Introductory Workshop Welcome https engineering purdue eduEPICSU http

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

Dean Leah Jamieson n Talking points for Leah

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

Introductions n Name n Affiliation n What learn/motivation?

Introduction and Overview

Introduction and Overview: Outline n Motivation n Context: engineering design, service learning n EPICS Core values n Example projects n Integrating EPICS in the curriculum n Links to research

motivation

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

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

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

Context: Learning Pedagogies Project Based Design Education Problem Based Active Learning Service. Learning Inquiry Based

Characteristics of Service-Learning n Academically-based – tied to learning within an academic course. n Service – students participate in service for the underserved in a community. n Reciprocity – Mutual needs, mutual respect, mutual learning. n 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 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

Learning Design n Design is messy q. Involving people n The Design Process as a full cycle q. Phase are often skipped in traditional courses n EPICS provides an opportunity for start-to-finish design q. Problem definition Design q. Design for x-ability Process q. Working designs for fielded projects T ra C q. Support for fielded projects ou dit rs ion q. Redesign for second e al generation systems

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

EPICS and Women n Research on science education suggests that “context” is important to women students. n NAE Changing the Conversation Report : “Because dreams need doing…” n 20% of ECE & ME EPICS students are women, compared to 11% of ECE & ME students overall n 33% of CS EPICS students vs. 11. 5% in CS overall

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

Alumni Investigation (2011 -2012) n 528 alumni completed a survey and > 84% said EPICS contributed to their ability to: q function in a team environment. q work with people from very different disciplines. q demonstrate leadership in a team environment. n Comments Included: q “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 q “Through EPICS I have learned how to listen to the needs of people and to try to use my skills to meet their needs. ” q “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 n Academic credit for q. Long-term, team-based design projects q. Solving technology-based problems in the community n Multi-year partnerships with not-for-profit community organizations to fulfill mutual needs: q. Significant design experiences for students q. Providing community organizations with access to technology-based solutions n Community partners who assist the student teams q. Understand community needs q. Provide a meaningful context for design q. Work with the teams through definition, development, and deployment

Goals for EPICS Programs 1. Not-for-profit Project Partners 2. Long-term Community Relationships 3. Appropriate Projects 4. Long-term Participation by Students 5. Team Structure that Supports Continuity 6. Multidisciplinary Teams 7. Multidisciplinary Instructional Staff 8. Highly Mentored Experience 9. Social Context and Impact 10. Local University Context 11. Collaboration with Other EPICS Programs

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

The EPICS Programs n EPICS programs at 20 universities + 50 High School n Support from NSF, CNCS, Microsoft, HP, National Instruments, Cypress, Motorola, Purdue n Workshops and conferences q Regional workshops n Multi-university EPICS projects q 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 n Boiler Green Initiative q Rain Garden q Green roof q Alternative energy resources q Wind turbine to recharge golf carts n Water Resources Management q Water conservation issues given local/global land use changes n Global Alternative Power Systems q Solar power system for Colombia

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

Projects: Education n K-12 outreach projects q. Local schools q. Museums q. Purdue Space Day

Projects: Education n Columbian Park Zoo n Electric Vehicle q. Design cart for race q. Outreach

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

Reflection/worksheet Question #3 n Which of the needs/issues listed in Question #2 could an EPICS or EPICSstyle program help to address?

Course and Curriculum

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

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

Time Scales: Traditional Courses n Student learning and project development are tied to academic calendar q. 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 Community Receives Long-Term Support They Need

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

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

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 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

Purdue EPICS Course Structure EPICS Lab – Two hours/week Learning Activities: - Lectures - Skill Sessions -1 credit = 5 -2 credits = 10 Outside of lab work – 2 credits (5 hrs/wk) Outside of lab work – 1 Credit (3. 5 hrs/wk)

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

Milestone Highlights Week 1 2 3 4 5 6 7 8 n. Transition and Integrating New Students n. Planning and setting expectations n. Execute Semester Plans n. Deliver if Appropriate n. Document As You Go Slow Fast 9 10 11 12 13 14 15 Finals Delivery Deadline n. Complete semester commitments n. Transition to next semester n. Coordinate with Project Partner Focus on Project Partner and Transition

