; Oakes Zoltowski Intro to EPICS
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Oakes Zoltowski Intro to EPICS


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Workshop Overview
   Introduction and overview
   Getting started
   Course and curriculum
   Assessing student learning
   EPICS programs
   Administering EPICS
   Developing partnerships
   Building institutional support
   Overcoming barriers
Introduction and Overview
Introduction and Overview: Outline
 Motivation
 Context: engineering design, service learning
 Projects in four areas
  Human services
  Access and abilities
  Education and outreach
  The environment
 EPICS in the curriculum
 Impact/Meeting needs
 Status
Motivation: The EPICS Partnership
                     (Engineering) students need more than
                           technical knowledge to succeed:
                                 teamwork, communication,
                                       project management,
                                          leadership, ethics,

Community-service and
education organizations need
access to technical expertise that
is normally prohibitively expensive:
improved, enhanced, and new services
The EPICS Partnership

 Purdue                     Greater Lafayette
University                    Community

             Service Learning!
Context: Learning Pedagogies
Experiential education
Active learning, problem-based learning,
 inquiry-guided learning
Design education
Service learning
  Engagement in the community
  Tied to academic learning outcomes
  Reflection         Brief S-L bibliography
                         in binder, Tab 2
Context: Educational Reform
 Drivers for / reflectors of change:
   ASEE/Engineering Deans’ Council report (1994)
   ABET EC 2000
   Industry values - e.g., Boeing “attributes of an
   NAE Bernard M. Gordon Prize for Innovation in
    Engineering and Technology Education
   2004 NSF Department Level Report
   How People Learn
   NAE’s Engineer of 2020 (2005) and Educating
    the Engineer of 2020 (2006)
Worksheet: Assessing Needs

   Q1. What are the most compelling
   educational needs for your
   department, college or institution?
EPICS Projects

  Access & Abilities   Education & Outreach

   Human Services
EPICS Projects: Social Services
 Design chemical sensing equipment to
  help and protect local law enforcement
  in their work to inhibit drug making
 Develop database system to assist the
  Tippecanoe and Jasper County
  Probation Departments to track and
  supervise offenders.
 Develop scheduling software to assist
  local crisis center to schedule
  volunteers 24/7.
 Complete analysis of sustainability and
  energy efficiency techniques for HFH
EPICS Projects: Environment
               Constructed Wetland:
                 Developed an 80 x 800 ft2
                   wetland to remove
                   agricultural chemicals from
                   stream water
                 Designed and created new
                   weir boxes for Purdue’s
                   constructed water-treatment
                   wetland to improve its
               Monitor and improve local
                water quality.
               Work with home owners
                organization to improve
                aesthetics and prevent erosion
                by planting native vegetation in
                retention pond.
EPICS Projects: Access & Abilities
 Interactive play
  environments for young
  children with disabilities:
  cause & effect, multi-
  sensory stimulation
 Chin-activated switch
 Walking swing
 Remote controlled bowling
 Develop devices to
  increase safety and
  efficiency of employees
  with disabilities
 Develop assistive
  technology/devices for PU
EPICS Projects: Education
                   K-12 outreach projects
                     Lego scanning probe
                   Partnerships with local
                    K-12 schools
                   Technology-assisted job
                   Projects with local
                     Columbian Park Zoo
                     Hands-on exhibits for
                        Imagination Station
Why Community Projects?
 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 and
                                 The university as citizen
EPICS Characteristics
 Long term projects:
    Long-term partnerships with community organizations
    Vertically-integrated teams:
    Extended design experience: academic credit throughout the
     student’s undergraduate career, 1-2 credits/semester
    Large-team experience: teams of 8-18 students
 Broadly multidisciplinary teams: EE, CmpE, CS, ME, CE, IE,
  Sociology, Education, Biology, Audiology, Child Development, Visual
  Design, Technical Writing, Natural Resources, …
 Open-ended design:

     EPICS teams can tackle projects of
     significant size, scope, and impact
EPICS Programs
                        EPICS Curriculum Provides
                Service- Design    Project      Community
                Learning Education Management   Partnerships
Projects and
from Local               EPICS Programs
and Culture
Time Scales: Traditional Courses
 Student learning and project development
  are tied to academic calendar

                Student Learning

               Academic Calendar

EPICS Decouples Time Scales

                     Student Learning

 Semester/Quarter        Semester/Quarter   Semester/Quarter

EPICS Decouples Timescales

            Student Learning

                                        Student Learning

 Semester/Quarter        Semester/Quarter       Semester/Quarter

                    Project                                Project

Community Receives Long-Term Support They Need
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                        Process
  Working designs for fielded projects
  Support for fielded projects
  Redesign for second
   generation systems
Meetings Students’ Needs
                 A genuine

