EPICS HS PPT by lanyuehua

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									“High Schools Improving Lives with Engineering Projects in Community Service-Learning”


                 Design                                  Grow
                                      Prepare


Explore                                                                   Serve
                                    Succeed

          http://epics-high.ecn.purdue.edu/
                                       Pamela Turner
                                       EPICS National High School Program Coordinator
                                       Purdue University
An Introduction to
  EPICS High
Outline
    Motivation and Partnerships
    Background
    Projects in four areas
       Human services
       Access & abilities
       Education & outreach
       The environment
    The EPICS Model
    Impact/Meeting
     needs
    Status
Motivation: Connecting engineering with
people and local communities
   While interest in engineering is
    declining, civic engagement among
    teenagers is near historic highs
   83% of high school seniors
    participated in community service
    or service-learning
       Female and minority students more
        inclined to continue service
       Many honors diplomas require service
   Service-learning in high schools
    rarely connected with
    engineering/science/math
   EPICS provides an opportunity to
    tap into this wave of volunteerism
Motivation: Connecting Community
and Engineering in High Schools
                                        Giving high school students
                                       an opportunity to experience
                                        engineering through design
                                           helping their community,
                                          design-based, hands-on,
                                                    ethics, teaming,
                                                    communication,
                                                          leadership


Community-service and
education organizations need
access to technical expertise that
is normally prohibitively expensive:
improved, enhanced, and new services
    Motivation: The Time is Now
    for EPICS High
    EPICS received a $1.5 million from CNCS (Learn
    & Serve America) to kick-off the EPICS High
    school program
    Collaboration with EPICS, Engineering
    Education/Inspire, and Purdue’s College of
    Education
        Hire in full-time high school coordinator
        Opportunities for collaboration

    4 EPICS university partners helped
    identify ~20 high schools
   Industry partners including; Intel,
     Motorola, National Instruments and Rolls Royce
   Pilot high schools have been identified
The EPICS High School Consortium
Some EPICS High Schools are now in the process of finalizing
  Memorandums of Understanding (MOU) to Purdue. The following is
  a list of high schools who have completed or are in the process of
  completing the MOU.
In Indiana:                     In New York:
McCutcheon HS                   Columbia HS for Math, Science & Engineering
Jefferson HS                    IDEA
IPS Career & Tech Center        Mott Hall
Perry Meridian HS
Columbus C4 Program             Bread & Roses
Bedford North Lawrence HS       Thurgood
                                Frederick Douglas
In Massachusetts:
Leicester HS                    In San Jose:
Agawam HS
Prospect Hill Academy           Andrew P. Hill HS
                                Yerba Buena HS
In San Diego:
High Tech High
Pacific Ridge
Key Partnerships

         High School


  Universit          Corporat
  y                  e

          Communit
          y
Partnerships: EPICS Universities
Joining High School Program
     University of California, San Diego
     San Jose State University
     Columbia University
     Worcester Polytechnic Institute




National model: Local universities
support their local high schools
Partnerships: Corporate Interest
   Leveraging efforts in outreach and community
       Improving Education
       Increasing interest in engineering/computing
       Helping Communities
   Financial and in-kind
    resources for local projects
       Sustainability
   Expertise
       Consultants for students
        and teachers
   Advocates for Service-Learning
EPICS Projects: 4 Areas of Interest




         The Environment      Access & Abilities




       Education & Outreach      Human Services
Partnerships: Examples of Types of
Community Partners in Areas of Interest
    Education: K-12 schools, museums, adult
     learning programs, after-school programs
    Access and abilities: adaptive services, clinics
     for children with disabilities, programs for
     adults with disabilities, assistive technology
    Human services: Homelessness prevention,
     Habitat for Humanity, family and children
     agencies, neighborhood revitalization, local
     government
    Environment: environmental organizations,
     neighborhood associations, parks & recreation
Background: The EPICS Consortium
   EPICS programs at 18 universities + 20 High School
       Purdue, Notre Dame, Wisconsin-Madison, Georgia Tech, Penn
        State, Butler, Puerto Rico-Mayaguez, Columbia, WPI, San Jose
        State, California-San Diego, California-Merced, Illinois Institute
        of Technology, Dayton, Dartmouth, Auckland, New Zealand,
        Virginia, Princeton
       High School Program – 20 High Schools in 2007

   National support from NSF, CNCS, Microsoft, HP, National
    Instruments, Cypress, Motorola, Purdue

   Annual conference
       May 20-22, 2008 in West Lafayette, IN.
       Regional workshops

   National-scale EPICS projects
       Teams at different universities
        cooperate on national-scale problems
Background: Meeting Academic
Standards
Many standards can be achieved through EPICS. One
strength of the highly successful EPICS model is that it
offers service-learning for students with varying academic
interests.