Spring 2013 Course Deliverables/Assignments Deliverable(s) Due Date Team/ Individual Assignment Lab Safety Awareness form and Model Release form (for new students only) Semester Plan Week 2 (1/15 -1/18) Individual Week 3 (1/22 – 1/25) Team Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual Team Website Design Documentation (posted for reviewers with one page overview) Design Review Presentation Week 5 (2/5 – 2/8) Team Week 6 (2/12 – 2/15) Team Week 7 (2/19 – 2/22) Team Week 8 (2/26 – 3/1) Individual Week 8 (2/26 – 3/1) Week 12 (4/2 - 4/5)- Optional Week 13/14 (4/8 – 4/19) Team Individual Week 13 (4/9 – 4/12) Team Week 14 (4/16 – 4/19) Team Week 15 (4/23 – 4/26) Individual Project Evaluation Rubric Week 15 (4/23 – 4/26) Team Lab and lecture attendance Weeks 1 - 15 Individual Weeks 5 and 14 Team Individual Evaluation Rubric Individual Documentation Peer Evaluation Project Evaluation Rubric Individual Evaluation Rubric If delivering, Delivery Checklist Design Documentation (posted for reviewers with one page overview) Design Review Presentation Team Individual Evaluation Rubric Individual Documentation Peer Evaluation Purdue Course Evaluations Final Reflection Current Website

Milestones Schedule Week (Dates) Objective(s) Strategies Introductions: to each other, team, Complete Transition checklist within Project teams and projects Complete Lab Safety Awareness form (new Decide project teams and roles; students) team building within project team Plan PP visit Weeks Learn about resources; confirm Visit Project Partner: observe, meet, understand 1– 3 access Complete drafts of semester plan, budget and (1/9 – 1/27) Update my. EPICS Indiv Eval Rubric and get feedback, iterate. Learn about Project Partner: visit, Get informal feedback on Individual observe, meet, understand Documentation Make sure on right track with Project Demos planning, documenting, progress Approval of appropriate plan for the semester situated in overall timeline; Semester Week 4 Plan and Budget included in Project Management portion of document. (1/30 -2/3) Approval of appropriate individual responsibilities that facilitate team plan Regularly update PP on status (e. g. , email, phone Make progress on projects, and calls, visits); get frequent feedback from PP. Week 5 appropriately engage project Make effective use of lab time and frequently (2/6 -2/10) partner review requirements and semester plan. Update design documentation Determine aspects of project to Week 6 review (2/13 -2/17) Prepare materials that enable design reviewers to prepare for design review Effective communication of design Week 7 and design decisions which (2/20 -2/24) facilitates quality feedback on design 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) Deliverable(s) Lab Safety Awareness form (if new) Model release (if new) Informal review of individual accomplishments and documentation Semester Plan and Budget Documented in Individual and Project Documentation Practice Design Review Presentation and get feedback Update Design Documentation; post to Sharepoint Design & relevant parts to secure site (email to Guy Documentation Martin) Design Review Presentatn 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 my. EPICS Design Review Feedback Summary Design Documentation Indiv and Proj Eval Rubrics Peer Evaluation Individual Documentation

Milestones Schedule, cont. Wks 9 - 12 (3/5 -4/6) Week 13 (4/9 -4/13) Make progress on projects, and appropriately engage project partner To make sure on track To ensure successful delivery and continued usage of project Prepare for Design Review (see Week 6) Informal feedback to individuals if requested by student or required by advisor. Advisor/EPICS Admin Approvals needed before delivery Practice Design Review Presentation and If delivering, Delivery get feedback Checklist Update Design Documentation; post to Design Documentation Sharepoint & relevant parts to secure site (email to Guy Martin) Week 14 (4/16 -4/20) Complete course evals in lab if time Effective communication of design and design decisions which facilitates quality feedback on design 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 Weeks 1 - 15 Wks 1 - 15 Design Review Presentatn Design Documentation Indiv and Proj Eval Rubrics Peer Evaluation Individual Documentation Final Reflection Course evaluations 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 Lab and Lecture Attendance Tracked in my. EPICS Semester Optional: Individual Eval Rubric Current external web presence Webmaster has primary responsibility for website, but Project and Team Leaders need to contribute. Current Website

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

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

Lectures – Returning/ 2 credit Students. Administrative: What’s new? , Resources, Assessment Design tools: more in-depth look at tools Community context Lecture Schedule: See “Course and Curriculum” Tab Sustainability Professional Preparation Series Teamwork and Project Management Leadership Series (4 sessions) Oral and written communication (How to give effective design review, communicating with Project Partner)

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

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

Human-centered Design: Basic Principles n Early focus on users n Designing for and with users n Empirical measurement and evaluation n Iteration n Who are the stakeholders? n What information is important? n What are effective ways to elicit information and communicate with stakeholders? n How will you measure whether design goals are met? n How and when are stakeholders involved in the process? Which ones are involved?

