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EPICS
http://epicsnational.ecn.purdue.edu
http://epics.ecn.purdue.edu
Carla ZoltowskiEducation Administrator
Natalie KubatNational Coordinator
June 16, 2007
Introduction and Overview: Outline
Motivation Context: engineering
design, service learning Projects in four areas
Human servicesAccess and abilitiesEducation and outreachThe environment
EPICS in the curriculum EPICS Programs Impact/Meeting needs
Calls to Action National Academy of
Engineering Studies: The Engineer of 2020:
Visions of Engineering inthe New Century
Educating the Engineer of 2020: Adapting Engineering Education to the New Century
Rising Above the Gathering Storm
How People Learn
Motivation
Pace of technological innovations will continue to be rapid.
World in which technology will be deployed will be intensely globally interconnected.
Population of individuals who are involved in or affected by technology will be increasing diverse and multidisciplinary.
Social, cultural, political, and economic forces will continue to shape and affect the success of technology innovation.
Presence of technology in our everyday lives will be seamless, transparent, and more significant than ever.
Service-Learning!
The EPICS Partnership
PurdueUniversity
Greater LafayetteCommunity
EPICS Projects
Access & Abilities
Human ServicesEnvironment
Education & Outreach
EPICS Projects: Social Services Design chemical sensing
equipment to help and protect local law enforcement in their work to inhibit drug making laboratories.
Develop database system to assist the Tippecanoe and Jasper County Probation Departments to track and supervise offenders.
Develop scheduling software to assist local crisis center to schedule volunteers 24/7.
Complete analysis of sustainability and energy efficiency techniques for HFH homes.
EPICS Projects: Environment
Constructed Wetland: Developed an 80 x 800 ft2
wetland to remove agricultural chemicals from stream water
Designed and created new weir boxes for Purdue’s constructed water-treatment wetland to improve its function.
Monitor and improve local water quality.
Work with home owners organization to improve aesthetics and prevent erosion by planting native vegetation in retention pond.
EPICS Projects: Access & Abilities Interactive play
environments for young children with disabilities: cause & effect, multi-sensory stimulation
Chin-activated switch Walking swing Remote controlled bowling
ramp Develop devices to
increase safety and efficiency of employees with disabilities
Develop assistive technology/devices for PU students
EPICS Projects: Education K-12 outreach projects
Lego scanning probe microscope
Pharmaceutical Partnerships with local
K-12 schools Technology-assisted job
training Projects with local
museums:Columbian Park ZooHands-on exhibits for
Imagination Station
Context: Learning Pedagogies Experiential educationActive learning, problem-based learning,
inquiry-guided learningDesign education Service learning
Engagement in the communityTied to academic learning outcomesReciprocityReflection
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
EPICS Characteristics Long term projects:
Long-term partnerships with community organizations Vertically-integrated teams: freshmen - seniors
Extended design experience
Large-team experience: teams of 8-18 students
Broadly multidisciplinary teams: 20 disciplines at Purdue
Open-ended design:define-design-build-test-deploy-support
EPICS teams can tackle projects of significant size, scope, and impact
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
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 forstart-to-finish designProblem definitionDesign for x-abilityWorking designs for fielded projectsSupport for fielded projectsRedesign for second
generation systems
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
Meetings Students’ Needs
Communication Skills Multidisciplinary
teamwork Project/coursework
integration Entrepreneurship
Planning Leadership Professionalism Mentoring Community
Involvement
A genuinedefine-design-build-
test-deploy-supportexperience
Integrating the Curriculum
problem solving
analysis
engineeringfundamentals
science
mathematics
innovation
design
resourcefulness
ethics
teamwork
communication
CC
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EPICS has the potential torealize new
efficiencies in theengineeringcurriculum
The EPICS Consortium EPICS programs at 18 universities
Purdue, Notre Dame, Wisconsin-Madison, Georgia Tech, Penn State, Butler, Puerto Rico-Mayaguez, Columbia, WPI, San Jose State, California-San Diego, California-Merced, Illinois Institute of Technology, Dayton, Dartmouth, Auckland, New Zealand, Virginia, Princeton
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 With no remuneration to the EPICS program
The EPICS High School Program EPICS programs at 18 High Schools in Five State
One established in Bedford, Indiana 17 starting in 2007 with funding from Learn & Serve America
EPICS Programs
EPICS Curriculum Provides
Service-Learning
Design Education
Project Management
Community Partnerships
Disciplinary Knowledge from Departments
EPICS ProgramsProjects and Problems from Local Community
Institutional Curriculum and Culture
Partnerships
Communities UniversitiesHigh Schools
Corporations/Societies
15 semesters of data, 2385 responses
Impact of EPICS on your Topic
% of students giving “A” or “B” rating
Impact: Meeting Students’ Needs
84%OVERALL EVALUATION
68%awareness of ethical issues
71%technical skills
73%awareness of the community
77%organizational skills
79%resourcefulness
80%understanding of design process
81%awareness of the customer
83%communication skills
88%ability to work on a team
%A+BTopic
Impact: Meeting Students’ Needs
Objectives # responses
Teamwork 1751
Communication Skills 1008
Organizational Skills 793
Technical Skills 754
Leadership Skills 534
“What are the 3 most valuable things you have learned from being a part of the EPICS program”:Responses from 9 semesters, 2044 respondents
Impact: Student EvaluationsQuotes:
“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.”
Impact: Student Evaluations
Quotes, continued:“My experience in the EPICS program was
one of the best that I had while I was at Purdue and was really responsible for making me interested in electrical engineering again. Now that I have some experience under my belt, I have decided to go back to school for a graduate degree: Hopefully at Purdue. If someone would have told my during my Sophomore year that I'd be applying for graduate school in electrical engineering, I'd never have believed them.”
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
Both local and globalcommunities need accessto technical expertise that isnormally prohibitively expensive:improved, enhanced, new capabilities
Engineering will be centralto addressing globalgrand challenges
Universities willbe engaged in their
communities and in the world
EPICS: Meeting Mutual Needs
Students need more than theoretical knowledge to succeed:
teamwork, communication,customer-awareness,project management,
leadership, ethics,professionalism
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