Post on 25-Feb-2016
description
https://engineering.purdue.edu/EPICSUhttp://www.purdue.edu/epics
Introductory WorkshopWelcome!
Dean Leah JamiesonTalking points for Leah
Workshop Overview Introductions EPICS Intro and overview Course and curriculum Assessing student learning Administering EPICS Community Partnerships EPICS programs Building institutional support Overcoming barriers Sharing Plans
IntroductionsNameAffiliationWhat learn/motivation?
Introduction and Overview
Introduction and Overview: OutlineMotivationContext: engineering design, service
learningEPICS Core valuesExample projectsIntegrating EPICS in the curriculumImpact/Meeting needsStatus
Context: Educational ReformDrivers for / reflectors of change:
Accreditation (ABET EC 2000) Industry values
Boeing “attributes of an engineer” National Academy of Engineering
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
OpportunitiesEngineering will be centralto addressing globalgrand 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
EPICS
Challenges: Limited Resources
Challenge: What to fund?
Education and Industry or
Needs of the underserved
Compete for limited resources
Needs of the Underserved
Educational and Industrial
Enterprises
Opportunities
Needs of the underserved offer opportunities
Solutions improve lives of fellow citizens
Needs of the Underserved
Educational and Industrial
Enterprises
Service-Learning!
The EPICS Partnership
PurdueUniversity
Greater LafayetteCommunity
Context: Learning Pedagogies
Active Learning
Project Based
Problem Based
Inquiry Based
Service-Learning
Design Education
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
DesignProcess
Traditional
Course
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 designProblem definitionDesign for x-abilityWorking designs for fielded projectsSupport for fielded projectsRedesign for second
generation systems
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 - National77% of students indicate that EPICS
had a positive impact on their awareness of the community
Community Partners Survey - National90% 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 studentsProviding community organizations with access to
technology-based solutions Community partners who assist the student
teamsUnderstand community needs Provide a meaningful context for designWork with the teams through definition, development,
and deploymentWith no remuneration to the EPICS program
Goals for EPICS Programs1. Not-for-profit Project Partners2. Long-term Community Relationships 3. Appropriate Projects4. Long-term Participation by Students 5. Team Structure that Supports Continuity 6. Multidisciplinary Teams 7. Multidisciplinary Instructional Staff8. Highly Mentored Experience9. Social Context and Impact10. Local University Context11. Collaboration with Other EPICS Programs
EPICS Programs Integrating into Curricula
EPICS Curriculum ProvidesService-Learning
Design Education
Project Management
Community Partnerships
Disciplinary Knowledge from Departments
EPICS ProgramsProjects and Needs from Local/Global Community
Institutional Curriculum and Culture
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
Human ServicesEnvironment
Education & Outreach
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 HumanityDesign of energy-efficient and sustainable homes in
Indiana and HaitiWorkshops for
construction managersDisaster relief home
designs
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: Environment
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 K-12
schools Interactive devices and
software to enhance learning
Museum/Zoo Projects: Interactive museum
exhibitsAnimal friendly zoo
designs
Outreach ActivitiesSpace Day hands-on
learning activitiesEnvironmental EducationElectric 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 Custom Prosthetic
Soapbox Derby Car for kids w/ disabilities
Projects: Education
K-12 outreach projectsLocal schoolsMuseumsPurdue Space Day
Projects: Education
Columbian Park Zoo Electric Vehicle
Design cart for raceOutreach
PartnershipsFinding Partners can be easy
Challenge to startFlood of opportunities once get started
Campus resourcesOthers working with the community?
Service-learning or volunteer office?Faculty colleagues
Central organizationsUnited WayHabitat 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 QuestionQuestion #1What are the most compelling educational needs or issues being discussed in your
a) Course(s)
b) Department,
c) College or University?
Reflection/worksheet QuestionQuestion #2List 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 assetsMatch institution – community assets and needs???