Human Centered Design n Formal/Informal Interviews q. Focus groups– interviews with multiple people n Persona q. Prototypical user, described in detail n Scenarios q“before and after” stories using your product § Focus on the user’s need and how their life might be improved n Role-playing: put yourself in the user’s shoes, chair, and/or space q. Empathic modeling: Simulating the sensory/ motor/ cognitive constraints

Prototypes n Prototyping…. rough, quick, very iterative q. IDEO working with Gyrus ACMI to design new apparatus for operating on delicate nasal tissues q. Prototype: http: //cataligninnovation. blogspot. com/2008/11/prototyping-foundational-competency-of. html

Promoting Negotiation and Iteration n Representations promote feedback that promotes negotiation and appropriate iteration q. Visual – drawings, sketches, CAD q. Functional – mock up or prototype q. Intermediate or component § Partial prototypes n Community partners who do not have the answers q. They know when they “see” it

Design Documentation n Provides a comprehensive and detailed description of the project design. n Intended audiences: q. New team members q. Reviewers, advisors and TA's q. Ongoing team members q. Future team members q. Project Partner and other stakeholders n Template organized by design process phases, most current in front n Includes “project management” information (e. g. , timeline, transition information, team members)

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

Reflection n Encourage as part of regular practice q. Weekly prompt questions during lab/lecture n Critical approach to design n Final reflection at the end of the semester: q. What did I learn? q. How did I learn it? q. Why does this learning matter? q. 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 servicelearning students (instructor version). (pp. 4 -5 through 4 -7)

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

Ethics and Social Responsibility n Connecting ethics to design and need to be social responsible n Professional responsibility n Professional Codes of Ethics n Need to consider more than just codes q. Ethical Frameworks q. Moral decision making process

Option: Textbook Readings and Reflections n Lima and Oakes “Service-Learning: Engineering in Your Community” q. Readings to supplement lectures q. Reflections on reading and lab work q. Targeted readings for team roles § Leaders § Partner liaisons

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

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

Team Roles: Advisors n Faculty play key role q. Advising teams in areas of expertise q. Academic credibility n Industry advisors n Non-faculty advisors with expertise n Co-advisors from complementary disciplines n Meet with team weekly n. Grading

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

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

EPCS Courses n EPCS 10100: First-Year Participation in EPICS (1 cr) Ø EPICS 10200: First-Year Participation in EPICS (2 crs) n EPCS 20100: Sophomore Participation in EPICS (1 cr) Ø EPICS 20200: Sophomore Participation in EPICS (2 crs) n n n 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: Ø EPCS 41100: Senior Design Participation in EPICS (1 cr) Ø EPCS 41200: Senior Design Participation in EPICS (2 crs) n No pre-requisites, but instructor approval required for EPCS 10200 and 20200

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

Other initiatives n Core curriculum n Engineering leadership

Another model: UCSD n Mandy Bratton

Q 4 and 5. Are there current courses…

Reflection/Worksheet Question Q 5. What are the student outcomes for my program/course(s)? Q 6. Are there current courses or course structures that can be modified to integrate this model course or program? q. Yes What modifications need to be made to the course(s)? q. 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? q. Use this course/these ideas in the rest of the exercise.

Reflection/worksheet Question Q 7. Does my proposed course/program satisfy the core values? a. Which goals does it incorporate now b. How do you see it evolving to incorporate other goals?

Begin Final Presentation Poster n University College Description – what are strengths, needs, drivers? n What courses will be used? n What potential project partners? Assets and needs of these organizations. What is overall outline for the poster?