 Communication Skills    Planning
 Multidisciplinary       Leadership
  teamwork                Professionalism
 Project/coursework      Mentoring
  integration             Community
 Entrepreneurship         Involvement
    Integrating the Curriculum
     problem solving
          design       C
          analysis     O    EPICS has the
T                              potential to
    resourcefulness    N
I      engineering             realize new
      fundamentals     T   efficiencies in the
M                              engineering
          ethics       E       curriculum
E         science      X
Entrepreneurship and EPICS
           Needs, Ideas

          Ideas, Products

  EPICS                     The Community

 Goals of the Initiative
    Spread benefits of Products
    Learn about entrepreneurship
    Protect IP developed by
    teams and partners
 I2P Competition
   March 24, 2007
    Princeton University
Impact: Student Evaluations
 Summary included in the IJEE Paper
 Learning Reported
    Teamwork, Communication, Leadership, Technical Skills, …

 Quotes
    “Other engineering courses only directly benefit me.
     EPICS benefits everyone involved.”
    “Working on this project has helped me guide the rest of
     my course work and ideas for a future profession.”
    “It made me understand how every aspect of engineering
     (design, implementation, team work, documentation) come
    “No longer is engineering just a bunch of equations,
     now I see it as a means to help mankind.”
    “Opened my heart.”
EPICS and Women
             Research on science education
              suggests that “context” is
              important to women students.
             “Image” is increasingly being
              cited as a deterrent to
              attracting women.
             NAE Engineering Message
              report: “Because dreams need
             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
Impact: Students & Community

 Student Retention - Purdue
    77% of students who can return
     the following semester do so
    Participants retained at higher rates in
     engineering and computer science
 Community Awareness - National
    77% of students indicate that EPICS
     had a positive impact on their
     awareness of the community
 Community Partners Survey -
    90% satisfied with partnership
     (10% neutral)
    60% report increased understanding
     of engineering
Status: Purdue
 Created in Purdue ECE, F95
 Fall 2007: 30 teams, over
  400 students, 20 departments,
  40 advisors from 8 departments
  and 4 companies
 Over 2500 students to date
 Over 200 projects deployed
 Support from grants, industry,
  university, and alumni
 Awards/recognition from NAE, ASEE,
  IEEE, NSF, Campus Compact, CFA,
  Carnegie Foundation, Purdue,
  Notre Dame, the Governor and
  Legislature of Indiana, and the
  local community
 PBS and ESPN
The EPICS Programs
 EPICS programs at 18 universities + 1 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 – Bedford-North Lawrence High School,
     Bedford, Indiana
       20 New Schools in 2007
 Support from NSF, CNCS, Microsoft, HP, National
  Instruments, Cypress, Motorola, Purdue
 Annual conference
    Regional workshops
 Multi-university EPICS projects
    Teams at different universities
     cooperate on wide scale problems
What Makes EPICS Work?
             Close partnerships
             Alignment with
              academic and
              industry objectives
             Benefits to multiple
             The idea:
              making a difference
Worksheet: Assessing Needs
   Q2. Which of these needs could an
   EPICS or EPICS-style program help to

   Q3. If you were not bound by current
   models (course structure, credit hours,
   semester timelines, etc.) what would
   the ideal program or set of courses
   look like to meet the needs identified in
Getting Started
Getting Started: Outline

                          Context: Attributes of
                           an EPICS program
                          Phases of EPICS
                           teams and projects
                          Administration: first

     More in Curriculum/Administration, Institutional Support …
Core Values
 Academic credit for
    Long-term, team-based design projects
    Solving technology-based problems in the community
 Multi-year partnerships with not-for-profit community
  organizations to fulfill mutual needs:
    Significant design experiences for students
    Providing community organizations with access to technology-
     based solutions
 Community partners who assist the student teams
    Understand community needs
    Provide a meaningful context for design
    Work with the teams through definition, development, and
    With no remuneration to the EPICS program
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.    Academic Credit
6.    Team Structure that Supports Continuity
7.    Multidisciplinary Teams
8.    Qualified Advisors
9.    Highly Mentored Experience
10.   Social Context and Impact
11.   Local University Context
12.   Collaboration with Other EPICS Programs
Phases of an EPICS Team