Reflection/worksheet QuestionQuestion #3Who are potential community partners and ideas for projects with that partner(s)?
------------------------------------------Cut this slide
Integrating the Curriculum
problem solving
analysis
engineeringfundamentals
science
mathematics
innovation
design
resourcefulness
ethics
teamwork
communication
CONTEXT
TI
ME
EPICS has the potential torealize new
efficiencies in theengineeringcurriculum
45
What Makes EPICS Work?Close partnershipsLong-term
commitmentsAlignment with
academic and industry objectives
Benefits to multiple stakeholders
The idea:making a difference
Reflection/worksheet QuestionQuestion #4Which of the needs/issues listed in
Question #1 could an EPICS or EPICS-style program help to address?
Course and Curriculum
Course and Curriculum: Outline Purdue EPICS
Course outcomesSemester view
Milestones Reporting
Course structure Labs, lectures, skills sessions
Human-centered designAcademic creditRoles
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
Academic Calendar
Project
Student learning and project development are tied to academic calendarSemester/Quarter
EPICS Decouples Time Scales
Student Learning
Semester/Quarter
Project
Semester/Quarter Semester/Quarter
EPICS Decouples Timescales
Student Learning
Semester/Quarter
Project
Semester/Quarter Semester/Quarter
Student Learning
Project
Community Receives Long-Term Support They Need
• Interactions with Community• Communications at all stages
Human-Centered Design
Managing the Decoupled Timescales
Student Learning
Semester/Quarter
Project
Semester/Quarter Semester/Quarter
Student Learning
Project
Curriculum and Assessment Goals: 1) Facilitating and assessing the student learning
for the semester2) Ensuring project continuity
EPICS Course Outcomes
1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process
3. Identification and acquisition of new knowledge4. Awareness of the customer in engineering design5. Functioning on multidisciplinary teams contributions
from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contexts
Purdue EPICS Course Structure
Learning Activities:- Lectures- Skill Sessions
-1 credit = 5-2 credits = 10
EPICS Lab – Two
hours/week
Outside of lab work – 1 Credit(3.5 hrs/wk)
Outside of lab work – 2 credits(5 hrs/wk)
Student-led, Faculty-advised
Team Leader
Project Leader Project Leader Project Leader
Advisor
Team members
Team members
Team members
Team members
Team members
Team members Team members
Team members
Team members
Team members
TA
Milestone HighlightsWeek
1 Transition and Integrating New StudentsPlanning and setting expectations
2345 Execute Semester Plans
Deliver if AppropriateDocument As You Go
678910111213 Complete semester
commitments Transition to next semesterCoordinate with Project Partner
Focus on Project Partner and Transition
1415Finals
Slow
Fast
Delivery Deadline
Spring 2013 Course Deliverables/Assignments
Deliverable(s) Due DateTeam/
IndividualAssignment
Lab Safety Awareness form and Model Release form (for new students only) Week 2 (1/15-1/18) Individual
Semester Plan Week 3 (1/22 – 1/25) Team
Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual
Team Website Week 5 (2/5 – 2/8) TeamDesign Documentation (posted for reviewers with one page overview) Week 6 (2/12 – 2/15) Team
Design Review Presentation Week 7 (2/19 – 2/22) Team
Individual Evaluation Rubric
Week 8 (2/26 – 3/1) IndividualIndividual Documentation
Peer Evaluation
Project Evaluation Rubric Week 8 (2/26 – 3/1) Team
Individual Evaluation Rubric Week 12 (4/2- 4/5)- Optional Individual
If delivering, Delivery Checklist Week 13/14 (4/8 – 4/19) TeamDesign Documentation (posted for reviewers with one page overview) Week 13 (4/9 – 4/12) Team
Design Review Presentation Week 14 (4/16 – 4/19) Team
Individual Evaluation Rubric
Week 15 (4/23 – 4/26) Individual
Individual Documentation
Peer Evaluation
Purdue Course Evaluations
Final Reflection
Project Evaluation Rubric Week 15 (4/23 – 4/26) Team
Lab and lecture attendance Weeks 1 - 15 Individual
Current Website Weeks 5 and 14 Team
Milestones ScheduleWeek
(Dates) Objective(s) Strategies Deliverable(s)
Weeks1 – 3
(1/9 – 1/27)
Introductions: to each other, team, and projects
Decide project teams and roles; team building within project team
Learn about resources; confirm access
Update myEPICS Learn about Project Partner: visit,
observe, meet, understand Make sure on right track with
planning, documenting, progress
Complete Transition checklist within Project teams Complete Lab Safety Awareness form (new
students) Plan PP visit Visit Project Partner: observe, meet, understand Complete drafts of semester plan, budget and
Indiv Eval Rubric and get feedback, iterate. Get informal feedback on Individual
Documentation Project Demos
Lab Safety Awareness form (if new)
Model release (if new)
Informal review of individual accomplishments and documentation
Semester Plan
Week 4(1/30-2/3)
Approval of appropriate plan for the semester situated in overall timeline; Semester Plan and Budget included in Project Management portion of document.