Day 2 n Announcements n Final posters n Lab tours n Group photo

Assessing Student Learning in EPICS

Assessing Student Learning: Outline n What to assess n Artifacts – data to assess n Grading n Senior Design Example

What to Assess n Students are given academic credit for mastering course content, q. Not for the service they provide for the community n 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 n EPICS projects require multidisciplinary approaches n Assessing students from different areas requires their own learning objectives in their “own language” q. Freshman vs. senior q. One vs. two credits q. Engineering vs. other majors n Important to be specific about expectations and outcomes

Spring 2013 Course Deliverables/Assignments Deliverable(s) Due Date Team/ Individual Assignment Lab Safety Awareness form and Model Release form (for new students only) Semester Plan Week 2 (1/15 -1/18) Individual Week 3 (1/22 – 1/25) Team Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual Team Website Design Documentation (posted for reviewers with one page overview) Design Review Presentation Week 5 (2/5 – 2/8) Team Week 6 (2/12 – 2/15) Team Week 7 (2/19 – 2/22) Team Week 8 (2/26 – 3/1) Individual Week 8 (2/26 – 3/1) Week 12 (4/2 - 4/5)- Optional Week 13/14 (4/8 – 4/19) Team Individual Week 13 (4/9 – 4/12) Team Week 14 (4/16 – 4/19) Team Week 15 (4/23 – 4/26) Individual Project Evaluation Rubric Week 15 (4/23 – 4/26) Team Lab and lecture attendance Weeks 1 - 15 Individual Weeks 5 and 14 Team Individual Evaluation Rubric Individual Documentation Peer Evaluation Project Evaluation Rubric Individual Evaluation Rubric If delivering, Delivery Checklist Design Documentation (posted for reviewers with one page overview) Design Review Presentation Team Individual Evaluation Rubric Individual Documentation Peer Evaluation Purdue Course Evaluations Final Reflection Current Website

Project Artifacts (prototypes, demos, completed projects, etc) Design Documentation Project Evaluation Rubric: provides summary and selfevaluation of project plan and accomplishments Design Review Presentations Project Partner Communications (presentations, meetings, memos, feedback, etc)

Individual Artifacts Participation (lab, project team, and lecture) Peer Evaluation/ Feedback: both your evaluation to others and others evaluation of you Notebook, blog, other posted work Individual Evaluation Rubric : provides summary and selfevaluation of work completed and planned Final Reflection

Grading Summary Students’ work in EPICS is assessed based on five evaluation criteria: n Accomplishments n Process n Critical Thinking n Teamwork/Leadership n Communication See Grading Guidelines in Assessment section

Individual Grade n. Quality and quantity of documented q. Individual accomplishments q. Learning and skill development q. Team’s accomplishments. n. Juniors/Seniors must show initiative for an A n. First-year/Sophomores can get an A following and meeting expectations

Example Grading Guideline A 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: n 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. n 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. n 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. n 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. n 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.

Communication Process Critical thinking Where documentation can be found: (include page #s if in notebook and URLs if online) Accomplishments Contribution/Learning (e. g. , completed user analysis, data analysis, DFMEA, or prototype, programmed microprocessor; learned CATIA) Teamwork/ leadership Individual Evaluation Rubric In the following box, list contributions and learning planned for rest of semester Contribution/Learning: To be completed by: ( ex: 9/20/11)

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

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 Expectations n Teams set semester goals through project semester plan q. By weeks 2 - 4, depending if new/returning q. Advisor (instructor) approves plan n Students set individual goals and role(s) for each semester by weeks 2 - 4 q. Align with Project Semester Plan q. Advisor (instructor) approves goals/roles q. Self- and Advisor Assessment of accomplishments at weeks 4 (informal), 8, 12 (optional), and final

Mid semester Grading n All resources and artifacts evaluated q. Self assessments evaluated n Students provided with a team and individual grade or range and comments q. What would they have to do to improve? n Feedback often provided in individual meetings with students n Calibrates students and faculty q. Problems can be identified early q. Need for documentation reinforced

Final Grading n Repeat process for mid-semester grades q. Final self-assessment n Use mid-semester evaluations as a basis q. Students addressed concerns over the last half of the semester? n Emphasis on documentation q. Do the artifacts represent their level of work? n Some advisors provide students with comments and/or conduct exit interviews