 1. Establishing project partnerships
 2. Creating a curriculum structure & basic
 3. Assembling a project team
 4. Implementing the projects
 5. Supporting the partnerships
 6. Ending the partnership
Phase 1 - Community Partners
What are the needs in the community
 that are consistent with curricular
What are the capabilities of the
What is the duration of the
 partnership? (one semester, multiple
Phase 1 - Community Partners
 Criteria for selecting community Project Partners:
  Significance - partners whose projects should provide
   the greatest benefit to the community
  Level of technology - projects challenging to, but
   within the capabilities of, engineering undergraduates
  Expected duration - a mix of short- (one semester to
   one year) and long-term (multi-year) projects
  Project partner commitment – commitment of
   individuals in the partner organizations to work with
  Match with student and advisor population
 Partnership discussions led by EPICS
How to Find Partners
Campus offices
  Service learning
  Volunteer coordinators
United Way meetings
Faculty contacts
Student contacts
Campus Compact
  Texas Compact
Types of Partners
Education: K-12 schools, museums,
 reading academies, after-school programs
Access and abilities: adaptive programs
 in school systems, not-for-profit childcare
 programs, not-for-profit clinics, university
 accessibility programs
Human services: United Way, Habitat for
 Humanity, local government agencies
Environment: neighborhood associations,
 municipal offices, parks & recreation
Phase 2 - Curriculum & Infrastructure
 Curriculum:
   What year/level students will be involved initially?
    Longer term?
   What disciplines will be involved?
   What credit will be awarded?
   Are there existing or experimental course numbers
    that can expedite startup?
 Infrastructure:
   Administrative structure
   Resources for project expenses?
 Socialization:
   What venues for administrative and faculty buy-in?
Phase 3 - Assembling a Team
 Faculty or industry advisors/mentors
 Recruiting Students
  Discussions with academic advisors and faculty
  Announcements in classes
  Web announcements and email mass mailings
  Student-to-student recruitment
 Placement
  Managed by EPICS administrators (initially) and/or
   the EPICS Student Advisory Council (currently)
 Challenge: Multidisciplinary but
  engineering/computing design focus
  Over 20 academic majors at Purdue
Phase 4 – Implementing Projects
 Semester 1 weeks 1-4: Team meets several times
  with Project Partner and the team’s EPICS advisor
  to define the project and determine goals
 Project Team learns about the mission, needs, and
  priorities of the Project Partner
 Objective: identify projects that satisfy four criteria:
    They are needed by the Project Partner
    They require engineering design
    They are a reasonable match to the team’s capabilities
    They offer short- and long-term opportunities
 Culminates in a written proposal and presentation.
  The proposal must be approved by the EPICS
  advisor and accepted by the Project Partner
Phase 4 – Implementing Projects
 Six Phases of the EPICS Design Process.
      Tasks and Deliverables Associated with each
      Common model across projects

1.   Problem Identification
2.   Specification Development
3.   Conceptual Design
4.   Detailed Design
5.   Production
6.   Service/Maintenance
Phase 4 – Implementing
                          Problem Identification
               Redesign                            Development


           Service                                 Detailed
           Maintenance                             Design

Phase 5 – Maintaining Partnerships
Partnerships last longer than projects
  Helping teams find new projects
  Supporting fielded projects
     Summer interns
Communication by
     Partner Liaison – manager of communications
  EPICS Administration
Managing liability, IP and other issues
  MOU with partners
Phase 5 – Maintaining Partnerships
Celebrating partnerships
  Recognition luncheon
  Awards for excellence
  Press releases when delivering projects
Assessing the partnerships
  Value to the institution's educational
  Value to the community partner’s mission
  Finding ways to improve the value to both
Phase 6 – Ending a Partnership
Goal is for long-term partnerships
Successful partnership can have a finite
Reasons to end partnerships
  Agency reorganizations
  Technology advances
     Commercial products meet needs
  Not adding value to program and partner
Celebrate the completion of the partnership
Course and Curriculum
Course and Curriculum: Outline
                Purdue EPICS
                 Academic credit
                 Course structure
                    Labs, lectures, skills
                 Semester view
                    Milestones
                    Reporting
                 (Grading and ABET)
                    Students, advisors, TAs
                Different Models at
                EPICS universities
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: 6 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
Purdue Course Structure
 1 or 2 credits / semester -
  emphasis on long-term participation
  ~5 hours/week outside of lab for 2 credits
  ~2.5 hours/week outside of lab for 1 credit
 2-hour team lab each week
  Each team meets separately to do administration,
   planning, and project work
 Common lecture time for all teams
  Supplemental learning experiences to lectures
  TA-run “Skills Sessions” and workshops
 Final Presentation (Exam)
  Common Lecture hour
    Required common and Introductory lectures
    1 credit students attend 5 lectures units
    2 credit students attend 10 lecture units
    Lectures are on video server
  Topics
    Administrative: orientation, resources, and assessment
    Design process
    Communication topics
    Project planning
    Team building / leadership
    Community context
    Entrepreneurship
    Best practices
Skills Sessions
 Alternative/supplementary ways of earning
  lecture credit
  TA- and/or student-run sessions on specific skills
  Target students after their first semester
  Also give credit for relevant seminars etc.
 Topics:
  ME shop
  Specific programming skills & tools
  Webmaster training
  Disability awareness
  Designing surveys
  Ethical issues
  Social context
Textbook Readings and Reflections
Lima and Oakes “Service-Learning:
 Engineering in Your Community”
  Readings to supplement lectures
  Reflections on reading and lab work
  Targeted readings for team roles
     Leaders
     Partner liaisons
 Student run: team leader
 Administration and milestones
 Project status and planning
 Team building
 Breakout for project work
Milestone Highlights
1        Transition and Integrating New
2        Students
3        Planning and setting                      Slow
4        expectations
5        Execute Semester Plans
6        Deliver if Appropriate
         Document As You Go                        Fast
12                     Delivery Deadline
13       Complete semester                 Focus on Project
14       commitments                        Partner and
15       Transition to next semester       Transition
Finals   Coordinate with Project Partner
 Individual design notebook
  Record of work
 Individual Memos
  Individual goals and accomplishments
 Team semester plan
  Update memos
 Design documentation
  Digital archive
 Final reports
  Collection of design documentation
 Team presentations
 Technical design review
 Senior design (ABET) reporting
                 Team Organization