Semester Plan and Budget
Approval of appropriate individual responsibilities that facilitate team plan
Week 5(2/6-2/10)
Make progress on projects, and appropriately engage project partner
Regularly update PP on status (e.g., email, phone calls, visits); get frequent feedback from PP.
Make effective use of lab time and frequently review requirements and semester plan.
Documented in Individual and Project Documentation
Week 6(2/13-2/17)
Update design documentation Determine aspects of project to
review Prepare materials that enable
design reviewers to prepare for design review
Practice Design Review Presentation and get feedback
Update Design Documentation; post to Sharepoint & relevant parts to secure site (email to Guy Martin)
Design Documentation
Week 7(2/20-2/24)
Effective communication of design and design decisions which facilitates quality feedback on design
Design Review Presentatn
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)
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 SummaryDesign DocumentationIndiv and Proj Eval RubricsPeer EvaluationIndividual Documentation
Milestones Schedule, cont.Wks 9 - 12(3/5-4/6)
Make progress on projects, and appropriately engage project partner
To make sure on track
Informal feedback to individuals if requested by student or required by advisor.
Optional: Individual Eval Rubric
Week 13(4/9-4/13)
To ensure successful delivery and continued usage of project
Prepare for Design Review (see Week 6)
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)
If delivering, Delivery Checklist
Design Documentation
Week 14(4/16-4/20)
Effective communication of design and design decisions which facilitates quality feedback on design
Complete course evals in lab if time Design Review Presentatn
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
Design DocumentationIndiv and Proj Eval RubricsPeer EvaluationIndividual DocumentationFinal ReflectionCourse evaluations
Weeks 1 - 15
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
Wks 1 - 15 Lab and Lecture Attendance Tracked in myEPICS
Semester Current external web presence
Webmaster has primary responsibility for website, but Project and Team Leaders need to contribute.