ABET, Senior Design and EPICS n EPICS projects are well-matched to the ABET criteria. n Customer-driven service-learning means that each team has a different project and that each student may have a different role on the team. n This variability requires procedures for assessment, tracking, and documentation of projects and of student outcomes. See “Capstone Course” tab

Senior Design and EPICS n Senior Design option for ECE, IDE and CS students (currently) n At least three credits over two semesters of EPICS n Documents used track progress/completion q. Project Proposal § Individual document that provides early feedback on project appropriateness (Significant design experience on a suitable project) q. Outcomes Matrix § Individual document that demonstrates all outcomes were met over the two semester experience q. Project Description § Common document used by ECE, adopted by other departments, to describe how project teams have met outcomes

Project Approval n Project Description: q. Team & project name q. Project members, majors, expertise q. Project & customer summary q. How builds on disciplinary courses q. New technical knowledge acquired q. Multidisciplinary nature q. How project involves professional component (criterion 4) constraints n One form per project w/ senior design students per semester n Approved by team advisor n Reviewed by EPICS administrators, and for ECE, ECE Senior Design committee

Outcomes Certification Documenting Outcomes: n n n n n Deliverables Design notebook Design reviews Reports Presentations Weekly reports Customer feedback Peer evaluation Self assessment

Outcomes Certification n Outcomes record maintained by students n Contributions listed as completed n Reviewed by TAs and team advisor n Semester-end and year-end review by EPICS administration n EPICS Admin support for advisors not from senior design major See examples of Outcome Matrices and Project Descriptions in “Capstone Course” tab.

Another perspective n Victoria Dorman - Princeton

Reflection/worksheet Question Q 9. How will you assess student outcomes and course content? q. What existing materials or process are in place to use? q. What new materials or processes are needed? Q 10. How will grades be assigned?

Research-informed Assessment

James Huff n Alumni Study

Design, Ethics , Servicelearning? ? ? n Other research

Outcome Space of Students’ Experience of Human-Centered Design

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

Building Long -Term Community Partnerships

Selecting Community Partners n Criteria for selecting community Project Partners: q. Project partner commitment to work with students q. Significance - greatest benefit to the community q. Level of technology - challenging but within the capabilities of undergraduates q. Expected duration - a mix of short and long-term projects q. Match with student and advisor population

Working with Community Partners n Setting expectations from the outset q. Interactions/expectations between you and partners q. Interactions/expectations between students and partners n Single point of contact with community organizations – “project partner liaison” n Follow up regularly n Assess partners’ experience: Feedback on students and program

Sustained Partnerships n Value for community organizations q. Not-for-profit staffs are stretched q. Creating partnerships takes resources q. Communities need payback on investment n Value for EPICS faculty and staff q. Not starting over each semester q. Easier to manage n Value for students q. Long-term projects q. Curricular thread q. Extended community engagement

Local and Global Opportunities n Complementary opportunities q. Compelling needs to learn and apply knowledge to designs q. Connecting disciplines (engineering) with needs of people n Local projects q Pedagogical advantage to teach design with frequent interactions with users q. Affordable with low/no transportation $ q. Local benefits seen by campus and community q. Seeing needs everywhere (here)

Local and Global Opportunities n Global q Compelling needs on larger scales q Higher interest among students and funders § Easier for students to see? q. Global experiences and competencies n Partnerships and Sustainability q. Partner with local universities q. EPICS global, local universities providing links and support n Joint project opportunities, domestically and globally

Partner Profiles n Greater Lafayette Area Special Services Cooperative

Partner Profiles n Indianapolis Children’s Museum

n Habitat for Humanity

Another perspective n Mandy Bratton - UCSD

Administering EPICS

Administering EPICS: Outline n EPICS Purdue Organization n Administrative Structures and Processes: q. Students q. Instructional staff q. Community partners & projects q. Funds for project expenses q. Labs & infrastructure q. Space q. Curricular and programmatic q. Risk management q. Corporate and development n Budgets

Early EPICS Organization Department Co-Directors (faculty) Part-Time Lab Manager Head TA TAs Faculty & Industry Advisors Lab UGTAs Program Coordinator Community Partners Student Issues

EPICS Organization Dean of Engineering Advisory Council Director William Oakes Academic Administrator Head TA TAs Faculty & Industry Advisors Lab Manager Lab UGTAs Curriculum Committee Program Coordinator Community Partners Office staff