    TA            Team Leader       Advisor

Project Leader     Project Leader   Project Leader

Team members       Team members     Team members

Team members       Team members     Team members

Team members       Team members     Team members

Team members
Team Roles: Students
 Team Leader/Co-Leaders
 Project leaders - lead individual projects
 Liaison - primary contact for the community
 Financial officer - manages team’s budget
 Manager of Intellectual Property - leads
  entrepreneurship activities, patent searches
 ESAC – Student Advisory Council –
  recruiting and placement
 Webmaster
Team Roles: Advisors
 Faculty play key role
   Advising teams in areas of expertise
   Academic credibility
 Industry advisors
 Non-faculty advisors with expertise
 Co-advisors from other disciplines
   Add multidisciplinary components
 Meet with team weekly
   Responsible for progress of team and
 Grading
Team Roles: TAs
Technical guidance to supplement
 background of advisors
Administrative assistance for operation
 of program: 1 “administrative TA”
 assigned to each team
Talent pool for all teams to tap
  Office hours
  Skills sessions
  Lab oversight
  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,
Assessment and data collection
Milestones Schedule
Milestones Schedule, cont.
Worksheet: Curriculum

   Q4. Are there current courses or
   course structures that can be
   modified to integrate what you
   identified in Q3?
Assessing Student Learning
        in EPICS
Assessing Student Learning: Outline
               What to assess
               Learning objectives and
               Artifacts – data to assess
               Sr. Design Example
What to Assess
  Students are given academic credit
   for mastering course content,
    Not for the service they provide for the
  Students are therefore assessed on
   their demonstrated mastery of
   course content
Defining Learning Objectives
    Started with ECE Senior Design: A student who
     successfully fulfills the course will demonstrate:

    1.   an ability to apply technical material from their discipline to the
         design of engineering products;
    2.   an understanding of design as a start-to-finish process;
    3.   an ability to identify and acquire new knowledge as a part of
         the problem-solving/design process;
    4.   an awareness of the customer in engineering design;
    5.   an ability to function on multidisciplinary teams and an
         appreciation for the contributions from individuals from other
    6.   an ability to communicate effectively with both technical and
         non-technical audiences ;
    7.   demonstrates an awareness of engineering ethics and
         professional responsibility;
    8.   an appreciation of the role that engineering can play in social
         contexts .
    Common set of outcomes across disciplines
        Engineering  your discipline
Multidisciplinary Assessments
EPICS often requires multidisciplinary
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
Evaluation Rubric
  Competencies       Beginning   Developing Accomplished   Exemplary
  Technical Skills
  Design Process
Setting Expectations
Teams set goals for the semester
 through a project plan
  Faculty advisor approves plan
Students set individual personal goals
 for each semester
  Goals in week 4, updates weeks 8 and
  Faculty advisor approves goals
  Self assessments weeks 4, 8, 12 and 16
Artifacts: Data to Assess
Students produce artifacts that can be
 assessed during their EPICS
  Design Notebooks
     Project documentation
  Delivered projects
     Manuals or other documentations with project
Design Notebooks & Documentation
 Build a record (portfolio) of an individual’s
   Document individual progress
   Capture reflection/metacognitive activities
       Academic and service experience
 Guidelines provided and evaluate during the
   % of points on format and content
   Discipline useful for later as professionals
 Project documentation
   Documents successes and achievements
   Digital archive for projects
Assessing Team and Individual Work
Teams are assessed
  Project plan
  Customer/Partner feedback
  Presentations and team reports
Individual artifacts assessed
  Peer assessments
  Summary of accomplishments
  Individual Notebooks
  Design records - authored
“Dry Run” Grading = Calibration
 Midsemester grading is a “dry run”
  If the semester were to end today, you would
   receive a _____
 All resources and artifacts evaluated
  Self assessments evaluated
 Students provided with a team and
  individual grade or range and comments
  What would they have to do to improve?
 Calibrates students and faculty
  Problems can be identified early
  Need for documentation reinforced
Final Grading
Repeat process for dry run grades
  Final self-assessment
Students receive comments and their
Use dry run evaluations as a basis
  Students addressed concerns over the
   last half of the semester?
Emphasis on documentation
  Do the artifacts represent their level of
ABET, Sr. Design and EPICS
 EPICS projects are well-matched
  to the ABET criteria.
 Customer-driven service learning
  means that each team has a
  different project and that each
  student may have a different role
  on the team.
 This variability requires
  procedures for assessment,
  tracking, and documentation of
  projects and of student
Senior Design and EPICS
 Sr. Design option for
   ECE, IDE and CS students
   Two semesters of EPICS
 Project Proposal
   Early feedback on project appropriateness
 Outcomes matrix
   Demonstrate each has been met
   Approvals, TA, Advisor, EPICS
 Project Description
   Approvals, Advisor, EPICS, ECE
 Documents saved on Sharepoint Server (revision
 Fulfills capstone design requirement for
  Purdue BSEE, BSCmpE and BSIDE
 3 credits over 2 senior semesters
 8 outcomes related to the Program
  Objectives & Outcomes
 2 approval processes:
  Significant design experience on a suitable
  Satisfaction of course outcomes by each
   student: “A student who successfully fulfills the
   course requirements associated with at least 3
   credits of EPICS taken over 2 or more
   semesters will …”
Project Approval
 Project Description:
                                         Purdue ECE Senior Design Semester Report for EPICS Projects