Current Website
LecturesNeed to meet needs of:
Both new and returning EPICS studentsStudents from different levels and
disciplinesOne 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
LecturesIntroductory Lectures (5): New students
Introduction to EPICSHuman-Centered Design
Philosophy of Human-Centered Design Introduction to Design Tools and Resources Connecting process to their project
Ethics (and Social Responsibility)Critical/reflective thinkingWorking 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 toolsTeamwork and Project ManagementLeadership Series (4 sessions)Oral and written communication (How to give
effective design review, communicating with Project Partner)
Community contextSustainability Lecture Schedule:
See “Course and Curriculum” Tab
Skill Sessions Alternative/supplementary ways of earning
lecture creditInteractive session to develop specific skillsOften TA- and/or student-run sessions
Examples: Specific programming
skills & tools (Labview, Matlab, Object-oriented programming)
AutoCADSolidworksTechnical writingSoldering
Energy modelingMachine shop skillsEthicsCommunity Need &
Asset AssessmentWebmaster trainingDisability awareness
• Interactions with Community• Communications at all stages
Human-Centered Design
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 spaceEmpathic modeling: Simulating the sensory/ motor/
cognitive constraints
PrototypesPrototyping….rough, quick, very
iterativeIDEO 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 iterationVisual – drawings, sketches, CADFunctional – mock up or prototypeIntermediate or component
Partial prototypes
Community partners who do not have the answersThey know when they “see” it
Design Documentation Provides a comprehensive and detailed
description of the project design. Intended audiences:
New team membersReviewers, advisors and TA'sOngoing team membersFuture team membersProject 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 ReviewsCompleted twice during the semester –
Week 7 and Week 14/15Take place during regularly scheduled lab
time (110 minutes)EPICS invites externally reviewers who
often review several teams during the dayTeams invite reviewers who are relevant to
project (e.g., someone with specific expertise, project partner, expert)
Important for both student and project perspective
ReflectionEncourage as part of regular practice
Weekly prompt questions during lab/lectureCritical approach to designFinal 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 service-learning students (instructor version). (pp. 4-5 through 4-7)
Final Reflection, cont. Can be applied to the three areas below:
Personal and Professional DevelopmentSocial ImpactAcademic Enhancement
We ask them to apply to two of the three.
Ethics and Social ResponsibilityConnecting ethics to design and need
to be social responsibleProfessional responsibilityProfessional Codes of EthicsNeed to consider more than just codes
Ethical FrameworksMoral decision making process
Entrepreneurship and EPICS
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
EPICS The Community
Needs, Ideas
Ideas, Products
Option: Textbook Readings and ReflectionsLima and Oakes “Service-Learning:
Engineering in Your Community”Readings to supplement lecturesReflections on reading and lab workTargeted readings for team roles
Leaders Partner liaisons
Student-led, Faculty-advised
Team Leader
Project Leader Project Leader Project Leader
Advisor
Team members
Team members
Team members
Team members
Team members
Team members Team members
Team members
Team members
Team members
TA
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 expertiseAcademic 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: TAsTechnical guidance to supplement
background of advisorsAdministrative assistance for operation
of program: one “administrative TA” assigned to each team
Talent pool for all teams to tapOffice hoursSkills sessionsLab oversight
Gradingdesign notebooks, reflections, etc.
Roles: AdministrationProgram planning, development,
management, and oversightCourse managementCommunity partner identification and
selection; community relationsResource management (funds, labs,
staff)Assessment and data collectionReporting
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: UCSDMandy Bratton
Reflection/Worksheet QuestionQ5. 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 QuestionQ7. Does my proposed course/program satisfy the core values?
a. Which goals does it incorporate nowb. How do you see it evolving to
incorporate other goals?
Begin Final Presentation PosterUniversity College Description – what
are strengths, needs, drivers?What courses will be used?What potential project partners?
Assets and needs of these organizations.