EPICS Organization Dean of Engineering Advisory Council Co-Director Carla Zoltowski Director William Oakes Lab Manager (as of 7/1) Faculty & Industry Advisors Head TA TAs Lab UGTAs Curriculum Committee Global Initiatives Dulcy Abraham Program Coordinator Pam Brown Community Partners Office staff

Administration: Students n Recruiting q. Academic advisors and faculty q. Classes q. Webpage n Registration q“Schedule deputy” q. Student assistance with registration problems q. Manage team enrollments n Student Ambassadors n Course evaluations (University system) n Grade submission n Student scholarship and awards

Administration: Instructional Staff n TAs based on student enrollment and disciplines/expertise needed by the teams q. EE, Cmp. E, CS, ME, CE, Sociology, Education q. TAs funded through departments and by EPICS § Started as matches from grants, migrated to institutional support, based on enrollment formula n Advisors assigned by departments, in consultation with EPICS administration q. Matches from grants => institutional support q. Negotiated teaching credit based on parity with other design courses q 1 team for 1 AY = 1 traditional semester course n Conduct TA and Advisor training/development workshops

Administration: Community Partners & Projects n Community partner identification and selection q. Web form that potential partners can complete n Hold Harmless and checks needed for partner n Community relations and managing partnerships n Celebration of partnerships (“Partnership Dinner”) n Delivery process q. Delivery checklist q. Customer Satisfaction survey q“I made a difference” T-shirts for team Sample forms on the EPICS website and notebook

Administration: Funds for Project Expenses n Real projects are done for not-for-profits at no cost to the partners q. Requires funding for materials n Sponsorships of teams for supplies q~$2000 per team q. Currently have corporate sponsors for 10 teams ($5000/year) n Larger expenses from outside funding q. E. g. , Habitat for Humanity home, wetland, deployed homelessness network, classroom furniture

Labs & Infrastructure n Equipment and space needed to design, develop and assemble projects q. Computer/server resources q. Construction facilities § Light machining, instrumentation and assembly space q. Machine shop n Computer infrastructure to manage teams and students n Management of accounts, licenses, etc. n Safety certifications n Equipment funded at Purdue by: q. EPICS share of lab fees & engineering tuition differential q. Grants and industry donations

Administration: Space n Administrative space q. Coordinator, lab manager, TAs, UGTAs to help n Lab space for students to develop and build projects q. Managing access n Meeting rooms q. Not traditional classrooms n Storage q. Equipment q. Projects in assembly and those returned from the field for repair and/or redesign

Administration: Curricular and Programmatic n Management of EPICS Curriculum committee n Working with curriculum committees of schools, departments, etc. to include in curriculum and determining “how it counts” n Collection of metrics n Reporting requirements

Administration: Risk Management n Protocols with community partners, the university, and students q. Hold harmless agreements with community partners q. Confidentiality agreements q. Human subjects / IRB review q. Student activities off campus q. Background checks q. Photo/video permissions q. Lab safety forms Sample forms on the EPICS website and notebook

Administration: Corporate and Development n Management of design reviews n Working with development staff to identify potential donors/funding agencies n Writing grant proposals n Writing stewardship reports n Publicity/visibility

Annual Expenses - Purdue EPICS Parameters: 30 teams, ~400 students 3 teams per 1/2 -time TA, 1 TA per team Faculty and lab equipment expenses not included Directors Staff TAs Team expenses Operations Total Expenses ($) Source 75, 000 College 220, 000 Provost, College 260, 000 Depts, Provost 45, 000 Corporate gifts, Instructional funds 25, 000 Instructional funds, gifts $625, 000 $1562/student

Example Budget Annual Expense Basis Example: 6 teams 72 students 25% director. 5 FTE staff, 2 TAs Faculty Director 25 -50% AY support 1 month summer $27 K Professional Administrative Staff . 5 to 1. 0 FTE @ $72 K loaded salary $25 K TAs One 50% TA/3 teams $52 K Team expenses $2 K/team $12 K Operations $500/team $3 K Total $119 K $1652/student

Another perspective Chris Butler – UC Merced

Reflection/worksheet Question Q 11. 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 Support n Barriers and enablers on each campus q. What are they for your campus? q. What will each stakeholder gain from your EPICS program? (last question on the worksheets) n Use the institutional processes qe. g. curriculum committees for accountability q. Short cuts may undermine your efforts

