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EPICS
Carla Zoltowski Education Administrator Natalie
Kubat National Coordinator June 16, 2007
http//epicsnational.ecn.purdue.edu http//epics.e
cn.purdue.edu
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Introduction and Overview Outline

• Motivation
• Context engineering design, service learning
• Projects in four areas
• Human services
• Access and abilities
• Education and outreach
• The environment
• EPICS in the curriculum
• EPICS Programs
• Impact/Meeting needs

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Calls to Action

• National Academy of Engineering Studies
• The Engineer of 2020Visions 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

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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.

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The EPICS Partnership
Service-Learning!
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EPICS Projects
Access Abilities
Education Outreach
Human Services
Environment
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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.      

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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 Purdues
  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.

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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

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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 Zoo
• Hands-on exhibits for Imagination Station

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Context Learning Pedagogies

• Experiential education
• Active learning, problem-based learning,
  inquiry-guided learning
• Design education
• Service learning
• Engagement in the community
• Tied to academic learning outcomes
• Reciprocity
• Reflection

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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

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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 designdefine-design-build-test-deploy
  -support

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Time Scales Traditional Courses

• Student learning and project development are tied
  to academic calendar
• Semester/Quarter

Student Learning
Academic Calendar
Project
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EPICS Decouples Time Scales
Student Learning
Semester/Quarter
Semester/Quarter
Semester/Quarter
Project
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EPICS Decouples Timescales
Student Learning
Student Learning
Semester/Quarter
Semester/Quarter
Semester/Quarter
Project
Project
Community Receives Long-Term Support They Need
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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
  design
• Problem definition
• Design for x-ability
• Working designs for fielded projects
• Support for fielded projects
• Redesign for secondgeneration systems

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Student-led, Faculty-advised
Advisor
TA
Team Leader
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
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Meetings Students Needs
A genuinedefine-design-build- test-deploy-suppor
t experience

• Communication Skills
• Multidisciplinary teamwork
• Project/coursework integration
• Entrepreneurship

• Planning
• Leadership
• Professionalism
• Mentoring
• Community Involvement

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Integrating the Curriculum
innovation design resourcefulness ethics team
work communication
problem solving analysis engineering fundamental
s science mathematics
EPICS has the potential to realize
new efficiencies in the engineering curriculum
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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

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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

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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

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EPICS Programs
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Partnerships
Communities
Universities High Schools
Corporations/Societies
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Impact Meeting Students Needs

• 15 semesters of data, 2385 responses
• Impact of EPICS on your Topic
• of students giving A or B rating

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Impact Meeting Students Needs
What are the 3 most valuable things you have
learned from being a part of the EPICS
program Responses from 9 semesters, 2044
respondents
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Impact Student Evaluations

• 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.

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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.

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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

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EPICS Meeting Mutual Needs
Engineering will be centralto addressing
globalgrand challenges
Students need more than theoretical knowledge to
succeed teamwork, communication,customer-awaren
ess,project management, leadership,
ethics,professionalism
Universities willbe engaged in
theircommunities and in the world
Both local and globalcommunities need access to
technical expertise that isnormally
prohibitively expensiveimproved, enhanced, new
capabilities