                                         Course Number       EE 490 Senior Participation in Engineering Projects in
                                         and Title           Community Service (Senior Design)

  Team & project name
                                         EPICS Team

                                         Name(s) of

  Project members, majors, expertise
                                         Project Title
                                         Senior Design Students:
                                         Graduation Date Name

  Project & customer summary
  How builds on earlier ECE courses     Project Description: Provide a brief technical description of the design project,
                                         including the following: (Type below).

  New technical knowledge acquired
                                         a) A summary of the project, including customer, purpose, specifications, and a
                                            summary of the approach:

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

  How project involves professional
                                            ECE coursework:

   component (criterion 4) constraints   c) A description of what new technical knowledge and skills, if any, were acquired in
                                            doing the project:

 One form per project w/ senior         d) How the engineering design process is incorporated into the project:

  design students per semester
 Reviewed/approved by team
  advisor, EPICS administrators,
  ECE Senior Design committee
Outcomes Certification
EPICS Senior Design Student Outcomes Matrix
Student's Name:


Semesters Recorded:

  Enter date(s) of
 documentation of                                          Describe how the student's realization of the

sem sem
                                                                    outcome is documented

                                                                                                           Student TA          Advisor EPICS
                                                                                                                                                           Design notebook
                                                                                                           Initials & Initials Initials & Initials &
                     Outcomes: How documented:
 1   2                                                                                                     Date:      & Date: Date:       Date:
                     i. applies technical material
                     from their discipline to the
                     design of engineering products
                                                                                                                                                           Design reviews
                     ii. demonstrates an
                     understanding of design as a
                     start-to-finish process
                     iii. an ability to identify and
                     acquire new knowledge as a

                     part of the problem-
                     solving/design process
                     iv. demonstrates an awareness
                     of the customer in engineering
                     v. demonstrates an ability to

                                                                                                                                                          Weekly reports
                     function on multidisciplinary
                     teams and an appreciation for
                     the contributions from
                     individuals from other disciplines
                     vi. demonstrates an ability to
                     communicate effectively with
                     both technical and non-
                     technical audiences
                     vii. demonstrates an awareness
                     of engineering ethics and
                                                                                                                                                          Customer feedback
                     professional responsibility
                     viii. demonstrates an
                     appreciation of the role that
                     engineering can play in social
                                                                                                                                                           Peer evaluation
                                                          EPICS APPROVAL - OUTCOMES COMPLETED:
                                                          Initials/Date:                                                                                  Self assessment
See the EPICS Senior Design Outcomes document for additional information on assessment of outcomes and how outcomes may be documented.
Outcomes Certification
 Outcomes record maintained by students
 Reviewed twice per semester by TAs and
  team advisor: incremental approval
 Semester-end and year-end review by
  EPICS administration
 Reviews:
  Approval of
   outcomes and
  Redirect student’s
EPICS Programs
EPICS Program Dissemination
 Dissemination of EPICS model
  Establish EPICS model at other institutions
  Encourage elements of EPICS at other
 Support structure for local programs
  Resources for faculty starting and developing
  Sharing of best-practices amongst EPICS faculty
  Templates of materials and documents
  Proven institutional models
 Network/community of:
  Local community members
EPICS Core Values
        Essential elements of All EPICS programs

 Academic credit for long-term, team-based design
  projects that solve technology-based problems in the
 Multi-year partnerships with not-for-profit community
    the for academic need for significant design experiences
    the for community need for access to technology-based
 Assist students in understanding community needs and
  context, development and deploy projects without

Adapted to Local Institutional Culture and Constraints
Goals for EPICS Programs
 EPICS Programs work toward:

