credit Students-

Professional

Preparation Series

Administrative: What’s new?, Resources,

Assessment

Sustainability

Teamwork and Project Management

Leadership Series (4 sessions)

Oral and written communication (How to give effective design review,

communicating with Project Partner)

Community context

Design tools: more in-depth look at tools


Skill Sessions Alternative/supplementary ways of earning

lecture creditInteractive session to develop specific skillsOften TA- and/or student-run sessions

Examples: Specific programming

skills & tools (Labview, Matlab, Object-oriented programming)

AutoCADSolidworksTechnical writingSoldering

Energy modelingMachine shop skillsEthicsCommunity Need &

Asset AssessmentWebmaster trainingDisability awareness

• Interactions with Community• Communications at all stages

Human-Centered Design

Human-centered Design: Basic Principles Early focus on users Designing for and with users Empirical measurement and evaluation Iteration

Who are the stakeholders? What information is important? What are effective ways to elicit information and

communicate with stakeholders? How will you measure whether design goals are met? How and when are stakeholders involved in the

process? Which ones are involved?

Human Centered Design Formal/Informal Interviews

Focus groups– interviews with multiple people Persona

Prototypical user, described in detail Scenarios

“before and after” stories using your product Focus on the user’s need and how their life might

be improved Role-playing: put yourself in the user’s shoes,

chair, and/or spaceEmpathic modeling: Simulating the sensory/ motor/

cognitive constraints

PrototypesPrototyping….rough, quick, very

iterativeIDEO working with Gyrus ACMI to design

new apparatus for operating on delicate nasal tissues

Prototype:

http://cataligninnovation.blogspot.com/2008/11/prototyping-foundational-competency-of.html

Promoting Negotiation and Iteration

Representations promote feedback that promotes negotiation and appropriate iterationVisual – drawings, sketches, CADFunctional – mock up or prototypeIntermediate or component

Partial prototypes

Community partners who do not have the answersThey know when they “see” it

Design Documentation Provides a comprehensive and detailed

description of the project design. Intended audiences:

New team membersReviewers, advisors and TA'sOngoing team membersFuture team membersProject Partner and other stakeholders

Template organized by design process phases, most current in front

Includes “project management” information (e.g., timeline, transition information, team members)

Design ReviewsCompleted twice during the semester –

Week 7 and Week 14/15Take place during regularly scheduled lab

time (110 minutes)EPICS invites externally reviewers who

often review several teams during the dayTeams invite reviewers who are relevant to

project (e.g., someone with specific expertise, project partner, expert)

Important for both student and project perspective

ReflectionEncourage as part of regular practice

Weekly prompt questions during lab/lectureCritical approach to designFinal 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)

Final Reflection, cont. Can be applied to the three areas below:

Personal and Professional DevelopmentSocial ImpactAcademic Enhancement

We ask them to apply to two of the three.

Ethics and Social ResponsibilityConnecting ethics to design and need

to be social responsibleProfessional responsibilityProfessional Codes of EthicsNeed to consider more than just codes

Ethical FrameworksMoral decision making process

Option: Textbook Readings and ReflectionsLima and Oakes “Service-Learning:

Engineering in Your Community”Readings to supplement lecturesReflections on reading and lab workTargeted readings for team roles

Leaders Partner liaisons

Student-led, Faculty-advised

Team Leader

Project Leader Project Leader Project Leader

Advisor

Team members

Team members

Team members

Team members

Team members

Team members Team members

Team members

Team members

Team members

TA

Team Roles: StudentsTeam Leader/Co-LeadersProject leaders - lead individual projectsLiaison - primary contact for the

community partnerFinancial officer - manages team’s budgetManager of Intellectual Property - leads

entrepreneurship activities, patent searches

Webmaster

Team Roles: AdvisorsFaculty play key role

Advising teams in areas of expertiseAcademic credibility

Industry advisorsNon-faculty advisors with expertiseCo-advisors from complementary

disciplinesMeet with team weeklyGrading

Team Roles: TAsTechnical guidance to supplement

background of advisorsAdministrative assistance for operation

of program: one “administrative TA” assigned to each team

Talent pool for all teams to tapOffice hoursSkills sessionsLab oversight

Gradingdesign notebooks, reflections, etc.

