Introductory Workshop
Welcome!
https://engineering.purdue.edu/EPICSU
http://www.purdue.edu/epics
Dean Leah Jamieson
Talking points for Leah
Workshop Overview
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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
Name
Affiliation
What learn/motivation?
Introduction and Overview
Introduction and Overview: Outline
Motivation
Context: engineering design, service
learning
EPICS Core values
Example projects
Integrating EPICS in the curriculum
Impact/Meeting needs
Status
Context: Educational Reform
Drivers for / reflectors of change:
 Accreditation (ABET EC 2000)
 Industry values

Boeing “attributes of an engineer”
 National Academy of Engineering

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Bernard M. Gordon Prize for Innovation in
Engineering and Technology Education
Engineer of 2020
Changing the conversation
Grand Challenges
Carnegie Foundation
 Educating Engineers: Designing for the Future of
the Field, Sheppard, Sullivan, Colby, Shulman, Macatangay
Opportunities
Engineering will be central
to addressing global
grand challenges
Students need more than disciplinary
knowledge to succeed:
teamwork, communication,
customer-awareness,
project management,
leadership, ethics,
societal context,
professionalism
Both local and global
communities need access to
technical expertise that is normally
prohibitively expensive:
improved, enhanced, new capabilities
Universities/colleges
will be engaged in their
communities and in the world
Challenges: Limited Resources
Educational and
Industrial
Enterprises
 Challenge:
What to fund?
 Education and
Industry or
 Needs of the
underserved
 Compete for
limited
resources
Needs of the
Underserved
Opportunities
Educational and
Industrial
Enterprises
 Needs of the
underserved
offer
opportunities
 Solutions
improve lives
of fellow
citizens
Needs of the
Underserved
The EPICS Partnership
Purdue
University
Greater Lafayette
Community
Service-Learning!
Context: Learning Pedagogies
Project
Based
Design
Education
Problem
Based
Active
Learning
ServiceLearning
Inquiry
Based
Characteristics of Service-Learning
 Academically-based – reinforces or
connects with the subject material of the
academic course.
 Service – students participate in service
for the underserved in a community.
 Reciprocity – Mutual needs, mutual
respect, mutual learning.
 Reflection (Analysis) – Students reflect
(analyze) on their experience and
learning.
Brief S-L bibliography in binder, Tab 2
Better slide to summarize SL
research
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 more 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
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
computing
 The university as citizen
Learning Design
 Design is messy
Involving people
 The Design Process as a full cycle
Phase are often skipped in traditional courses
 EPICS provides an opportunity for
start-to-finish design
Problem definition
Design for x-ability
Working designs for fielded projects
Support for fielded projects
Redesign for second
generation systems
Design
Process
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
together.”
 “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 doing…”
 20% of ECE & ME EPICS
students are women,
compared to 11% of ECE & ME
students overall
 33% of CS EPICS students vs.
11.5% in CS overall
Check this data—update from Ford
Impact: Students & Community
 Student Retention – Purdue
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 National
90% satisfied with partnership
(10% neutral)
60% report increased understanding
of engineering
Alumni Investigation (2011-2012)
 528 alumni completed a survey and > 84% said EPICS
contributed to their ability to:
 function in a team environment.
 work with people from very different disciplines.
 demonstrate leadership in a team environment.
 Comments Included:
 “EPICS was a wake up call to the real world. Not only did it
provide me with valuable experience, but it changed the way I
viewed my education
 “Through EPICS I have learned how to listen to the needs of
people and to try to use my skills to meet their needs.”
 “My rapid promotion is a direct result of the leadership skills
gained through EPICS. I am now pursuing an MBA at an elite
school, and I attribute it all to EPICS.”
 “The applied engineering skills from EPICS was a key
differentiator during my job interview; and allowed me to excel in
comparison to the other ‘junior Engineers’ that joined around the
same time frame.”
