Carla B. Zoltowski , Ph.D., Co-Director
description
Transcript of Carla B. Zoltowski , Ph.D., Co-Director
Carla B. Zoltowski, Ph.D., Co-Directorhttp://www.purdue.edu/epics
Real Design for Real People: Making a Difference
Service-Learning Design CoursesTeams of students partner with community
organizations to design and deliver projects to meet community needs.
The EPICS Partnership
PurdueUniversity
Greater LafayetteCommunity
EPICS Core CharacteristicsEngineering/computing-based designLong-term partnerships with community
organizations, schools, governmentVertically-integrated and multi-
disciplinary teams of students: First-year through fourth year on same
teamAbout 70 different majors
Extended design experience: academic credit throughout the student’s undergraduate career
A Year in EPICS at Purdue: By the Numbers
400+ students each semester70 majors
First Year – Senior students250 returning students
31 Divisions18 years
3000+ alumni250+ deployed projects
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
•Interactions with Community•Communications at all stages
Human-Centered Design
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
TA
Received NAE Gordon Prize for Leadership Development
Time Scales: Traditional Courses Student learning and project development
are tied to academic calendarSemester/Quarter
Student Learning
Academic Calendar
Project
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
EPICS Projects
Access & Abilities
Human ServicesEnvironment
Education & Outreach
Projects: Human Services
Design chemical sensing equipment to help and protect local law enforcement in their work to inhibit drug making laboratories.
As recipient of 2008 Ford C3 grant, the Habitat for Humanity team design and built an energy efficient home and trained construction managers.
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
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)
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
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.
Team Roles: StudentsTeam Leader/Co-LeadersProject leaders - lead individual projectsLiaison - primary contact for the
community partnerFinancial officer - manages team’s budgetManager of Intellectual Property - leads
entrepreneurship activities, patent searches
Webmaster
Team Roles: Advisors Faculty play key role
Advising teams in areas of expertiseAcademic credibility
Industry advisors Non-faculty (staff) 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
Enrolling in EPICS
EPICS Team
EPCS 101, 201
EPCS 102, 202
EPCS 302, 402
EPCS 301, 401
EPCS 411 EPCS 412
Junior, Senior
First-Year, Sophomore
Senior Design
One Credit Two Credits
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
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
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
Project Artifacts
Project
Project Artifacts (prototypes, demos,
completed projects, etc)Design
Documentation Design Review Presentations
Project Partner Communications (presentations,
meetings, memos,
feedback, etc.) and Evaluation
Project Evaluation Rubric: provides summary and self-evaluation 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:
AccomplishmentsProcessCritical ThinkingTeamwork/LeadershipCommunication
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):
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
Student Retention
Participants retained at higher rates in engineering and computer science (2007)
Alumni Investigation 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.”
Industry Sponsors
®
Arizona State UniversityUniversity of Auckland, New ZealandButler UniversityUniversity of California, MercedUniversity of California, San DiegoColumbia UniversityDartmouth CollegeDrexel UniversityGeorge Fox UniversityIllinois Institute of TechnologyUniversity of Notre DameOhio Northern UniversityPenn State UniversityPrinceton UniversityUniversity of Puerto Rico MayaguezSan Jose State UniversityTexas A&M UniversityUniversité de SherbrookeUniversity of VirginiaWorcester Polytechnic Institute
EPICS Member Sites
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
EPICS High: Changing the Equation
Over 1000 students
40 - 50% female
32.2% African American16.1% Hispanic
Over 50% in free & reduced lunch programs
Engaging 50 High Schools in over 10 states
EPICS – Research InitiativesHuman Centered DesignEPICS Alumni
Study 1: Impact of Service-Learning
Supported by:• National Science Foundation
(EEC 0935077)• Purdue College of Engineering
Engineer of 2020 Initiative
Outcome Space of Students’ Experience of Human-Centered Design
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”
Alumni Investigation 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.”