Roles: AdministrationProgram planning, development,

management, and oversightCourse managementCommunity partner identification and

selection; community relationsResource management (funds, labs,

staff)Assessment and data collectionReporting

EPCS Courses EPCS 10100: First-Year Participation in EPICS (1 cr)

EPICS 10200: First-Year Participation in EPICS (2 crs) EPCS 20100: Sophomore Participation in EPICS (1 cr)

EPICS 20200: Sophomore Participation in EPICS (2 crs) EPCS 30100: Junior Participation in EPICS (1 cr) EPCS 30200: Junior Participation in EPICS (2 crs) EPCS 40100: Senior Participation in EPICS (1 cr) EPCS 40200: Senior Participation in EPICS (2 crs) Senior Design:

EPCS 41100: Senior Design Participation in EPICS (1 cr) EPCS 41200: Senior Design Participation in EPICS (2 crs)

No pre-requisites, but instructor approval required for EPCS 10200 and 20200

Academic Credit / Plans of Study EE: 3 cr senior design + 6 cr ECE elective ; 2 lab cr if not

used as senior design CmpE: 3 cr 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

Other initiativesCore curriculumEngineering leadership

Another model: UCSDMandy Bratton

Q 4 and 5.Are there current courses…

Reflection/Worksheet QuestionQ5. What are the student outcomes for my program/course(s)?Q6. Are there current courses or course structures that can be modified to integrate this model course or program?

Yes What modifications need to be made to the course(s)?

No What type of course(s) would be needed to meet these needs? Can one course be created to meet these needs or is a series of courses or program required?

Use this course/these ideas in the rest of the exercise.

Reflection/worksheet QuestionQ7. Does my proposed course/program satisfy the core values?

a. Which goals does it incorporate nowb. How do you see it evolving to

incorporate other goals?

Begin Final Presentation PosterUniversity College Description – what

are strengths, needs, drivers?What courses will be used?What potential project partners?

Assets and needs of these organizations.

What is overall outline for the poster?

Day 2AnnouncementsFinal postersLab toursGroup photo

Assessing Student Learning in EPICS

Assessing Student Learning: OutlineWhat to assessArtifacts – data to assessGradingSenior Design Example

What to AssessStudents are given academic credit

for mastering course content, Not for the service they provide for the

communityStudents are therefore assessed on

their demonstrated mastery of course content

EPICS Course Outcomes

1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process

3. Identification and acquisition of new knowledge4. Awareness of the customer in engineering design5. Functioning on multidisciplinary teams contributions

from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contexts

Multidisciplinary AssessmentsEPICS projects require

multidisciplinary approachesAssessing students from different

areas requires their own learning objectives in their “own language”Freshman vs. seniorOne vs. two creditsEngineering vs. other majors

Important to be specific about expectations and outcomes

Spring 2013 Course Deliverables/Assignments

Deliverable(s) Due DateTeam/

IndividualAssignment

Lab Safety Awareness form and Model Release form (for new students only) Week 2 (1/15-1/18) Individual

Semester Plan Week 3 (1/22 – 1/25) Team

Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual

Team Website Week 5 (2/5 – 2/8) TeamDesign Documentation (posted for reviewers with one page overview) Week 6 (2/12 – 2/15) Team



Week 8 (2/26 – 3/1) IndividualIndividual Documentation

Peer Evaluation


Individual Evaluation Rubric Week 12 (4/2- 4/5)- Optional Individual

If delivering, Delivery Checklist Week 13/14 (4/8 – 4/19) TeamDesign Documentation (posted for reviewers with one page overview) Week 13 (4/9 – 4/12) Team



Week 15 (4/23 – 4/26) Individual

Individual Documentation

Peer Evaluation

Purdue Course Evaluations

Final Reflection


Lab and lecture attendance Weeks 1 - 15 Individual

Current Website Weeks 5 and 14 Team

Project Artifacts

Project

Project Artifacts (prototypes, demos,

completed projects, etc)Design

Documentation Design Review Presentations

Project Partner Communications (presentations,

meetings, memos,

feedback, etc)