Day 2AnnouncementsFinal postersLab toursGroup photo
Assessing Student Learning in EPICS
Assessing Student Learning: OutlineWhat to assessArtifacts – data to assessGradingSenior Design Example
What to AssessStudents are given academic credit
for mastering course content, Not for the service they provide for the
communityStudents are therefore assessed on
their demonstrated mastery of course content
EPICS Course Outcomes
1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process
3. Identification and acquisition of new knowledge4. Awareness of the customer in engineering design5. Functioning on multidisciplinary teams contributions
from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contexts
Multidisciplinary AssessmentsEPICS projects require
multidisciplinary approachesAssessing students from different
areas requires their own learning objectives in their “own language”Freshman vs seniorOne vs two creditsEngineer vs Liberal Arts
Important to be specific about expectations and outcomes
Spring 2013 Course Deliverables/Assignments
Deliverable(s) Due DateTeam/
IndividualAssignment
Lab Safety Awareness form and Model Release form (for new students only) Week 2 (1/15-1/18) Individual
Semester Plan Week 3 (1/22 – 1/25) Team
Individual Evaluation Rubric Week 4 (1/29 – 2/1) Individual
Team Website Week 5 (2/5 – 2/8) TeamDesign Documentation (posted for reviewers with one page overview) Week 6 (2/12 – 2/15) Team
Design Review Presentation Week 7 (2/19 – 2/22) Team
Individual Evaluation Rubric
Week 8 (2/26 – 3/1) IndividualIndividual Documentation
Peer Evaluation
Project Evaluation Rubric Week 8 (2/26 – 3/1) Team
Individual Evaluation Rubric Week 12 (4/2- 4/5)- Optional Individual
If delivering, Delivery Checklist Week 13/14 (4/8 – 4/19) TeamDesign Documentation (posted for reviewers with one page overview) Week 13 (4/9 – 4/12) Team
Design Review Presentation Week 14 (4/16 – 4/19) Team
Individual Evaluation Rubric
Week 15 (4/23 – 4/26) Individual
Individual Documentation
Peer Evaluation
Purdue Course Evaluations
Final Reflection
Project Evaluation Rubric Week 15 (4/23 – 4/26) Team
Lab and lecture attendance Weeks 1 - 15 Individual
Current Website Weeks 5 and 14 Team
Project Artifacts
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 Artifacts
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
Grading SummaryStudents’ work in EPICS is assessed based on
the following five evaluation criteria: Accomplishments Process Critical Thinking Teamwork/Leadership CommunicationMore detailed information on what is required for
each criteria can be found in the Grading Guidelines.
See Grading Guidelines in Assessment section
Individual GradeQuality and quantity of documented
Individual accomplishmentsLearning and skill developmentTeam’s accomplishments.
Juniors/Seniors must show initiative for an A
First-year/Sophomores can get an A following and meeting expectations
Example Grading GuidelineA 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.
Individual Evaluation RubricContribution/Learning (e.g., completed user analysis, data analysis, DFMEA, or prototype, programmed microprocessor; learned CATIA)
Where documentation can be found: (include page #s if in notebook and URLs if online) Acc
omplishment
s
Process
Critica
l thinking
Teamwork
/ leadership
Communication
Contribution/Learning: To be completed by: ( ex: 9/20/11)
In the following box, list contributions and learning planned for rest of semester
Individual Evaluation Rubric
Excellent Good Adequate Low passing A+ A A- B+ B B- C+ C C- D+ D D- F
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.
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.
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 ExpectationsTeams set semester goals through project
semester planBy weeks 2- 4, depending if new/returningAdvisor (instructor) approves plan
Students set individual goals and role(s) for each semester by weeks 2 - 4Align with Project Semester PlanAdvisor (instructor) approves goals/rolesSelf- and Advisor Assessment of
accomplishments at weeks 8, 12 (optional), and final
Midsemester GradingAll resources and artifacts evaluated
Self assessments evaluatedStudents provided with a team and
individual grade or range and commentsWhat would they have to do to improve?
Feedback often provided in individual meetings with students
Calibrates students and facultyProblems can be identified earlyNeed for documentation reinforced
Final GradingRepeat process for mid-semester grades
Final self-assessmentUse mid-semester evaluations as a basis
Students addressed concerns over the last half of the semester?
Emphasis on documentationDo 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 nameProject members, majors, expertiseProject & customer summaryHow builds on disciplinary coursesNew technical knowledge acquiredMultidisciplinary natureHow 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
Deliverables Design notebook Design reviews Reports Presentations Weekly reports Customer feedback Peer evaluation Self assessment
Documenting Outcomes:
EPICS Senior Design Student Outcomes MatrixStudent's Name:
Team:
Project:
Semesters Recorded:
Describe how the student's realization of the outcome is documented
sem 1
sem 2 Outcomes: How documented:
Student Initials & Date:
TA Initials & Date:
Advisor Initials & Date:
EPICS Initials & Date:
i. applies technical material from their discipline to the design of engineering productsii. demonstrates an understanding of design as a start-to-finish processiii. an ability to identify and acquire new knowledge as a part of the problem-solving/design processiv. demonstrates an awareness of the customer in engineering designv. demonstrates an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplinesvi. demonstrates an ability to communicate effectively with both technical and non-technical audiencesvii. demonstrates an awareness of engineering ethics and professional responsibilityviii. 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.