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 deployment
Goals for EPICS Programs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Not-for-profit Project Partners
Long-term Community Relationships
Appropriate Projects
Long-term Participation by Students
Team Structure that Supports Continuity
Multidisciplinary Teams
Multidisciplinary Instructional Staff
Highly Mentored Experience
Social Context and Impact
Local University Context
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
 EPICS programs at 20 universities + 50 High School
 Support from NSF, CNCS, Microsoft, HP, National
Instruments, Cypress, Motorola, Purdue
 Workshops and conferences
 Regional workshops
 Multi-university EPICS projects
 Teams at different universities
cooperate on wide scale problems
EPICS Projects
Access & Abilities
Education & Outreach
Human Services
Environment
Sample Projects: Human Services
 Chemical sensing devices for local drug
enforcement agencies and first responders
 Customized software solutions for not-for-profits or
NGO’s
 FlashFood – app to link restaurants
and community service
organizations
 Habitat for Humanity
Design of energy-efficient and sustainable homes in
Indiana and Haiti
Workshops for
construction managers
Disaster relief home
designs
Projects: Environment
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Campus and Neighborhood
Sustainability
Sensor networks to monitor
pollution
Water Resources
 Low Impact Development
projects
 Water Filtration Projects for
Developing Countries
Constructed Wetlands
Waiheke Island Waste
Resource Trust,
New Zealand
 Recycling & Sustainability
Projects: Access & Abilities
 Augmentative and
Alternative
Communication devices,
including iPad app
 Therapeutic and
education activities for
children
 Devices to increase
safety and efficiency of
employees with
disabilities
 Soap-box derby cars for
kids with disabilities
Projects: Education and Outreach
 Partnerships with local K12 schools
 Interactive devices and
software to enhance
learning
 Museum/Zoo Projects:
 Interactive museum
exhibits
 Animal friendly zoo
designs
 Outreach Activities
 Space Day hands-on
learning activities
 Environmental
Education
 Electric vehicle
activities for children
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
 Boiler Green Initiative
 Rain Garden
 Green roof
 Alternative energy resources
 Wind turbine to recharge golf
carts
 Water Resources
Management
 Water conservation issues given
local/global land use changes
 Global Alternative Power
Systems
 Solar power system for Colombia
Projects: Access & Abilities
Communication and
Educational apps for iPad
Soapbox
Derby Car
for kids w/
disabilities
Custom Prosthetic
Projects: Education
 K-12 outreach projects
Local schools
Museums
Purdue Space Day
Projects: Education
 Columbian Park Zoo
 Electric Vehicle
Design cart for race
Outreach
Partnerships
Finding Partners can be easy
Challenge to start
Flood of opportunities once get started
Campus resources
Others working with the community?
Service-learning or volunteer office?
Faculty colleagues
Central organizations
United Way
Habitat for Humanity
Sample Partners
 Habitat for Humanity
 Campus/College
 Local government
Environmental or
Parks services
Regional gov’ts
 Area Schools
 Community centers
 Homeless shelters
 Research centers
 Red Cross
 Professional societies
(IEEE)
 Engineering for
Change (E4C)
 NGO’s
 Local ministry groups
working locally and
globally
 Local universities for
global projects
 World Vision
Reflection/worksheet Question
Question #1
What are the most compelling educational
needs or issues being discussed in your
a) Course(s)
b) Department,
c) College or University?
Reflection/worksheet Question
Question #2
List at least one EPICS project idea that
you can implement in your own
course/department/institution.
Alternative question???
What are your greatest community
needs?
Institutional assets
Match institution – community assets
and needs???
Reflection/worksheet Question
Question #3
Who are potential community partners
and ideas for projects with that
partner(s)?
-----------------------------------------Cut this slide
Integrating the Curriculum
T
I
M
E
innovation
problem solving
design
analysis
resourcefulness
engineering
fundamentals
ethics
science
teamwork
mathematics
communication
C
O
N
T
E
X
T
EPICS has the
potential to
realize new
efficiencies in the
engineering
curriculum
45
What Makes EPICS Work?
Close partnerships
Long-term
commitments
Alignment with
academic and
industry objectives
Benefits to multiple
stakeholders
The idea:
making a difference
Reflection/worksheet Question
Question #4
Which of the needs/issues listed in
Question #1 could an EPICS or EPICSstyle program help to address?
Course and Curriculum
Course and Curriculum: Outline
 Purdue EPICS
Course outcomes
Semester view
 Milestones
 Reporting
Course structure
 Labs, lectures, skills sessions
Human-centered design
Academic credit
Roles
 Students, advisors, TAs
Different Models at EPICS universities
EPICS Purdue
 Long-term partnerships with community organizations
 Vertically-integrated teams:
first-year+sophomores+juniors+seniors
 Extended design experience: academic credit
throughout the student’s undergraduate career, 1-2
credits/semester
 Broadly multidisciplinary teams: across engineering and
across campus… 70+ majors past two academic years
 Multidisciplinary instructional staff: ≈ 40 advisors from 8
departments and 4 companies
 2012-13 Academic Year:
 Over 400 registered students each semester
 31 “teams” or divisions
 ≈ 75 ongoing projects/semester
Time Scales: Traditional Courses
 Student learning and project development
are tied to academic calendar
Semester/Quarter
Student Learning
Academic Calendar
Project
EPICS Decouples Time Scales
Student Learning
Semester/Quarter
Semester/Quarter
Project
Semester/Quarter
EPICS Decouples Timescales
Student Learning
Student Learning
Semester/Quarter
Semester/Quarter
Project
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
Student Learning
Semester/Quarter
Semester/Quarter
Project
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 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
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
Project Leader
Project Leader
Team members
Team members
Team members
Team members
Team members
Team members
Team members
Team members
Team members
Team members
Milestone Highlights
Week
1
2
3
4
5
6
7
Transition and Integrating New
Students
Planning and setting
expectations
Execute Semester Plans
Deliver if Appropriate
Document As You Go
8
Slow
Fast
9
10
11
12
13
14
15
Finals
Delivery Deadline
Complete semester
commitments
Transition to next semester
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
students)
 Decide project teams and roles;
team building within project team
 Plan PP visit
Weeks
 Visit Project Partner: observe, meet, understand
 Learn about resources; confirm
1–3
access
 Complete drafts of semester plan, budget and
(1/9 – 1/27)  Update myEPICS
Indiv Eval Rubric and get feedback, iterate.