Project Evaluation Rubric: provides

summary and self-evaluation of project

plan and accomplishments

Individual Artifacts

Individual

Notebook, blog, other posted

work

Final Reflection

Peer Evaluation/Feedback: both your evaluation to others and

others evaluation of you

Participation (lab, project team, and

lecture)

Individual Evaluation Rubric : provides

summary and self-evaluation of work

completed and planned

Grading SummaryStudents’ work in EPICS is assessed based on

five evaluation criteria: Accomplishments Process Critical Thinking Teamwork/Leadership Communication

See Grading Guidelines in Assessment section

Individual GradeQuality and quantity of documented

Individual accomplishmentsLearning and skill developmentTeam’s accomplishments.

Juniors/Seniors must show initiative for an A

First-year/Sophomores can get an A following and meeting expectations

Example Grading GuidelineA junior/senior student who receives a grade of A

in EPICS must exceed overall expectations and demonstrate and document excellent achievement in each of the following areas:

Accomplishments: Responsibilities associated with project work are appropriate, but ambitious for junior/senior course level, major, semester in EPICS, and number of credits. Individual contributions to and/or ideas about the project are excellent and has a significant impact on design and/or deliverables. Excellent understanding of relevant discipline-specific issues related to the project. All work is documented, and significant contributions related to the project are incorporated into the digitally archived design documentation.

Process: Demonstrates and documents an excellent understanding of the processes inherent in design and an ability to employ these processes in the development of the project.

Example Grading Guideline, cont. Reflective/Critical Thinking: Demonstrates and documents an

ability to think critically about many of the disciplinary, social, ethical, personal, and interpersonal aspects of the project, project partner, and their relationships.

Teamwork/Leadership: If applicable, puts forth excellent effort to fulfill responsibilities associated with team position. Demonstrates initiative and excellent participation in class and group work. Shows a willingness to work with other team members, within and/or outside of formal team roles, to accomplish team goals and leads when appropriate. Promotes team unity. Excellent attendance. Assists others to learn new skills.

Communication: Communicates very effectively both written and orally, formally and informally, to all audiences: people familiar with project, and those who are not; people with both similar and different backgrounds; to teammates and to external people; to those who will be asked to continue your project in the future.

Individual Evaluation RubricContribution/Learning (e.g., completed user analysis, data analysis, DFMEA, or prototype, programmed microprocessor; learned CATIA)

Where documentation can be found: (include page #s if in notebook and URLs if online) Acc

omplishment

s

Process

Critica

l thinking

Teamwork

/ leadership

Communication

Contribution/Learning: To be completed by: ( ex: 9/20/11)

In the following box, list contributions and learning planned for rest of semester


Excellent Good Adequate Low passing A+ A A- B+ B B- C+ C C- D+ D D- F

Accomplishments: Individual contributions to the project and impact on design and/or deliverables. Understanding of relevant discipline-specific issues related to the project. Documentation of individual work and incorporation into project documentation.

Process: Documented understanding the processes inherent in design and an ability to employ these processes in the development of the project.

Reflective/Critical Thinking: Demonstrates ability to think critically about many of the disciplinary, social, ethical, personal, and interpersonal aspects of the project, project partner, and their relationships.

Teamwork/Leadership: Initiative and participation in class and group work. Works with and helps other team members, within and/or outside of formal team roles, to accomplish team goals. Lab and project meeting attendance. If applicable, leadership and fulfillment of responsibilities associated with team position.

Communication: Written and oral communication, both formally and informally, to all audiences: people familiar with project, and those who are not; people with both similar and different backgrounds; to teammates and to external people; to those who will be asked to continue your project in the future.

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.

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):

Setting ExpectationsTeams set semester goals through project

semester planBy weeks 2- 4, depending if new/returningAdvisor (instructor) approves plan

Students set individual goals and role(s) for each semester by weeks 2 - 4Align with Project Semester PlanAdvisor (instructor) approves goals/rolesSelf- and Advisor Assessment of

accomplishments at weeks 4 (informal), 8, 12 (optional), and final

Mid semester GradingAll resources and artifacts evaluated

Self assessments evaluatedStudents provided with a team and

individual grade or range and commentsWhat would they have to do to improve?