Institutionalizing n Look for enablers or other initiatives that can help your efforts q. Entrepreneurship q. Diversity or retention efforts q. Accreditation q. Cross-disciplinary efforts q. Global q. Engagement and outreach n Participate and be part of the campus n Get in media and university/college talking points

Institutionalizing n Identify advocates q. Corporate partners and advocates q. Community q. Administrative q. Senior/respected faculty § Key disciplines n Research q. Education and outreach components for large grants and centers q. Early career faculty § NSF CAREER Awards

Purdue Experience: Challenges n Creating new curriculum structures to support long-term projects: multi-semester, multi-class, multi-disciplinary n Understanding community partnerships n Developing protocols for off-campus projects and liability n Evaluating and documenting student outcomes n Valuing “professional” skills n Achieving multi-disciplinarity n Becoming “sustainable” with funding n Space as we (and the projects) have grown q. Technological Sandbox

Barriers: Academic Issues n Emphasis on “professional” (i. e. , “soft”) skills q. Be fluent with the “literature”: Engineering Dean’s Council report, ABET, Boeing, NAE, NSF q. Be rigorous in technical requirements q. Be rigorous in documentation and assessment q. Recruit respected faculty q. Enlist corporate advocates q. Be successful: NSF grants, papers (including papers in the discipline), corporate gifts, key alums q. Track your successful students q. Create communication channels to address concerns: EPICS curriculum committee, Advisory Council

Barriers: Academic Issues n Projects originating in the community (v. s. designed by engineers) q. Develop criteria for suitable projects q. Communicate with the community partner § Include educational requirements q. Refer academically unsuitable projects to a more appropriate organization q. Show off outstanding projects q. Break down the semester barrier q. Start small and build

Barriers: Academic Issues n New academic structures: vertical teams, repeat registration, multi-year projects q. Lots of conversations with the registrar and academic counselors q. New course numbers that can be repeated q. Team dynamics, formal team transition and mentoring q. Emphasis on documentation

Barriers: Academic Issues n Multidisciplinary projects and teams q. Lots of conversations with Deans and Heads q. Meetings with curriculum committees to establish credit in departments § Opportunity for college outcomes and core requirements q. Faculty and TAs from diverse disciplines q. Industry advisors q. Team tools to foster respect for diverse team members n Faculty and TA training

Barriers n Peer pressure: It’s not research …

Practical Strategies n Articulate the benefits, starting with learning objectives and outcomes n Participate in engagement/outreach activities n “Money talks”: bring in government grants and corporate gifts n Enlist corporate advocates n Enlist community advocates n Assess with rigor n It’s academia: publish in education and discipline-specific venues n … Be successful

Another perspective n Eric Baumgartner- Ohio Northern

Adapting to Local Institutional Culture A faculty perspective

My Background n Professor in Civil Engineering/ Construction Engineering and Management n Research interests in infrastructure renewal a life-cycle approach n Link with EPICS alignment with my passions as an educator realms of learning, research and broader engagement with stakeholders – nationally and internationally n “Giving much, gaining more”

Engaging Faculty - Teaching Credit n EPICS counts as teaching credit in many departments q½ a course based on the lower credit hours for EPICS q. Some do it as overload § Engaged in other things they don’t want to give up n Teaching credit is good but assigned faculty can be a problem q. Negotiate with departments who is assigned

Engaging Faculty n Connecting with broader interests q. Global and local projects q. Interested in combining global interest and course structure q. Future faculty development n Integrating with other interests q. Some use EPICS as a way to connect teaching with their own community interests

Connecting with research n EPICS projects that align with research q. Image processing q. Chemical sensor development q. Water quality n Education and outreach components for research grants q. NSF CAREER Awards q. Biomedical outreach – interactive cell demonstrations for museums q. Nano-technology outreach q. Electric vehicle battery development q. Earthquake center

Adapting to faculty cultures n Purdue’s EPICS Program is designed to allow faculty focus on the project and students q. Making it look close to a more traditional design course q. Provide curriculum and assessment materials q. Select and manage the partnerships with the community q. Graduate teaching assistants help with the teams and grading § Follows pattern for other classes at our campus

Another perspecive n Tom Jacobius IIT

Reflection Question #8 What institutional cultural issues need to be considered to implement EPICS? q. What are the typical teaching loads? q. What support is typical provided for teaching? q. What connections could be made to encourage faculty to participate?