 Learn about Project Partner: visit,
 Get informal feedback on Individual
observe, meet, understand
Documentation
 Project Demos
 Make sure on right track with
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)
 Practice Design Review Presentation and get
feedback
 Update Design Documentation; post to
Sharepoint & relevant parts to secure site (email
to Guy Martin)
Deliverable(s)
 Lab Safety
Awareness form (if
new)
 Model release (if
new)
 Informal review of
individual
accomplishments
and documentation
 Semester Plan
Semester Plan and
Budget
Documented in
Individual and Project
Documentation
Design
Documentation
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 myEPICS
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 get feedback
 Update Design Documentation; post to
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

 If delivering, Delivery
Checklist
 Design Documentation
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 myEPICS

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
Need to meet needs of:
Both new and returning EPICS students
Students from different levels and
disciplines
One and two-credit hour students
Lectures occur in conjunction with doing
(not prior)
Most lectures videotaped to
accommodate lecture conflicts (important
for broad base, returning students)
Lecture Schedule: See “Course and Curriculum” Tab
Lectures
Introductory Lectures (5): New students
Introduction to EPICS
Human-Centered Design
 Philosophy of Human-Centered Design
 Introduction to Design Tools and Resources
 Connecting process to their project
Ethics (and Social Responsibility)
Critical/reflective thinking
Working on “case-based” lecture series this
summer
Lecture Schedule: See “Course and Curriculum” Tab
Lectures
 Professional Development Series (returning and
2-credit students)
 Topics:
Administrative: What’s new?, Resources,
Assessment
Design tools: more in-depth look at tools
Teamwork and Project Management
Leadership Series (4 sessions)
Oral and written communication (How to give
effective design review, communicating with Project
Partner)
Community context
Lecture Schedule:
Sustainability
See “Course and Curriculum” Tab
Skill Sessions
 Alternative/supplementary ways of earning
lecture credit
Interactive session to develop specific skills
Often TA- and/or student-run sessions
 Examples:
Specific programming
skills & tools (Labview,
Matlab, Objectoriented programming)
AutoCAD
Solidworks
Technical writing
Soldering
Energy modeling
Machine shop skills
Ethics
Community Need &
Asset Assessment
Webmaster training
Disability awareness
Human-Centered Design
•Interactions with Community
•Communications at all stages
Human-centered Design:
Basic Principles
 Early focus on users
 Designing for and with users
 Empirical measurement and evaluation
 Iteration
 Who are the stakeholders?
 What information is important?
 What are effective ways to elicit information and
communicate with stakeholders?
 How will you measure whether design goals are
met?
 How and when are stakeholders involved in the
process? Which ones are involved?
Human Centered Design
 Formal/Informal Interviews
Focus groups– interviews with multiple people
 Persona
Prototypical user, described in detail
 Scenarios
“before and after” stories using your product
 Focus on the user’s need and how their life might
be improved
 Role-playing: put yourself in the user’s shoes,
chair, and/or space
Empathic modeling: Simulating the sensory/ motor/
cognitive constraints
Prototypes
Prototyping….rough, quick, very
iterative
IDEO working with Gyrus ACMI to design
new apparatus for operating on delicate
nasal tissues
Prototype:
http://cataligninnovation.blogspot.com/2008/11/prototyping-foundational-competency-of.html
Promoting Negotiation and Iteration
Representations promote feedback that
promotes negotiation and appropriate
iteration
Visual – drawings, sketches, CAD
Functional – mock up or prototype
Intermediate or component
 Partial prototypes
Community partners who do not have
the answers
They know when they “see” it
Design Documentation
 Provides a comprehensive and detailed
description of the project design.