   Not-for-profit Project Partners
   Long-term Community Relationships
   Appropriate Projects
   Long-term Participation by Students
   Academic Credit
   Team Structure that Supports Continuity
   Multidisciplinary Teams
   Qualified Advisors
   Highly Mentored Experience
   Social Context and Impact
   Local University Context
   Collaboration with Other EPICS Programs
Participation in the EPICS Program
EPICS Programs:
  Meet the EPICS Core Values
  Work towards the EPICS Goals
  Complete semi-annual status reports
  Attend the Annual EPICS Conference
  Create an EPICS Web site
  Participate in joint proposals and projects
EPICS Programs are Reviewed Annually
  Reviewed by the Advisory Council
Workshops and Conferences
Regional and Institutional Workshops
  Regional EPICS workshops hosted by local
     Funding support from EPICS Program
  Mini-workshops at conferences
Annual EPICS Conferences
Multi-university Projects
Create an infrastructure for
 collaboration between programs
Increase the impact of local programs
Allow students to experience teaming
 across campuses
Leverage expertise and resources
 from multiple institutions
Habitat for Humanity
 First national team with
  Habitat for Humanity
  Purdue, Wisconsin,
   and Notre Dame teams
 Two projects
  Data collection of
   homeowner assessment
  Multimedia volunteer
 Teams present results to staff in Americus, GA
  Delivered first project April 2005
Administering EPICS
Administering EPICS: Outline
               Ten elements
                 Students
                 Community partners & projects
                 Academic staff: Advisors & TAs
                 Administrative staff
                 Funds for project expenses
                 Labs & infrastructure
                 Space
                 Curricular structures
                 Risk management
                 Institutional support
               Budgets
               Challenges
1. Students
 Diverse teams
  Disciplines (skills)
  Academic year (e.g. freshmen, seniors)
 Recruiting students
  Academic advisors and faculty
 Student Advisory Council (ESAC)
  Placement onto teams

Students need academic credit toward graduation
2. Community Partners & Projects
 Pool of projects
  Initial meeting with United Way started Purdue EPICS
  Current waiting list of new projects/partners
 Project partner commitment
  Part of the learning process
  Willing to be accessible and a partner
 Significance
  Greatest benefit to the community
 Level of technology
  Challenging but reasonable
 Expected duration
  Mix of short- (one semester to one year) and long-
   term (multi-year) projects
3. Academic Staff: Advisors & TAs
 TAs based on student enrollment and
  disciplines/expertise needed by the teams
  EE, CmpE, CS, ME, CE, Sociology, Education
 TAs funded through departments
  Started as matches from grants, migrated to
   institutional support, based on enrollment formula
 Advisors assigned by departments, in
  consultation with EPICS administration
  Matches from grants => institutional support
  Negotiated teaching credit based on parity with other
   design courses
  1 team for 1AY = 1 traditional semester course

        Advisors need teaching credit
4. Administrative Staff

 Directors - Administration of EPICS
 Program Coordinator – Pam Brown
  Community partners, registration, purchasing, etc.
 Lab Manager – Nick Felicelli
  Labs, equipment and computer infrastructure
 Education Administrator – Carla Zoltowski
  Advisors and TAs, academic aspects
EPICS Organization
                   Dean of

 Advisory    Director William Oakes    Curriculum
 Council                               Committee

  Academic              Lab            Program
 Administrator          Manager       Coordinator

 Head TA    Faculty &
            Industry                  Community
            Advisors                   Partners
5. Funds for Project Expenses
Real projects are done for not-for-
 profits at no cost to the partners
  Requires funding for materials
Sponsorships of teams for supplies
  ~$2000 per team
  Currently have corporate sponsors for 10
Larger expenses from outside funding
  E.g., wetland, deployed homelessness
   network, classroom furniture
6. Labs & Infrastructure
 Teams need specialized equipment and space
  to design, develop and assemble projects
  Computer facilities to simulate usage
      Networks, kiosk operation
  Construction facilities
      Light machining, instrumentation and assembly space
  Machine shop – shared with ME
      Equipment from NSF
 Computer infrastructure to manage teams and
 EPICS share of lab fees & engineering tuition
 Grants and industry donations
7. Space
Administrative space
  Coordinator, lab manager, TAs
Lab space for students to develop and
 build projects
Meeting rooms
  Not traditional classrooms
  Projects in assembly and those returned
   from the field for repair and/or redesign
8. Curricular Structures
Courses to support the team,
 discipline, credit, and continuity
Registration procedures to maintain
 team “balance” wrt size, disciplines,
 class/year, diversity
Curriculum integration: credit towards
Synergy with other design courses
9. Risk Management
Protocols with community partners, the
 university, and students
  Hold harmless agreements with
   community partners
  Confidentiality agreements
  Human subjects / IRB review
  Student activities off campus
  Background checks
  Photo/video permissions
        Sample forms on the EPICS website and notebook
10. Institutional Support
 Staff, advisors, TAs
 Space and lab facilities
 Project support
 Curriculum integration

