Real Design for Real People Making a Difference

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

Overview of Workshop n Overview of EPICS q. Key characteristics q. Best practices n Ford C 3 Habitat for Humanity Project n Camp Riley n Community of Practice initiative

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

EPICS Core Characteristics n Engineering/computing-based design n Long-term partnerships with community organizations, schools, government n Vertically-integrated and multidisciplinary teams of students: q. First-year through fourth year on same team q. About 70 different majors n 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 3000+ alumni 250+ deployed projects

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

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

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

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

EPICS Projects Access & Abilities Human Services Education & Outreach Environment

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 C 3 grant, the Habitat for Humanity team design and built an energy efficient home and trained construction managers.

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

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)

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

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.

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 (staff) advisors with expertise n Co-advisors from other disciplines q. Add multidisciplinary components n Meet with team weekly q. Responsible for progress of team and individuals 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

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

Academic Credit / Plans of Study n EE: 3 credits senior design + 6 ECE elective credits; 2 lab credits if not used as senior design n Cmp. E: 3 credits 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

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

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. Engineer vs Liberal Arts n Important to be specific about expectations and outcomes

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. ) and Evaluation

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 the following five evaluation criteria: n. Accomplishments n. Process n. Critical Thinking n. Teamwork/Leadership n. Communication

Communication Teamwork/ leadership Critical thinking Where documentation can be found: (include page #s if in notebook and URLs if online) Process Contribution/Learning (e. g. , completed user analysis, data analysis, DFMEA, or prototype, programmed microprocessor; learned CATIA) Accomplishments 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. Excellent A+ 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. A Good A- B+ B Adequate 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):

EPICS and Women n Research on science education suggests that “context” is important to women students. n “Image” is increasingly being cited as a deterrent to attracting women. n NAE Engineering Message 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

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

Alumni Investigation 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. ” q “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

® EPICS Member Sites Arizona State University of Auckland, New Zealand Butler 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 of Puerto Rico Mayaguez San Jose State University Texas A&M University Université de Sherbrooke University of Virginia Worcester Polytechnic Institute

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

EPICS High: Changing the Equation Engaging 50 High Schools in over 10 states n Over 1000 students n 40 - 50% female n 32. 2% African American n 16. 1% Hispanic n Over 50% in free & reduced lunch programs

Pause n What aspects have been “duh? ” n What aspects have been new ideas? n 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 0935077) • Purdue College of Engineering Engineer of 2020 Initiative

Outcome Space of Students’ Experience of Human-Centered Design

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

2008 Ford C 3 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 n How can we learn about and learn from what others are doing? n What specific actions will you take to broaden the impact of this conference? 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?