 Intended audiences:
New team members
Reviewers, advisors and TA's
Ongoing team members
Future team members
Project Partner and other stakeholders
 Template organized by design process phases,
most current in front
 Includes “project management” information (e.g.,
timeline, transition information, team members)
Design Reviews
Completed twice during the semester –
Week 7 and Week 14/15
Take place during regularly scheduled lab
time (110 minutes)
EPICS invites externally reviewers who
often review several teams during the day
Teams invite reviewers who are relevant to
project (e.g., someone with specific
expertise, project partner, expert)
Important for both student and project
perspective
Reflection
Encourage as part of regular practice
Weekly prompt questions during lab/lecture
Critical approach to design
Final reflection at the end of the semester:
What did I learn?
How did I learn it?
Why does this learning matter?
What will could I or others do in light of this
learning?
Source: Ash, S. L., Clayton, P. H., & Moses, M. G., Clayton.
(2009). Learning through critical reflection: A tutorial for servicelearning students (instructor version). (pp. 4-5 through 4-7)
Final Reflection, cont.
 Can be applied to the three areas below:
Personal and Professional Development
Social Impact
Academic Enhancement
We ask them to apply to two of the three.
Ethics and Social Responsibility
Connecting ethics to design and need
to be social responsible
Professional responsibility
Professional Codes of Ethics
Need to consider more than just codes
Ethical Frameworks
Moral decision making process
Entrepreneurship and EPICS
Needs, Ideas
Ideas, Products
EPICS
The Community
 Identifying needs and developing a solution
 Does that solutions have applications other places?
 Is there a market?
 Do we give it away?
 Spread benefits of Products

Learn about entrepreneurship
Option: 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-led, Faculty-advised
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
partner
 Financial officer - manages team’s budget
 Manager of Intellectual Property - leads
entrepreneurship activities, patent searches
 Recruiting Manager - 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
individuals
 Grading
Team Roles: TAs
Technical guidance to supplement
background of advisors
Administrative assistance for operation
of program: one “administrative TA”
assigned to each team
Talent pool for all teams to tap
Office hours
Skills sessions
Lab oversight
Grading
design notebooks, reflections, etc.
Roles: Administration
Program planning, development,
management, and oversight
Course management
Community partner identification and
selection; community relations
Resource management (funds, labs,
staff)
Assessment and data collection
Reporting
EPCS Courses
 EPCS 10100: First-Year Participation in EPICS (1 cr)
 EPICS 10200: First-Year Participation in EPICS (2 crs)
 EPCS 20100: Sophomore Participation in EPICS (1 cr)
 EPICS 20200: Sophomore Participation in EPICS (2 crs)





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:
 EPCS 41100: Senior Design Participation in EPICS (1 cr)
 EPCS 41200: Senior Design Participation in EPICS (2 crs)
 No pre-requisites, but instructor approval required
for EPCS 10200 and 20200
Academic Credit / Plans of Study
 EE: 3 credits senior design + 6 ECE elective credits; 2
lab credits if not used as senior design
 CmpE: 3 credits senior design + 6 CmpE elective credits
 ME: 6 credits tech elective + 3 credits free elective
 CE and CEM: 3 credits tech elective
 IDE: 6 credits engineering/design + 3 senior design
 CS: CS elective + 3 senior design
 AAE: 3 credits as tech elective;
additional AAE elective with permission
 LA: 3 credits count as core in Social Ethics
 CFS: fulfills specialization requirement in selected areas;
elective for all areas
 Others: free elective credit
 Entrepreneurship Certificate: Option + Capstone
Another model: UCSD
Mandy Bratton
Reflection/Worksheet Question
Q5. What are the student outcomes for my
program/course(s)?
Q6. Are there current courses or course structures
that can be modified to integrate this model course
or program?
Yes  What modifications need to be made to the
course(s)?
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?
Use this course/these ideas in the rest of the exercise.
Reflection/worksheet Question
Q7. 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
University College Description – what
are strengths, needs, drivers?
What courses will be used?
What potential project partners?
Assets and needs of these
organizations.
Day 2
Announcements
Final posters
Lab tours
Group photo
Assessing Student Learning
in EPICS
Assessing Student Learning: Outline
What to assess
Artifacts – data to assess
Grading
Senior Design Example
What to Assess
Students are given academic credit
for mastering course content,
Not for the service they provide for the
community
Students are therefore assessed on
their demonstrated mastery of
course content
EPICS Course Outcomes
1. Application from the discipline to the design of projects
2. Understanding of design as a start-to-finish process
3. Identification and acquisition of new knowledge
4. Awareness of the customer in engineering design
5. Functioning on multidisciplinary teams contributions
from other disciplines
6. Effective communication with different audiences
7. Awareness of professional ethics and responsibility
8. Understanding of role of discipline in social contexts
Multidisciplinary Assessments
EPICS projects require
multidisciplinary approaches
Assessing students from different
areas requires their own learning
objectives in their “own language”
Freshman vs senior
One vs two credits
Engineer vs Liberal Arts
Important to be specific about
expectations and outcomes
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
Project Artifacts
(prototypes, demos,
completed projects, etc)
Design
Documentation
Project Evaluation
Rubric: provides
summary and selfevalutaion of project
plan and
accomplishments
Design Review
Presentations
Project
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
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:
 Accomplishments
 Process
 Critical Thinking
 Teamwork/Leadership
 Communication
More detailed information on what is required for
each criteria can be found in the Grading
Guidelines.