 Access to development resources,
  corporations, alumni
 Matching support on grant proposals
 Publicity/visibility
Annual Expenses - Purdue EPICS
 Parameters: 25 teams, 300 students
 3 teams per 1/2-time TA, 1.5 TAs per team
 Faculty and lab equipment expenses not included
                      Expenses ($)      Source
Directors                  100,000 College
Staff                      200,000 Provost, College
TAs                         210,000 Depts, Provost
Team expenses                42,000 Corporate gifts,
Operations                  12,000 Provosts, gifts
Total                     $564,000
Example Budget
Annual Expense         Basis                  Example:
                                              6 teams
                                              72 students
                                              25% director
                                              .5 FTE staff, 2 TAs
Faculty Director       25-50% AY support      $35K
                       1 month summer
Professional           .5 to 1.0 FTE @ $72K   $36K
Administrative Staff   loaded salary
TAs                    1 to 1.5 TAs/team x    $40K
                       3 teams/50% TA
Team expenses          $2K/team               $12K
Operations             $500/team              $3K
Total                                         $126K
Purdue Experience: Challenges
 Creating new curriculum structures to support long-
  term projects: multi-semester courses, multi-class
  teams, multi-disciplinary teams
 Understanding community partnerships
 Developing protocols for off-campus projects
 Evaluating and documenting student outcomes
 Capitalizing on the
  design/theory interplay
 Valuing “soft” skills
 Achieving
 Transitioning from grants
  to sustainable funding
 Space as we (and the
  projects) have grown
Questions and Comments?

Further Slides:
  Building Partnerships
  Building Institutional Support
  Overcoming Barriers
Building Partnerships
Partnerships: Outline

                Why partner?
                Community partners
                Corporate partners
Reasons for Partnerships
Needs in the local and global community
Tremendous energy and expertise on
Students benefit from diverse learning
  Experiential opportunities
  Realistic problems and solutions
Reciprocity: Mutual needs, mutual benefits

                       More in Getting Started …
Community Partners
What are the needs in the community
 that are consistent with curricular
What are the capabilities of the
What is the duration of the
 partnership? (one semester, multiple
Selecting Community Partners
 Criteria for selecting community Project Partners:
  Significance - partners whose projects should provide
   the greatest benefit to the community
  Level of technology - projects challenging to, but
   within the capabilities of, engineering undergraduates
  Expected duration - a mix of short- (one semester to
   one year) and long-term (multi-year) projects
  Project partner commitment – commitment of
   individuals in the partner organizations to work with
  Match with student and advisor population
 Partnership discussions led by EPICS
How to Find Partners
Campus offices
  Service learning
  Volunteer coordinators
United Way meetings
Faculty contacts
Student contacts
Campus Compact
  Texas Compact
Types of Partners
Education: K-12 schools, museums,
 reading academies, after-school programs
Access and abilities: adaptive programs
 in school systems, not-for-profit childcare
 programs, not-for-profit clinics, university
 accessibility programs
Human services: United Way, Habitat for
 Humanity, local government agencies
Environment: neighborhood associations,
 municipal offices, parks & recreation
Working with Community Partners
Setting expectations from the outset
  Interactions/expectations between you
   and partners
  Interactions/expectations between
   students and partners
Single point of contact with community
Follow up regularly
Assess partners’ experience:
 Feedback on students and program
Sustained Partnerships
Value for community organizations
  Not-for-profit staffs are stretched
  Creating partnerships takes resources
  Communities need payback on investment
Value for EPICS faculty and staff
  Not starting over each semester
  Easier to manage
Value for students
  Long-term projects
  Curricular thread
  Extended community engagement
Balanced Partnerships
Community                           Student
Benefits                            Benefits

 Takes time and communication to
  optimize benefits for both institutions
   What are each others’ needs?
   What are each others’ capabilities
   Two years or more ?
Partner Stewardship

Honored guests at design reviews,
 workshops, end-of-semester
Periodic phone calls and surveys
Annual partner lunch
Draw upon the multidisciplinary
 resources of the university to meet
 community needs
Mirrors trends towards multidisciplinary
 education and research
  Real teams are multidisciplinary
  Emerging areas cut across traditional
Partnership Opportunities
University research centers
  NSF mandate for strong education and
   outreach components
  Education/outreach component of NSF
   Career awards?
Local and state programs
  Indiana State Women’s Prison as EPICS
Partnerships - Entrepreneurship
EPICS Entrepreneurship Initiative
   Spread the benefits of EPICS products
   Opportunity to learn about entrepreneurship
   Teams and Project Partners protect the
    intellectual property they have developed
   Create model for entrepreneurship in EPICS
EPICS Idea to Product (I2P) Competition
   Showcase for EPICS Products
   Identify EPICS products with greatest
    commercial potential
Three-Way Partnerships