Enter date(s) of documentation of
outcome
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 perspectiveVictoria Dorman - Princeton
Reflection/worksheet QuestionQ9. 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 HuffAlumni Study
Design, Ethics , Service-learning???Other research
Outcome Space of Students’ Experience of Human-Centered Design
Needs,info from
higher levelstakeholders
Design Process and Integration
LacksDesign
LinearDesignProcess
Integratedand
IterativeDesignProcess
VeryIntegrated
DesignProcess,Iterative
EmpathicDesign
Broadercontext,
relationshipEmpathicDesign
Involvesusers Commitment
ContextDesign
inContext
KeepsUsers’Needsin Mind
User isseen as
informationsource
ServiceUser infoInput toLinear
Process
Lacksappreciation
ofusers
Technology-Centered
Technology-Centered
Threshold
Outcome Space of Students’ Experience of Human-Centered Design
Needs,info from
higher levelstakeholders
Design Process and Integration
LacksDesign
LinearDesignProcess
Integratedand
IterativeDesignProcess
VeryIntegrated
DesignProcess,Iterative
EmpathicDesign
Broadercontext,
relationshipEmpathicDesign
Involvesusers Commitment
ContextDesign
inContext
KeepsUsers’Needsin Mind
User isseen as
informationsource
ServiceUser infoInput toLinear
Process
Lacksappreciation
ofusers
Technology-Centered
Technology-Centered
Threshold
Immersive
“Critical”
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 resourcesCommunities need payback on investment
Value for EPICS faculty and staffNot starting over each semesterEasier to manage
Value for studentsLong-term projectsCurricular threadExtended community engagement
Local and Global OpportunitiesComplementary 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 usersAffordable with low/no transportation $Local benefits seen by campus and communitySeeing needs everywhere (here)
Local and Global OpportunitiesGlobal
Compelling needs on larger scales Higher interest among students and funders
Easier for students to see?Global experiences and competencies
Partnerships and SustainabilityPartner with local universitiesEPICS global, local universities providing
links and supportJoint project opportunities,
domestically and globally
Partner Profiles
Greater Lafayette Area Special Services Cooperative
Partner Profiles
Indianapolis Children’s Museum
Habitat for Humanity
Another perspectiveMandy Bratton - UCSD
Administering EPICS
Administering EPICS: Outline EPICS Purdue Organization Administrative Structures and Processes:
StudentsInstructional staffCommunity partners & projectsFunds for project expensesLabs & infrastructureSpaceCurricular and programmaticRisk managementCorporate and development
Budgets
Early EPICS Organization
Co-Directors (faculty)
TAs
CommunityPartners
Head TA
Department
Program Coordinator
Faculty & IndustryAdvisors
Part-Time Lab Manager
Lab UGTAs Student Issues
EPICS Organization
Director William Oakes
AcademicAdministrator
TAs
CommunityPartners
Head TA
AdvisoryCouncil
Dean of Engineering
Program Coordinator
CurriculumCommittee
Faculty & IndustryAdvisors
Lab Manager
Lab UGTAs Office staff
EPICS Organization
Director William OakesCo-Director Carla Zoltowski
Lab Manager - Guy Martin
TAs
CommunityPartners
Head TA
AdvisoryCouncil
Dean of Engineering
CurriculumCommittee
Faculty & IndustryAdvisors
Program CoordinatorPam Brown
Lab UGTAs Office staff
Administration: Students Recruiting
Academic advisors and facultyClassesWebpage
Registration“Schedule deputy”Student assistance with registration problemsManage 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 teamsEE, CmpE, CS, ME, CE, Sociology, EducationTAs 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 administrationMatches from grants => institutional supportNegotiated teaching credit based on parity with other
design courses1 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 checklistCustomer 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 partnersRequires funding for materials
Sponsorships of teams for supplies~$2000 per teamCurrently have corporate sponsors for 10
teams ($5000/year)Larger expenses from outside funding
E.g., Habitat for Humanity home, wetland, deployed homelessness network, classroom furniture
Labs & Infrastructure Equipment and space needed to design,