See Grading Guidelines in Assessment section
Individual Grade
Quality and quantity of documented
Individual accomplishments
Learning and skill development
Team’s accomplishments.
Juniors/Seniors must show initiative
for an A
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:
 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.
 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.
 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.
 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.
 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
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):
Setting Expectations
Teams set semester goals through
project semester plan
By weeks 2- 4, depending if new/returning
Advisor (instructor) approves plan
Students set individual goals and role(s)
for each semester by weeks 2 - 4
Align with Project Semester Plan
Advisor (instructor) approves goals/roles
Self- and Advisor Assessment of
accomplishments at weeks 8, 12 (optional),
and final
Midsemester Grading
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?
Feedback often provided in individual
meetings with students
Calibrates students and faculty
Problems can be identified early
Need for documentation reinforced
Final Grading
Repeat process for mid-semester grades
Final self-assessment
Use mid-semester evaluations as a basis
Students addressed concerns over the last
half of the semester?
Emphasis on documentation
Do the artifacts represent their level of work?
Some advisors provide students with
comments and/or conduct exit interviews
ABET, Senior 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
outcomes.
See “Capstone Course” tab
Senior Design and EPICS
 Senior Design option for ECE, IDE and CS students
(currently)
 At least three credits over two semesters of EPICS
 Documents used track progress/completion
Project Proposal
 Individual document that provides early feedback on project
appropriateness (Significant design experience on a suitable
project)
Outcomes matrix
 Individual document that demonstrates all outcomes were
met over two semester experience
Project Description
 Common document used by ECE, adopted by other
departments, to describe how project teams have met
outcomes
Project Approval
 Project Description:
Team & project name
Project members, majors, expertise
Project & customer summary
How builds on disciplinary courses
New technical knowledge acquired
Multidisciplinary nature
How project involves professional
component (criterion 4) constraints
 One form per project w/ senior
design students per semester
 Approved by team advisor
 Reviewed by EPICS
administrators, and for ECE, ECE
Senior Design committee
Purdue ECE Senior Design Semester Report for EPICS Projects
Semester
Course Number
and Title
EE 490 Senior Participation in Engineering Projects in
Community Service (Senior Design)
EPICS Team
Name(s) of
Advisor(s)
Project Title
Senior Design Students:
Graduation Date
Name
Project Description: Provide a brief technical description of the design project,
including the following: (Type below).
a) A summary of the project, including customer, purpose, specifications, and a
summary of the approach:
b) A description of how the project built upon knowledge and skills acquired in earlier
ECE coursework:
c) A description of what new technical knowledge and skills, if any, were acquired in
doing the project:
d) How the engineering design process is incorporated into the project:
Outcomes Certification
EPICS Senior Design Student Outcomes Matrix
Student's Name:
Team:
Project:
Semesters Recorded:
Enter date(s) of
documentation of
outcome
sem sem
1
2
Describe how the student's realization of the
outcome is documented
Outcomes: How documented:
Student TA
Advisor EPICS
Initials & Initials Initials & Initials &
Date:
& Date: Date:
Date:
i. applies technical material
from their discipline to the
design of engineering products
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 problemsolving/design process
iv. demonstrates an awareness
of the customer in engineering
design
v. demonstrates an ability to
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 nontechnical audiences
vii. demonstrates an awareness
of engineering ethics and
professional responsibility
viii. demonstrates an
appreciation of the role that
engineering can play in social
contexts
EPICS APPROVAL - OUTCOMES COMPLETED:
Initials/Date:
See the EPICS Senior Design Outcomes document for additional information on assessment of outcomes and how outcomes may be documented.
Documenting
Outcomes:









Deliverables
Design notebook
Design reviews
Reports
Presentations
Weekly reports
Customer feedback
Peer evaluation
Self assessment
Outcomes Certification
 Outcomes record maintained by students
 Contributions listed as completed
 Reviewed by TAs and team advisor
 Semester-end and year-end review by
EPICS administration
 EPICS Admin support for advisors not from
senior design major
See examples of
Outcome Matrices and
Project Descriptions in
“Capstone Course” tab.
Another perspective
Victoria Dorman - Princeton
Reflection/worksheet Question
Q9. How will you assess student outcomes
and course content?
What existing materials or process are in
place to use?