Feedback often provided in individual meetings with students

Calibrates students and facultyProblems can be identified earlyNeed for documentation reinforced

Final GradingRepeat process for mid-semester grades

Final self-assessmentUse mid-semester evaluations as a basis

Students addressed concerns over the last half of the semester?

Emphasis on documentationDo the artifacts represent their level of work?

Some advisors provide students with comments and/or conduct exit interviews

ABET, Senior Design and EPICS EPICS projects are well-matched

to the ABET criteria. Customer-driven service-learning

means that each team has a different project and that each student may have a different role on the team.

This variability requires procedures for assessment, tracking, and documentation of projects and of student outcomes. See “Capstone Course” tab

Senior Design and EPICS Senior Design option for ECE, IDE and CS students

(currently) At least three credits over two semesters of EPICS Documents used track progress/completion

Project Proposal Individual document that provides early feedback on project

appropriateness (Significant design experience on a suitable project)

Outcomes Matrix Individual document that demonstrates all outcomes were

met over the two semester experience Project Description

Common document used by ECE, adopted by other departments, to describe how project teams have met outcomes

Project Approval Project Description:

Team & project nameProject members, majors, expertiseProject & customer summaryHow builds on disciplinary coursesNew technical knowledge acquiredMultidisciplinary natureHow project involves professional

component (criterion 4) constraints One form per project w/ senior

design students per semester Approved by team advisor Reviewed by EPICS

administrators, and for ECE, ECE Senior Design committee

Purdue ECE Senior Design Semester Report for EPICS Projects Semester Course Number and Title

EE 490 Senior Participation in Engineering Projects in Community Service (Senior Design)

EPICS Team

Name(s) of Advisor(s)

Project Title Senior Design Students: Graduation Date Name

Project Description: Provide a brief technical description of the design project, including the following: (Type below).

a) A summary of the project, including customer, purpose, specifications, and a summary of the approach:

b) A description of how the project built upon knowledge and skills acquired in earlier

ECE coursework:

c) A description of what new technical knowledge and skills, if any, were acquired in

doing the project:

d) How the engineering design process is incorporated into the project:

Outcomes Certification

Deliverables Design notebook Design reviews Reports Presentations Weekly reports Customer feedback Peer evaluation Self assessment

Documenting Outcomes:

EPICS Senior Design Student Outcomes MatrixStudent's Name:

Team:

Project:

Semesters Recorded:

Describe how the student's realization of the outcome is documented

sem 1

sem 2 Outcomes: How documented:

Student Initials & Date:

TA Initials & Date:

Advisor Initials & Date:

EPICS Initials & Date:

i. applies technical material from their discipline to the design of engineering productsii. demonstrates an understanding of design as a start-to-finish processiii. an ability to identify and acquire new knowledge as a part of the problem-solving/design processiv. demonstrates an awareness of the customer in engineering designv. demonstrates an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplinesvi. demonstrates an ability to communicate effectively with both technical and non-technical audiencesvii. demonstrates an awareness of engineering ethics and professional responsibilityviii. demonstrates an appreciation of the role that engineering can play in social contexts

EPICS APPROVAL - OUTCOMES COMPLETED:Initials/Date:

See the EPICS Senior Design Outcomes document for additional information on assessment of outcomes and how outcomes may be documented.

Enter date(s) of documentation of

outcome

Outcomes Certification Outcomes record maintained by students Contributions listed as completed Reviewed by TAs and team advisor Semester-end and year-end review by

EPICS administration EPICS Admin support for advisors not from

senior design major

See examples of Outcome Matrices and Project Descriptions in “Capstone Course” tab.

Another perspectiveVictoria Dorman - Princeton

Reflection/worksheet QuestionQ9. How will you assess student outcomes

and course content?What existing materials or process are in

place to use?What new materials or processes are

needed?Q10. How will grades be assigned?