Identifying Needs / Leveraging Resources
Corporate Interest
 Improving Education
   Support innovativation
   Gain visibility with students
   Increase diversity?
 Helping Communities
   Local communities
   Visibility for company
 Consistent values
   Corporate values
   Employee values
Corporate Partners Bring…
 Financial resources
  Small funds for project expenses
  Larger funding for initiatives
 Expertise
  Consultants for students
  Instructors (advisors) for student teams
  Reviewers for presentations
  Organizational structure
 Materials
  Software, products donated
 Advocates for Service Learning
Intra-EPICS Partnerships
Statewide, regional, and
 national-scale EPICS projects
  Teams at different universities
   cooperate on national-scale
  EPICS – Habitat for Humanity Int’l –
   Microsoft partnership:
   multi-site software development
  Similar opportunities in campus
   accessibility, K-12 outreach, …
Building Institutional Support
Building Institutional Support: Outline

                    Articulating benefits
                    The Ten Ingredients
                    Indicators of
                    Practical strategies
Identifying Constituents
Engineering departments /
 College of Engineering
The Engineering profession
Community          Be able to articulate
Private Sector      the benefits to each
                      constituent group
The “Ten Ingredients”
Students, including credit towards degree
Community partners & projects
Academic staff: Advisors & TAs,
 including teaching credit
Administrative staff
Funds for project expenses
Labs & infrastructure
Curricular structures
Risk management
Institutional support
Indicators of Institutionalization
 Integration into Schools’ teaching
  assignments (faculty and TAs)
 Meaningful credit in students’ plans of study
 Inclusion in ABET activities
 Space
 Operational funds
 Matching support on grant proposals
 Access to labs and lab equipment
Indicators of Institutionalization (cont.)
 Support for course/program administration
 Access to corporate donors/gifts
 Inclusion in department/college/university
  strategic plans
 Featured in university publications and news
 Department/college/university awards
 Inclusion in development goals
 A budgeted activity
Practical Strategies
 Articulate the benefits, starting with learning
  objectives and outcomes
 Participate in engagement/outreach
 “Money talks”: bring in government grants
  and corporate gifts
 Enlist corporate advocates
 Enlist community advocates
 Assess with rigor
 It’s academia: publish in education and
  discipline-specific venues
 … Be successful
Overcoming Typical Barriers:
The Purdue EPICS Experience
Overcoming Barriers: Outline
            Academic issues
             Emphasis on “soft” skills
             Community projects
             Academic structures
             Faculty and TA training
             Grading and accreditation
            Administrative issues
             Lab design and access
             Funding models
Barriers: Academic Issues
 Emphasis on “professional” (i.e., “soft”) skills
   Be fluent with the “literature”: Engineering Dean’s
    Council report, ABET, Boeing, NAE, NSF
   Be rigorous in technical requirements
   Be rigorous in documentation and assessment
   Recruit tough faculty
   Enlist corporate advocates
   Solicit backing from the administration
   Be successful: NSF grants, papers (including
    papers in the discipline), corporate gifts, key alums
   Track your successful students
   Create communication channels to address
    concerns: EPICS curriculum committee, Advisory
Barriers: Academic Issues
 Projects originating in the community (v.s.
  designed by engineers)
  Develop criteria for suitable projects
  Communicate with community partners about the
   educational requirements
  Refer academically unsuitable projects to a more
   appropriate organization
  Communicate with the community partner
  Show off outstanding projects
  Break down the semester barrier
 New academic structures: vertical teams,
  repeat registration, multi-year projects
Barriers: Academic Issues
New academic structures: vertical
 teams, repeat registration, multi-year
  Lots of conversations with the registrar
   and academic counselors
  Team dynamics work to foster respect for
   more junior team members
  Formal team transition and mentoring
  Emphasis on documentation
Barriers: Academic Issues
 Multidisciplinary projects and teams
  Lots of conversations with Deans and Heads
  Advisors and TAs from diverse disciplines
  Engagement with campus centers
  Industry advisors
  Team dynamics work to foster respect for more
   junior team members
  NSF grant to understand multidisciplinary student
 Faculty and TA training
Barriers: Academic Issues
Grading: students in different years
 from different majors in different roles
  Grading rubrics
  Faculty and TA training
  Multi-faceted grading
  Dry-run (mid-semester) grading w/
Documentation for accreditation
  Certification of project suitability
  Documentation of outcomes
Barriers: Administrative Issues
  Lab design and access
   “Sandbox” lab
   24/7 access, team “key-keepers”, key cards
  Funding models for prototypes and
   delivered projects
   $1 lease solution
  Recurring funds for project expenses
   Corporate team sponsors
  Faculty-to-student ratio
   Parity with other design courses
  Registration
   Continued discussions
Peer pressure: It’s not research

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