develop and assemble projectsComputer/server resourcesConstruction facilities
Light machining, instrumentation and assembly spaceMachine shop
Computer infrastructure to manage teams and students
Management of accounts, licenses, etc. Safety certifications Equipment funded at Purdue by:
EPICS share of lab fees & engineering tuition differential
Grants and industry donations
Administration: SpaceAdministrative space
Coordinator, lab manager, TAs, UGTAs to help
Lab space for students to develop and build projectsManaging access
Meeting rooms Not traditional classrooms
Storage EquipmentProjects in assembly and those returned
from the field for repair and/or redesign
Administration: Curricular and ProgrammaticManagement of EPICS Curriculum
committeeWorking with curriculum committees of
schools, departments, etc. to include in curriculum and determining “how it counts”
Collection of metricsReporting requirements
Administration: Risk ManagementProtocols with community partners, the
university, and studentsHold harmless agreements with community
partnersConfidentiality agreementsHuman subjects / IRB reviewStudent activities off campusBackground checksPhoto/video permissionsLab safety forms
Sample forms on the EPICS website and notebook
Administration: Corporate and Development
Management of design reviewsWorking with development staff to identify
potential donors/funding agenciesWriting grant proposalsWriting stewardship reportsPublicity/visibility
Annual Expenses - Purdue EPICS
Expenses ($) SourceDirectors 75,000 CollegeStaff 220,000 Provost, CollegeTAs 260,000 Depts, ProvostTeam expenses 45,000 Corporate gifts,
Instructional funds
Operations 25,000 Instructional funds, gifts
Total $625,000$1562/student
Parameters: 30 teams, ~400 students3 teams per 1/2-time TA, 1 TA per teamFaculty and lab equipment expenses not included
Example BudgetAnnual Expense Basis Example:
6 teams72 students25% director.5 FTE staff, 2 TAs
Faculty Director 25-50% AY support1 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 QuestionQ11. 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 SupportBarriers 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 processese.g. curriculum committees for
accountabilityShort cuts may undermine your efforts
InstitutionalizingLook for enablers or other initiatives that
can help your effortsEntrepreneurshipDiversity or retention effortsAccreditationCross-disciplinary effortsGlobalEngagement and outreach
Participate and be part of the campusGet in media and university/college
talking points
InstitutionalizingIdentify advocates
Corporate partners and advocatesCommunityAdministrativeSenior/respected faculty
Key disciplinesResearch
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 grownTechnological
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 requirementsBe rigorous in documentation and assessmentRecruit respected facultyEnlist corporate advocatesBe successful: NSF grants, papers (including
papers in the discipline), corporate gifts, key alumsTrack your successful studentsCreate 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 projectsCommunicate with the community partner
Include educational requirementsRefer academically unsuitable projects to a more
appropriate organizationShow off outstanding projectsBreak down the semester barrier
Start small and build
Barriers: Academic IssuesNew academic structures: vertical
teams, repeat registration, multi-year projectsLots of conversations with the registrar
and academic counselorsNew course numbers that can be
repeatedTeam dynamics, formal team transition
and mentoring Emphasis on documentation
Barriers: Academic Issues Multidisciplinary projects and teams
Lots of conversations with Deans and HeadsMeetings with curriculum committees to
establish credit in departments Opportunity for college outcomes and core
requirementsFaculty and TAs from diverse disciplinesIndustry advisorsTeam tools to foster respect for diverse team
members Faculty and TA training
BarriersPeer 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 perspectiveEric 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 CreditEPICS counts as teaching credit in
many departments½ a course based on the lower credit