Research-informed Assessment

James HuffAlumni Study

Design, Ethics , Service-learning???Other research

Outcome Space of Students’ Experience of Human-Centered Design

Needs,info from

higher levelstakeholders

Design Process and Integration

LacksDesign

LinearDesignProcess

Integratedand

IterativeDesignProcess

VeryIntegrated

DesignProcess,Iterative

EmpathicDesign

Broadercontext,

relationshipEmpathicDesign

Involvesusers Commitment

ContextDesign

inContext

KeepsUsers’Needsin Mind

User isseen as

informationsource

ServiceUser infoInput toLinear

Process

Lacksappreciation

ofusers

Technology-Centered

Technology-Centered

Threshold

Outcome Space of Students’ Experience of Human-Centered Design

Needs,info from

higher levelstakeholders

Design Process and Integration

LacksDesign

LinearDesignProcess

Integratedand

IterativeDesignProcess

VeryIntegrated

DesignProcess,Iterative

EmpathicDesign

Broadercontext,

relationshipEmpathicDesign

Involvesusers Commitment

ContextDesign

inContext

KeepsUsers’Needsin Mind

User isseen as

informationsource

ServiceUser infoInput toLinear

Process

Lacksappreciation

ofusers

Technology-Centered

Technology-Centered

Threshold

Immersive

“Critical”

Building Long-Term Community

Partnerships

Selecting Community Partners

Criteria for selecting community Project Partners:Project partner commitment to work with students Significance - greatest benefit to the community Level of technology - challenging but within the

capabilities of undergraduates Expected duration - a mix of short and long-term

projects Match with student and advisor population

Working with Community Partners Setting expectations from the outset

Interactions/expectations between you and partners

Interactions/expectations between students and partners

Single point of contact with community organizations – “project partner liaison”

Follow up regularly Assess partners’ experience: Feedback on

students and program

Sustained Partnerships Value for community organizations

Not-for-profit staffs are stretched Creating partnerships takes resourcesCommunities need payback on investment

Value for EPICS faculty and staffNot starting over each semesterEasier to manage

Value for studentsLong-term projectsCurricular threadExtended community engagement

Local and Global OpportunitiesComplementary opportunities

Compelling needs to learn and apply knowledge to designs

Connecting disciplines (engineering) with needs of people

Local projects Pedagogical advantage to teach design with

frequent interactions with usersAffordable with low/no transportation $Local benefits seen by campus and communitySeeing needs everywhere (here)

Local and Global OpportunitiesGlobal

Compelling needs on larger scales Higher interest among students and funders

Easier for students to see?Global experiences and competencies

Partnerships and SustainabilityPartner with local universitiesEPICS global, local universities providing

links and supportJoint project opportunities,

domestically and globally

Partner Profiles

Greater Lafayette Area Special Services Cooperative

Partner Profiles

Indianapolis Children’s Museum

Habitat for Humanity

Another perspectiveMandy Bratton - UCSD

Administering EPICS

Administering EPICS: Outline EPICS Purdue Organization Administrative Structures and Processes:

StudentsInstructional staffCommunity partners & projectsFunds for project expensesLabs & infrastructureSpaceCurricular and programmaticRisk managementCorporate and development

Budgets

Early EPICS Organization

Co-Directors (faculty)

TAs

CommunityPartners

Head TA

Department

Program Coordinator

Faculty & IndustryAdvisors

Part-Time Lab Manager

Lab UGTAs Student Issues

EPICS Organization

Director William Oakes

AcademicAdministrator

TAs

CommunityPartners

Head TA

AdvisoryCouncil

Dean of Engineering

Program Coordinator

CurriculumCommittee


Lab Manager

Lab UGTAs Office staff

EPICS Organization

Co-Director Carla Zoltowski

Lab Manager (as of 7/1)

TAsCommunity

Partners

Head TA

AdvisoryCouncil

Dean of Engineering Curriculum

Committee


Program CoordinatorPam Brown

Lab UGTAsOffice staff

Director William Oakes

Global Initiatives Dulcy Abraham

Administration: Students Recruiting

Academic advisors and facultyClassesWebpage

Registration“Schedule deputy”Student assistance with registration problemsManage team enrollments

Student Ambassadors Course evaluations (University system) Grade submission Student scholarship and awards

Administration: Instructional Staff TAs based on student enrollment and

disciplines/expertise needed by the teamsEE, CmpE, CS, ME, CE, Sociology, EducationTAs funded through departments and by EPICS