What new materials or processes are
needed?
Q10. How will grades be assigned?
Research-informed Assessment
James Huff
Alumni Study
Design, Ethics , Servicelearning???
Other research
Outcome Space of Students’ Experience of HumanCentered Design
Design Process and Integration
Lacks
Design
Linear
Design
Process
Integrated
and
Iterative
Design
Process
Very
Integrated
Design
Process,
Iterative
Broader
context,
relationship
Empathic
Design
Involves
users
Commitment
Context
Design
in
Context
Needs,
info from
higher level
stakeholders
Keeps
Users’
Needs
in Mind
User is
seen as
information
source
Lacks
appreciation
of
users
Empathic
Design
Service
User info
Input to
Linear
Process
TechnologyCentered
Technology-Centered
Threshold
Outcome Space of Students’ Experience of HumanCentered Design
Design Process and Integration
Lacks
Design
Linear
Design
Process
Integrated
and
Iterative
Design
Process
Very
Integrated
Design
Process,
Iterative
Broader
context,
relationship
Empathic
Design
Involves
users
“Critical”
Design
in
Context
Needs,
info from
higher level
stakeholders
Keeps
Users’
Needs
in Mind
Lacks
appreciation
of
users
Immersive
Commitment
Context
User is
seen as
information
source
Empathic
Design
Service
User info
Input to
Linear
Process
TechnologyCentered
Technology-Centered
Threshold
Building
Long-Term
Community
Partnerships
Selecting Community Partners
 Criteria for selecting community Project Partners:
Project partner commitment to work with students
Significance - greatest benefit to the community
Level of technology - challenging but within the
capabilities of undergraduates
Expected duration - a mix of short and long-term
projects
Match with student and advisor population
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
organizations – “project partner liaison”
 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
Local and Global Opportunities
 Complementary opportunities
Compelling needs to learn and apply knowledge
to designs
Connecting disciplines (engineering) with needs
of people
 Local projects
 Pedagogical advantage to teach design with
frequent interactions with users
Affordable with low/no transportation $
Local benefits seen by campus and community
Seeing needs everywhere (here)
Local and Global Opportunities
Global
 Compelling needs on larger scales
 Higher interest among students and funders
 Easier for students to see?
Global experiences and competencies
Partnerships and Sustainability
Partner with local universities
EPICS global, local universities providing
links and support
Joint project opportunities,
domestically and globally
Partner Profiles
Greater Lafayette Area Special
Services Cooperative
Partner Profiles
Indianapolis Children’s Museum
Habitat for Humanity
Another perspective
Mandy Bratton - UCSD
Administering EPICS
Administering EPICS: Outline
 EPICS Purdue Organization
 Administrative Structures and Processes:
Students
Instructional staff
Community partners & projects
Funds for project expenses
Labs & infrastructure
Space
Curricular and programmatic
Risk management
Corporate and development
 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
Director William
Oakes
Co-Director Carla
Zoltowski
Lab Manager Guy Martin
Head TA
TAs
Faculty &
Industry
Advisors
Lab UGTAs
Curriculum
Committee
Program
Coordinator
Pam Brown
Community
Partners
Office
staff
Administration: Students
 Recruiting
Academic advisors and faculty
Classes
Webpage
 Registration
“Schedule deputy”
Student assistance with registration problems
Manage team enrollments
 Student Ambassadors
 Course evaluations (University system)
 Grade submission
 Student scholarship and awards
Administration: Instructional Staff
 TAs based on student enrollment and
disciplines/expertise needed by the teams
EE, CmpE, CS, ME, CE, Sociology, Education
TAs funded through departments and by EPICS
 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
 Conduct TA and Advisor training/development
workshops
Administration: Community Partners & Projects
 Community partner identification and selection
Web form that potential partners can complete
 Hold Harmless and checks needed for partner
 Community relations and managing partnerships
 Celebration of partnerships (“Partnership
Dinner”)
 Delivery process
Delivery checklist
Customer Satisfaction survey
“I made a difference” T-shirts for team
Sample forms on the EPICS website and notebook
Administration: 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
teams ($5000/year)
Larger expenses from outside funding
E.g., Habitat for Humanity home, wetland,
deployed homelessness network, classroom
furniture
Labs & Infrastructure
 Equipment and space needed to design,
develop and assemble projects
Computer/server resources
Construction facilities
 Light machining, instrumentation and assembly space
Machine shop
 Computer infrastructure to manage teams and
students
 Management of accounts, licenses, etc.