hours for EPICSSome 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 problemNegotiate with departments who is
assigned
Engaging Faculty Connecting with broader interests
Global and local projectsInterested in combining global interest
and course structureFuture faculty development
Integrating with other interestsSome use EPICS as a way to connect
teaching with their own community interests
Connecting with research EPICS projects that align with research
Image processingChemical sensor developmentWater quality
Education and outreach components for research grantsNSF CAREER AwardsBiomedical outreach – interactive cell
demonstrations for museumsNano-technology outreachElectric vehicle battery developmentEarthquake center
Adapting to faculty culturesPurdue’s EPICS Program is designed to
allow faculty focus on the project and studentsMaking it look close to a more traditional
design courseProvide curriculum and assessment materialsSelect and manage the partnerships with the
communityGraduate teaching assistants help with the
teams and grading Follows pattern for other classes at our campus
Another perspeciveTom Jacobius IIT
Reflection QuestionQuestion #8What 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 SessionWho are possible community
partners?Describe potential project(s)Questions? Barriers?
EPICS: Raising
Funds for Your
Program
Fundraising
Basic Fundraising OverviewTypes of support
Grants/sponsored programsCorporate FoundationsIndividuals
Forms of supportFundingGifts in KindPartnerships
Basic Fundraising OverviewWho is responsible for fundraising for
your program?YOU!Development/University RelationsDeanFaculty StaffStudentsAdvisory Board
Basic Fundraising OverviewDonor Lifecycle
Build, maintain and enhance relationships!
Identification / Qualification
Cultivation
Stewardship Solicitation
Basic Fundraising Overview
So, how do you get started?
It’s all about building and maintaining relationships.Internal championsExternal championsMake 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 PartnersRemember the four I’s…Information
Press releasesNewsletter Annual fund letterWebsite
Building Support…the four I’s…
InterestTake advantage of interest; listen to the
partner to understand their motivation
Building Support…the four I’s…
InvolvementLecture guest
speakersSkill Sessions
Design reviewsAdvisory boardsAdvisors for teams
Building Support…the four I’s…
InvestmentProjects, infrastructureResearchAligns with philanthropic interests
Future Partners Alumni (future alumni)
Treat as potential partnersKeep informed
Opportunities Program status Successes
Corporate FundingWork with Corporate Relations and
Development staff at your institution. Remember the four I’s…Funding templatesMany companies support service-
learning and engineeringShare contacts and look for commonalityCorporations 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 Humanity- energy efficient house sponsored by Ford Motor Company Fund.
Foundation FundingFoundation Center;
www.foundationcenter.org Pick up the phone!Foundations who fund STEM
education or service-learningEPICS successes:
Motorola Solutions Foundation Ford College Community Challenge Google RISE Foundation
GrantsNSF
TUES program Type 1 – individual institution, May Type 2 and 3 – January
STEPEducation and outreach for research
Department of Education
StewardshipDon’t forget the fifth I!!!Impact
Did you do what you said you would?Stewardship reportsKeep informed
Opportunities – corporate partnerships Program status Successes and challenges
SummaryNeed a team approach to fundraisingDefine processes and identify
resourcesGet on the lists of opportunities for
your institutionDifferent appeal to donors
Avoid “zero sum” mentalityOpen 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 partnersMultidisciplinarityCorporate partnersEntrepreneurshipIntra-EPICS
partnerships
EPICS Course Structure Lab
Team meetingWorking on projectMentoring 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
Lecture1 credit = 5 “lectures”2 credit = 10 “lectures”5 Introductory lectures
New students Design Process/Ethics Homework
readings/reflectionsChoose additional
lectures Professional development
topics Skill sessions/Workshops Advisor approved activities