Carla B. Zoltowski, Ph.D., Co-Director Real Design for Real People: Making a Difference

Overview of Workshop Overview of EPICS  Key characteristics  Best practices Ford C3 Habitat for Humanity Project Camp Riley Community of Practice initiative

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

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 credit throughout the student’s undergraduate career

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

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 for start-to-finish design  Problem definition  Design for x-ability  Working designs for fielded projects  Support for fielded projects  Redesign for second generation systems

Interactions with Community Communications at all stages Human-Centered Design

Student-led, Faculty-advised Team Leader Project Leader Advisor Team members TA Received NAE Gordon Prize for Leadership Development

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

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

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

EPICS Projects Access & Abilities Human Services Environment Education & Outreach

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.

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 projects  Local schools  Museums  Purdue Space Day

Projects: Education Columbian Park Zoo Electric Vehicle  Design cart for race  Outreach

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)

Milestone Highlights Week 1 Transition and Integrating New Students Planning and setting expectations Execute Semester Plans Deliver if Appropriate Document As You Go Complete semester commitments Transition to next semester Coordinate with Project Partner Focus on Project Partner and Transition Finals Slow Fast Delivery Deadline

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

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)

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.

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

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

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.

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

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

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

Managing the Decoupled Timescales Student Learning Semester/Quarter Project Semester/Quarter Student Learning Project Curriculum and Assessment Goals: 1)Facilitating and assessing the student learning for the semester 2)Ensuring project continuity

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

EPICS Course Outcomes 1. Application from the discipline to the design of projects 2. Understanding of design as a start-to-finish process 3. Identification and acquisition of new knowledge 4. Awareness of the customer in engineering design 5. Functioning on multidisciplinary teams  contributions from other disciplines 6. Effective communication with different audiences 7. Awareness of professional ethics and responsibility 8. Understanding of role of discipline in social contexts

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

Project Artifacts Project Project Artifacts (prototypes, demos, completed projects, etc) Design Documentation Design Review Presentations Project Partner Communications (presentations, meetings, memos, feedback, etc.) and Evaluation Project Evaluation RubricProject 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 Individual Evaluation Rubric : provides summary and self- evaluation of work completed and planned

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

Individual Evaluation Rubric Contribution/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) Accomplishments Process Critical 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

Individual Evaluation Rubric ExcellentGoodAdequateLow passing A+AA-B+BB-C+CC-D+DD-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):

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

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

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.”

Industry Sponsors

® 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

EPICS Programs Integrating into Curricula EPICS Curriculum Provides Service- Learning Design Education Project Management Community Partnerships Disciplinary Knowledge from Departments EPICS Programs Projects and Needs from Local/Global Community Institutional Curriculum and Culture

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

Pause What aspects have been “duh?” What aspects have been new ideas? What resources would you recommend that would help us all get to “baseline”?

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

Outcome Space of Students’ Experience of Human- Centered Design

Immersive “Critical”

2008 Ford C3 Habitat for Humanity Home

Camp Riley “Immersive” Summer Course Goal is to make Camp Riley more accessible!

“Community of Practice”

How can the network be extended?

Discussion/Reflection Questions How can we learn about and learn from what others are doing? What specific actions will you take to broaden the impact of this conference?  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?