 Safety certifications
 Equipment funded at Purdue by:
EPICS share of lab fees & engineering tuition
differential
Grants and industry donations
Administration: Space
Administrative space
Coordinator, lab manager, TAs, UGTAs
to help
Lab space for students to develop and
build projects
Managing access
Meeting rooms
Not traditional classrooms
Storage
Equipment
Projects in assembly and those returned
from the field for repair and/or redesign
Administration: Curricular and
Programmatic
Management of EPICS Curriculum
committee
Working with curriculum committees of
schools, departments, etc. to include in
curriculum and determining “how it
counts”
Collection of metrics
Reporting requirements
Administration: Risk Management
Protocols with community partners, the
university, and students
Hold harmless agreements with community
partners
Confidentiality agreements
Human subjects / IRB review
Student activities off campus
Background checks
Photo/video permissions
Lab safety forms
Sample forms on the EPICS website and notebook
Administration: Corporate and Development
 Management of design reviews
 Working with development staff to identify
potential donors/funding agencies
 Writing grant proposals
 Writing stewardship reports
 Publicity/visibility
Annual Expenses - Purdue EPICS
Parameters: 30 teams, ~400 students
3 teams per 1/2-time TA, 1 TA per team
Faculty and lab equipment expenses not included
Directors
Staff
TAs
Team expenses
Operations
Total
Expenses ($)
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
$27K
Professional
Administrative Staff
.5 to 1.0 FTE @ $72K
loaded salary
$25K
TAs
One 50% TA/3 teams
$52K
Team expenses
$2K/team
$12K
Operations
$500/team
$3K
Total
$119K
$1652/student
Another perspective
Chris Butler – UC Merced
Reflection/worksheet Question
Q11. 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
Barriers and enablers on each campus
What are they for your campus?
What will each stakeholder gain from
your EPICS program? (last question on
the worksheets)
Use the institutional processes
e.g. curriculum committees for
accountability
Short cuts may undermine your efforts
Institutionalizing
Look for enablers or other initiatives
that can help your efforts
Entrepreneurship
Diversity or retention efforts
Accreditation
Cross-disciplinary efforts
Global
Engagement and outreach
Participate and be part of the campus
Get in media and university/college
talking points
Institutionalizing
Identify advocates
Corporate partners and advocates
Community
Administrative
Senior/respected faculty
 Key disciplines
Research
Education and outreach components for
large grants and centers
Early career faculty
 NSF CAREER Awards
Purdue Experience: Challenges
 Creating new curriculum structures to support long-term
projects:
multi-semester, multi-class, multi-disciplinary
 Understanding community partnerships
 Developing protocols for off-campus projects and liability
 Evaluating and documenting student outcomes
 Valuing “professional” skills
 Achieving
multi-disciplinarity
 Becoming “sustainable”
with funding
 Space as we (and the
projects) have grown
Technological
Sandbox
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 respected faculty
Enlist corporate advocates
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
Council
Barriers: Academic Issues
 Projects originating in the community (v.s.
designed by engineers)
Develop criteria for suitable projects
Communicate with the community partner
 Include educational requirements
Refer academically unsuitable projects to a more
appropriate organization
Show off outstanding projects
Break down the semester barrier
Start small and build
Barriers: Academic Issues
New academic structures: vertical
teams, repeat registration, multi-year
projects
Lots of conversations with the registrar
and academic counselors
New course numbers that can be
repeated
Team dynamics, formal team transition
and mentoring
Emphasis on documentation
Barriers: Academic Issues
 Multidisciplinary projects and teams
Lots of conversations with Deans and Heads
Meetings with curriculum committees to
establish credit in departments
 Opportunity for college outcomes and core
requirements
Faculty and TAs from diverse disciplines
Industry advisors
Team tools to foster respect for diverse team
members
 Faculty and TA training
Barriers
Peer pressure: It’s not research
…
Practical Strategies
 Articulate the benefits, starting with learning
objectives and outcomes
 Participate in engagement/outreach
activities
 “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
Another perspective
Eric Baumgartner- Ohio Northern
Adapting to Local Institutional
Culture
A faculty perspective
My Background
 Professor in Civil Engineering/ Construction
Engineering and Management
 Research interests in infrastructure renewal
 a life-cycle approach
 Link with EPICS  alignment with my
passions as an educator  realms of
learning, research and broader engagement
with stakeholders – nationally and
internationally
 “Giving much, gaining more”
Engaging Faculty - Teaching Credit
EPICS counts as teaching credit in
many departments
½ a course based on the lower credit
hours for EPICS
Some do it as overload
 Engaged in other things they don’t want to
give up
Teaching credit is good but assigned
faculty can be a problem
Negotiate with departments who is
assigned
Engaging Faculty
Connecting with broader interests
Global and local projects
Interested in combining global interest
and course structure
Future faculty development
Integrating with other interests
Some use EPICS as a way to connect
teaching with their own community
interests
Connecting with research
 EPICS projects that align with research
Image processing
Chemical sensor development
Water quality
 Education and outreach components for
research grants
NSF CAREER Awards
Biomedical outreach – interactive cell
demonstrations for museums
Nano-technology outreach
Electric vehicle battery development
Earthquake center
Adapting to faculty cultures
Purdue’s EPICS Program is designed to
allow faculty focus on the project and
students
Making it look close to a more traditional
design course
Provide curriculum and assessment materials
Select and manage the partnerships with the
community
Graduate teaching assistants help with the
teams and grading
 Follows pattern for other classes at our campus
Another perspecive
Tom Jacobius IIT
Reflection Question
Question #8
What institutional cultural issues need to be
considered to implement EPICS?