Started as matches from grants, migrated to institutional support, based on enrollment formula

Advisors assigned by departments, in consultation with EPICS administrationMatches from grants => institutional supportNegotiated teaching credit based on parity with other

design courses1 team for 1AY = 1 traditional semester course

Conduct TA and Advisor training/development workshops

Administration: Community Partners & Projects

Community partner identification and selection Web form that potential partners can complete

Hold Harmless and checks needed for partner Community relations and managing partnerships Celebration of partnerships (“Partnership

Dinner”) Delivery process

Delivery checklistCustomer Satisfaction survey“I made a difference” T-shirts for team

Sample forms on the EPICS website and notebook

Administration: Funds for Project Expenses

Real projects are done for not-for-profits at no cost to the partnersRequires funding for materials

Sponsorships of teams for supplies~$2000 per teamCurrently have corporate sponsors for 10

teams ($5000/year)Larger expenses from outside funding

E.g., Habitat for Humanity home, wetland, deployed homelessness network, classroom furniture

Labs & Infrastructure Equipment and space needed to design,

develop and assemble projectsComputer/server resourcesConstruction facilities

Light machining, instrumentation and assembly spaceMachine shop

Computer infrastructure to manage teams and students

Management of accounts, licenses, etc. Safety certifications Equipment funded at Purdue by:

EPICS share of lab fees & engineering tuition differential

Grants and industry donations

Administration: SpaceAdministrative space

Coordinator, lab manager, TAs, UGTAs to help

Lab space for students to develop and build projectsManaging access

Meeting rooms Not traditional classrooms

Storage EquipmentProjects in assembly and those returned

from the field for repair and/or redesign

Administration: Curricular and ProgrammaticManagement of EPICS Curriculum

committeeWorking with curriculum committees of

schools, departments, etc. to include in curriculum and determining “how it counts”

Collection of metricsReporting requirements

Administration: Risk ManagementProtocols with community partners, the

university, and studentsHold harmless agreements with community

partnersConfidentiality agreementsHuman subjects / IRB reviewStudent activities off campusBackground checksPhoto/video permissionsLab safety forms

Sample forms on the EPICS website and notebook

Administration: Corporate and Development

Management of design reviewsWorking with development staff to identify

potential donors/funding agenciesWriting grant proposalsWriting stewardship reportsPublicity/visibility

Annual Expenses - Purdue EPICS

Expenses ($) SourceDirectors 75,000 CollegeStaff 220,000 Provost, CollegeTAs 260,000 Depts, ProvostTeam expenses 45,000 Corporate gifts,

Instructional funds

Operations 25,000 Instructional funds, gifts

Total $625,000$1562/student

Parameters: 30 teams, ~400 students3 teams per 1/2-time TA, 1 TA per teamFaculty and lab equipment expenses not included

Example BudgetAnnual Expense Basis Example:

6 teams72 students25% director.5 FTE staff, 2 TAs

Faculty Director 25-50% AY support1 month summer

$27K

Professional Administrative Staff

.5 to 1.0 FTE @ $72K loaded salary

$25K

TAs One 50% TA/3 teams $52K

Team expenses $2K/team $12K

Operations $500/team $3K

Total $119K $1652/student

Another perspective

Chris Butler – UC Merced

Reflection/worksheet QuestionQ11. What administrative aspects will you

be able to manage with current faculty and staff? What additional resources will you need to seek?

Building Institutional Support

Building Institutional SupportBarriers and enablers on each campus

What are they for your campus?What will each stakeholder gain from

your EPICS program? (last question on the worksheets)

Use the institutional processese.g. curriculum committees for

accountabilityShort cuts may undermine your efforts

InstitutionalizingLook for enablers or other initiatives that

can help your effortsEntrepreneurshipDiversity or retention effortsAccreditationCross-disciplinary effortsGlobalEngagement and outreach