EPICS addresses critical areas in academic standards in:
 Math
   ex: Problem-solving and utilizing math skills
 Science
   ex: Using scientific theories in practical applications
 Language Arts
   ex: Master good communication in order to both receive and
   disseminate information and understand others
Background: Learning Pedagogies

    Service-Learning
        Engagement in the community
             Service to an underserved populations
             EPICS focuses on local communities
        Tied to academic learning outcomes
             Local partnerships allow students to experience
              consistent “customer” interaction
        Reciprocity
             Solving problems WITH the community
        Reflection (Analysis)
             Processing their experience in the community
             Connecting the service to academic standards
EPICS Projects: Human Services
(Examples of Projects at the University Level)

   Habitat for Humanity
        Web-based home selection guides
        Building construction tutorials and management systems
        Energy efficiency analyses and home design
         recommendations
        Restore inventory management
         system

   National Projects
        National Database system for
         homeowner assessments
             Purdue and Notre Dame
        Construction training materials
             Purdue and Wisconsin
EPICS Projects: Environment
(Examples of projects at the University level)

      Waiheke Island Waste Resource Trust,
       New Zealand
          Processing waste glass into sand for use in
           construction materials
          Conversion of waste cooking
            oil to bio-diesel fuel
EPICS Projects: Access & Abilities
(Examples of projects at the university & high school level)

                                 Complex play environments for
                                  young children with physical
                                  disabilities
                                 Multimedia systems to
                                  stimulate speech in
                                  developmentally delayed children

   High School Team
       Bedford North
        Lawrence, IN
       Swallowing monitor
        to enable classmate
        with cerebral palsy
        control drooling
       2nd place in 2005 EPICS I2P
       Provisional patent
EPICS Projects: Education & Outreach
(Examples of projects at the university level)


                                                Partnerships with local K-
                                                 12 schools
                                                K-12 outreach projects
                                                Technology & girls
                                                Technology-assisted job
                                                 training


   Projects with local museums:
      Virtual reality history tour
      Electromechanical battlefield
      Interactive zoo animal catalog,
       tour, and games
      Hands-on science exhibits
      Museum climate monitoring
       system
Bedford North Lawrence:
Pilot EPICS High School Model
   Started in Bedford, IN. by EPICS
    Alum employed at Crane Naval
    Surface Warfare Center
   Created a swallowing monitor
    to enable classmate with cerebral
    palsy to control drooling
       2nd place in 2005 EPICS I2P
        competing against university
        teams
       Now have a provisional patent
   Proved that EPICS can make an
    impact at the high school level on
    the students and the community
Bedford North Lawrence:
Pilot EPICS High School Model

Sample Student Quotes:

   “EPICS confused me. I wasn’t thinking of
    engineering at all but wanted to do the project.
    After I got into it I found electrical engineering
    fun. Now I am considering engineering and less
    sure what I want to major in as an
    undergraduate”
    - Female participant wanting to major in pre-med

   “This engineering had kind of a “girl feel” to it”
    - One of the four male participants last year
EPICS High School Model: Criteria
of New EPICS High School Sites
     Student Participants
       Broad participation: EPICS schools are expected to
        draw from a diverse population of students.
       Multidisciplinary collaboration: EPICS design teams
        need students with diverse expertise and career
        interests.

     Willingness and ability of the institution to meet
      the EPICS core values.
       EPICS students participate in long-term, team-based
        design projects that solve technology-based problems
        in the community.
       EPICS programs establish multi-year partnerships
        with not-for-profit community organizations.
       EPICS community partners assist the student teams
        in understanding community needs and context for
        the designs.
EPICS High School Model: Criteria of
New EPICS High School Sites (Cont.)
     Institutional Commitment
       Institutional commitment and administrative support.
       Appropriate teacher and administrative leadership.
       Support systems to assist in the community contacts.