What are the typical teaching loads?
What support is typical provided for teaching?
What connections could be made to
encourage faculty to participate?
Complete Poster for Final
Session
Who are possible community
partners?
Describe potential project(s)
Questions? Barriers?
Fundraising
EPICS:
Raising
Funds for
Your
Program
Basic Fundraising Overview
Types of support
Grants/sponsored programs
Corporate
Foundations
Individuals
Forms of support
Funding
Gifts in Kind
Partnerships
Basic Fundraising Overview
Who is responsible for fundraising for
your program?
YOU!
Development/University Relations
Dean
Faculty
Staff
Students
Advisory Board
Basic Fundraising Overview
Donor Lifecycle
Identification /
Qualification
Cultivation
Build, maintain and
enhance relationships!
Stewardship
Solicitation
Basic Fundraising Overview
So, how do you get started?
It’s all about building and maintaining
relationships.
Internal champions
External champions
Make connections
Getting Down to the Details
Building and maintaining relationships:
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…
Information
Press releases
Newsletter
Annual fund letter
Website
Building Support…the four I’s…
Interest
Take advantage of interest; listen to the
partner to understand their motivation
Building Support…the four I’s…
Involvement
Lecture guest
speakers
Skill Sessions
Design reviews
Advisory boards
Advisors for teams
Building Support…the four I’s…
Investment
Projects, infrastructure
Research
Aligns with philanthropic interests
Future Partners
 Alumni (future alumni)
Treat as potential partners
Keep informed
 Opportunities
 Program status
 Successes
Corporate Funding
Work with Corporate Relations and
Development staff at your institution.
Remember the four I’s…
Funding templates
Many companies support servicelearning and engineering
Share contacts and look for commonality
Corporations partner with specific
campuses
EPICS at Purdue – types of sponsorships
 Team sponsorship- $5,000 for one
academic year. Covers materials and
supplies, administrative costs and TA
support.
EPICS at Purdue – types of sponsorships
 Special projects, i.e. Habitat for Humanityenergy efficient house sponsored by Ford
Motor Company Fund.
Foundation Funding
Foundation Center;
www.foundationcenter.org
Pick up the phone!
Foundations who fund STEM
education or service-learning
EPICS successes:
 Motorola Solutions Foundation
 Ford College Community Challenge
 Google RISE Foundation
Grants
NSF
TUES program
 Type 1 – individual institution, May
 Type 2 and 3 – January
STEP
Education and outreach for research
Department of Education
Stewardship
Don’t forget the fifth I!!!
Impact
Did you do what you said you would?
Stewardship reports
Keep informed
 Opportunities – corporate partnerships
 Program status
 Successes and challenges
Summary
Need a team approach to fundraising
Define processes and identify
resources
Get on the lists of opportunities for
your institution
Different appeal to donors
Avoid “zero sum” mentality
Open new sources of funding
Demonstrate impact!
Deleted slides
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.
 Project
 Project Artifacts (prototypes, demos, completed projects, etc)
 Design Documentation
 Design Review Presentations
 Project Partner Communications (presentations, meetings, memos,
feedback, etc)
 Project Evaluation Rubric: provides summary and self-evalutaion of
project plan and accomplishments
 Individual
 Notebook, blog, other posted work
 Final Reflection
 Peer Evaluation/Feedback: both your evaluation to others and others
evaluation of you
 Participation (lab, project team, and lecture)
 Individual Evaluation Rubric : 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
Why partner?
Community partners
Multidisciplinarity
Corporate partners
Entrepreneurship
Intra-EPICS
partnerships
EPICS Course Structure
 Lab
Team meeting
Working on project
Mentoring by
advisor, TA and
students
Learning by Doing
 Outside Work
1 credit = 3.5 hours
outside work/week
(lecture)
2 credit = 5 hours
outside work/week
 Lecture
1 credit = 5 “lectures”
2 credit = 10 “lectures”
5 Introductory lectures
 New students
 Design Process/Ethics
 Homework
readings/reflections
Choose additional
lectures
 Professional development
topics
 Skill sessions/Workshops
 Advisor approved activities