Participate and be part of the campusGet in media and university/college

talking points

InstitutionalizingIdentify advocates

Corporate partners and advocatesCommunityAdministrativeSenior/respected faculty

Key disciplinesResearch

Education and outreach components for large grants and centers

Early career faculty NSF CAREER Awards

Purdue Experience: Challenges Creating new curriculum structures to support long-term

projects: multi-semester, multi-class, multi-disciplinary

Understanding community partnerships Developing protocols for off-campus projects and liability Evaluating and documenting student outcomes Valuing “professional” skills Achieving

multi-disciplinarity Becoming “sustainable”

with funding Space as we (and the

projects) have grownTechnological

Sandbox

Barriers: Academic Issues Emphasis on “professional” (i.e., “soft”) skills

Be fluent with the “literature”: Engineering Dean’s Council report, ABET, Boeing, NAE, NSF

Be rigorous in technical requirementsBe rigorous in documentation and assessmentRecruit respected facultyEnlist corporate advocatesBe successful: NSF grants, papers (including

papers in the discipline), corporate gifts, key alumsTrack your successful studentsCreate communication channels to address

concerns: EPICS curriculum committee, Advisory Council

Barriers: Academic Issues Projects originating in the community (v.s.

designed by engineers)Develop criteria for suitable projectsCommunicate with the community partner

Include educational requirementsRefer academically unsuitable projects to a more

appropriate organizationShow off outstanding projectsBreak down the semester barrier

Start small and build

Barriers: Academic IssuesNew academic structures: vertical

teams, repeat registration, multi-year projectsLots of conversations with the registrar

and academic counselorsNew course numbers that can be

repeatedTeam dynamics, formal team transition

and mentoring Emphasis on documentation

Barriers: Academic Issues Multidisciplinary projects and teams

Lots of conversations with Deans and HeadsMeetings with curriculum committees to

establish credit in departments Opportunity for college outcomes and core

requirementsFaculty and TAs from diverse disciplinesIndustry advisorsTeam tools to foster respect for diverse team

members Faculty and TA training

BarriersPeer pressure: It’s not research

…

Practical Strategies Articulate the benefits, starting with learning

objectives and outcomes Participate in engagement/outreach

activities “Money talks”: bring in government grants

and corporate gifts Enlist corporate advocates Enlist community advocates Assess with rigor It’s academia: publish in education and

discipline-specific venues … Be successful

Another perspectiveEric Baumgartner- Ohio Northern

Adapting to Local Institutional Culture

A faculty perspective

My Background Professor in Civil Engineering/ Construction

Engineering and Management Research interests in infrastructure renewal

a life-cycle approach Link with EPICS alignment with my

passions as an educator realms of learning, research and broader engagement with stakeholders – nationally and internationally

“Giving much, gaining more”

Engaging Faculty - Teaching CreditEPICS counts as teaching credit in

many departments½ a course based on the lower credit

hours for EPICSSome do it as overload

Engaged in other things they don’t want to give up

Teaching credit is good but assigned faculty can be a problemNegotiate with departments who is

assigned

Engaging Faculty Connecting with broader interests

Global and local projectsInterested in combining global interest

and course structureFuture faculty development

Integrating with other interestsSome use EPICS as a way to connect

teaching with their own community interests

Connecting with research EPICS projects that align with research

Image processingChemical sensor developmentWater quality

Education and outreach components for research grantsNSF CAREER AwardsBiomedical outreach – interactive cell

demonstrations for museumsNano-technology outreachElectric vehicle battery developmentEarthquake center

Adapting to faculty culturesPurdue’s EPICS Program is designed to

allow faculty focus on the project and studentsMaking it look close to a more traditional

design courseProvide curriculum and assessment materialsSelect and manage the partnerships with the

communityGraduate teaching assistants help with the

teams and grading Follows pattern for other classes at our campus

Another perspeciveTom Jacobius IIT

Reflection QuestionQuestion #8What institutional cultural issues need to be considered to implement EPICS?

What are the typical teaching loads?What support is typical provided for teaching?What connections could be made to

encourage faculty to participate?

Complete Poster for Final SessionWho are possible community

partners?Describe potential project(s)Questions? Barriers?

EPICS: Raising

Funds for Your

Program

Fundraising

Basic Fundraising OverviewTypes of support

Grants/sponsored programsCorporate FoundationsIndividuals

Forms of supportFundingGifts in KindPartnerships

Basic Fundraising OverviewWho is responsible for fundraising for

your program?YOU!Development/University RelationsDeanFaculty StaffStudentsAdvisory Board

Basic Fundraising OverviewDonor Lifecycle

Build, maintain and enhance relationships!