Complete Poster for Final Session n Who are possible community partners? n Describe potential project(s) n Questions? Barriers?

Fundraising EPICS: Raising Funds for Your Program

Basic Fundraising Overview n Types of support q. Grants/sponsored programs q. Corporate q. Foundations q. Individuals n Forms of support q. Funding q. Gifts in Kind q. Partnerships

Basic Fundraising Overview n Who is responsible for fundraising for your program? q. YOU! q. Development/University Relations q. Dean q. Faculty q. Staff q. Students q. Advisory Board

Basic Fundraising Overview n Donor Lifecycle Identification / Qualification Cultivation Build, maintain and enhance relationships! Stewardship Solicitation

Basic Fundraising Overview So, how do you get started? n It’s all about building and maintaining relationships. q. Internal champions q. External champions q. Make connections

Getting Down to the Details n Building and maintaining relationships: q. 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 Partners Remember the four I’s… n Information q. Press releases q. Newsletter q. Annual fund letter q. Website

Building Support…the four I’s… n Interest q. Take advantage of interest; listen to the partner to understand their motivation

Building Support…the four I’s… n Involvement q. Lecture guest speakers q. Skill Sessions q. Design reviews q. Advisory boards q. Advisors for teams

Building Support…the four I’s… n Investment q. Projects, infrastructure q. Research q. Aligns with philanthropic interests

Future Partners n Alumni (future alumni) q. Treat as potential partners q. Keep informed § Opportunities § Program status § Successes

Corporate Funding n Work with Corporate Relations and Development staff at your institution. n Remember the four I’s… n Funding templates n Many companies support servicelearning and engineering q. Share contacts and look for commonality q. Corporations partner with specific campuses

EPICS at Purdue – types of sponsorships n Team sponsorship- $5, 000 for one academic year. Covers materials and supplies, administrative costs and TA support.

EPICS at Purdue – types of sponsorships n Special projects, i. e. Habitat for Humanity- energy efficient house sponsored by Ford Motor Company Fund.

Foundation Funding n Foundation Center; www. foundationcenter. org n Pick up the phone! n Foundations who fund STEM education or service-learning q. EPICS successes: § Motorola Solutions Foundation § Ford College Community Challenge § Google RISE Foundation

Grants n NSF q. TUES program § Type 1 – individual institution, May § Type 2 and 3 – January q. STEP q. Education and outreach for research n Department of Education

Stewardship Don’t forget the fifth I!!! n Impact q. Did you do what you said you would? q. Stewardship reports q. Keep informed § Opportunities – corporate partnerships § Program status § Successes and challenges

Summary n Need a team approach to fundraising n Define processes and identify resources n Get on the lists of opportunities for your institution q. Different appeal to donors n Avoid “zero sum” mentality q. Open new sources of funding n Demonstrate impact!

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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. n Project q Project Artifacts (prototypes, demos, completed projects, etc) q Design Documentation q Design Review Presentations q Project Partner Communications (presentations, meetings, memos, feedback, etc) q Project Evaluation Rubric: provides summary and self-evalutaion of project plan and accomplishments n Individual q Notebook, blog, other posted work q Final Reflection q Peer Evaluation/Feedback: both your evaluation to others and others evaluation of you q Participation (lab, project team, and lecture) q Individual Evaluation Rubric : provides summary and self-evaluation of work completed and planned

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 n Why partner? n Community partners n Multidisciplinarity n Corporate partners n Entrepreneurship n Intra-EPICS partnerships

EPICS Course Structure n Lab q. Team meeting q. Working on project q. Mentoring by advisor, TA and students q. Learning by Doing n Outside Work q 1 credit = 3. 5 hours outside work/week (lecture) q 2 credit = 5 hours outside work/week n Lecture q 1 credit = 5 “lectures” q 2 credit = 10 “lectures” q 5 Introductory lectures § New students § Design Process/Ethics § Homework readings/reflections q. Choose additional lectures § Professional development topics § Skill sessions/Workshops § Advisor approved activities