     Sustaining and institutionalizing high school
      programs
       Purdue University along with their partnering
        Universities and corporate partners will work with the
        schools to prepare to sustain their programs.
High School EPICS Model: Structure
High schools are determining the best fit for their
  schools and their students when deciding on the
  EPICS model they will offer. The following are
  examples of models that have come out in
  discussions with the schools.

 After school or Saturday Program
 In Daily Class Schedule (Elective)
 3-Day/Week Class
 EPICS as Part of an Existing Class


The goal is to move toward integrating EPICS
  into the core curriculum
The High School EPICS Model:
Curriculum Pieces
 EPICS programs will involve the following
   components modeled after the success at the
   university. Milestones must be achieved and
   students will be required to report on projects in
   written reflections and oral presentations.

  Team meetings or “Labs”
  Additional learning experiences (e.g.
   Lectures, workshops, web-based
   learning,…)
  Readings
  Reflections
The EPICS Model
                         EPICS Curriculum Provides
                 Service- Design    Project      Community
                 Learning Education Management   Partnerships
 Disciplinary
 Knowledge
 from
 Departments

 Projects and
 Problems                  EPICS Programs
 from Local
 Community

 Institutional
 Curriculum
 and Culture
The EPICS Model: Learning Design
   Design is messy
       Involving people with varying skill sets and academic interests
   The Design Process as a full cycle
       Traditional classes are valuable to the
        learning cycle of EPICS
   EPICS provides an
    opportunity for start-to-finish                   Design
    design                                            Process
       Problem definition
       Design for x-ability
       Working designs for fielded
        projects
       Support for fielded projects
                                                        Vocational
       Redesign or retirement of fielded projects
Impact: Real Design Solutions to
Real Community Needs
    Real projects: start-to-finish design –
     problem definition, specifications,
     version control, sustainability,
     design/coding standards,
     rigorous testing, reliability,
     maintainability, safety,
     satisfying a customer,
     accountability, pride


                                       A different view of
                                        engineering
                                       The high school as citizen
                                        making an impact on the
                                        world around them
Impact: Meetings Students’ Needs
                      A genuine
                      define-design-build-
                           test-deploy-support
                                      experience

    Communication Skills         Planning
                                  Leadership
    Teamwork
                                  Professionalism
    Project integration and
     management                   Career Exploration
    Entrepreneurship             Community
                                   Involvement and
    Creative Thinking
                                   Awareness
Impact: Underrepresentation
                  Research on science education
                   suggests that “context” is important
                   to young women students.
                  “Image” is increasingly being cited
                   as a deterrent to attracting women.
                  The ability of EPICS to pull young
                   women interested in the projects
                   and bettering their communities is
                   very valuable.
                     BNL Program in 2006 9/13
                       participants were women
                     Service-learning draws a higher
                       percentage of women from
                       engineering and computing in
                       university programs
                  Research indicates a similar
                   potential with underrepresented
                   minority students
Impact: Evaluation and Assessment
    Data on various program aspects will be reported regularly
     by each of the participating high schools to form individual
     and collective assessments.
        Interest in engineering
        Learning of design
        Engagement with the community

    Evaluation of the summer trainings will be done to
     consistently make improvements.

    Information gathered will reflect the impact of the program
     on the fields of engineering in the numbers of students
     attracted to engineering, including the underrepresented
     populations.
Team Roles: Student leadership
 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
Artifacts: Data to Assess
   Students produce artifacts that can be
    assessed during their EPICS experience
       Design Notebooks
       Reflections
       Self-assessments
       Presentations
       Reports
            Project documentation
       Delivered projects
            Manuals or other documentations with project
Assessing Team & Individual Work
   Teams are assessed
       Project plan
       Customer/Partner feedback
       Presentations and team reports
   Individual artifacts assessed
       Peer assessments
       Summary of accomplishments
       Individual Notebooks
       Reflections
       Design records - authored
       Observations
EPICS High: Next Steps
   Schools have submitted Memorandums of
    Understanding (MOU)
   Sub-grant Dollars Dispersed upon Review of
    MOU.
   All Schools were to Complete 1 Project-Based,
    Service-Learning Activity by the End of the 06-07
    School Year.
   One-week 2007 Training Workshops to be Held at
    Purdue the weeks of June 11th and July 9th for
    Participating Teachers and Administrators from
    each school.
   Roll-out in the fall of 2007
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The Time is Now!

								
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