Identification / Qualification

Cultivation

Stewardship Solicitation

Basic Fundraising Overview

So, how do you get started?

It’s all about building and maintaining relationships.Internal championsExternal championsMake connections

Getting Down to the Details

Building and maintaining relationships:Think about the four I’s…

Information develops interest. Interest leads to involvement which you hope will turn into investment.

And the fifth I is Impact. Show what Impact your program has – on the student, on the community, on the university, on the world!

Engaging PartnersRemember the four I’s…Information

Press releasesNewsletter Annual fund letterWebsite

Building Support…the four I’s…

InterestTake advantage of interest; listen to the

partner to understand their motivation


InvolvementLecture guest

speakersSkill Sessions

Design reviewsAdvisory boardsAdvisors for teams


InvestmentProjects, infrastructureResearchAligns with philanthropic interests

Future Partners Alumni (future alumni)

Treat as potential partnersKeep informed

Opportunities Program status Successes

Corporate FundingWork with Corporate Relations and

Development staff at your institution. Remember the four I’s…Funding templatesMany companies support service-

learning and engineeringShare contacts and look for commonalityCorporations partner with specific

campuses

EPICS at Purdue – types of sponsorships

Team sponsorship- $5,000 for one academic year. Covers materials and supplies, administrative costs and TA support.

EPICS at Purdue – types of sponsorships

Special projects, i.e. Habitat for Humanity- energy efficient house sponsored by Ford Motor Company Fund.

Foundation FundingFoundation Center;

www.foundationcenter.org Pick up the phone!Foundations who fund STEM

education or service-learningEPICS successes:

Motorola Solutions Foundation Ford College Community Challenge Google RISE Foundation

http://www.foundationcenter.org/

GrantsNSF

TUES program Type 1 – individual institution, May Type 2 and 3 – January

STEPEducation and outreach for research

Department of Education

StewardshipDon’t forget the fifth I!!!Impact

Did you do what you said you would?Stewardship reportsKeep informed

Opportunities – corporate partnerships Program status Successes and challenges

SummaryNeed a team approach to fundraisingDefine processes and identify

resourcesGet on the lists of opportunities for

your institutionDifferent appeal to donors

Avoid “zero sum” mentalityOpen new sources of funding

Demonstrate impact!

Deleted slides

Grading Summary, cont.Student work is considered at both the Project and Individual level. The

following artifacts will be used for assessment at the different levels. Project

Project Artifacts (prototypes, demos, completed projects, etc) Design Documentation Design Review Presentations Project Partner Communications (presentations, meetings, memos,

feedback, etc) Project Evaluation Rubric: provides summary and self-evalutaion of

project plan and accomplishments Individual

Notebook, blog, other posted work Final Reflection Peer Evaluation/Feedback: both your evaluation to others and others

evaluation of you Participation (lab, project team, and lecture) Individual Evaluation Rubric : provides summary and self-evaluation of

work completed and planned

https://sharepoint.ecn.purdue.edu/epics/teams/Public%20Documents/EPICS_Project_Evaluation_Rubric.docx

https://sharepoint.ecn.purdue.edu/epics/teams/Public%20Documents/EPICS_Individual_Evaluation_Rubric.docx

Service-Learning Definition We define service learning as a type of

experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility.

- Hatcher and Bringle, 1997

Partnerships: Outline

Why partner?Community partnersMultidisciplinarityCorporate partnersEntrepreneurshipIntra-EPICS

partnerships

EPICS Course Structure Lab

Team meetingWorking on projectMentoring by

advisor, TA and students

Learning by Doing Outside Work

1 credit = 3.5 hours outside work/week (lecture)

2 credit = 5 hours outside work/week

Lecture1 credit = 5 “lectures”2 credit = 10 “lectures”5 Introductory lectures

New students Design Process/Ethics Homework

readings/reflectionsChoose additional

lectures Professional development

topics Skill sessions/Workshops Advisor approved activities