8 Context: Educational Reform Drivers for / reflectors of change:Accreditation (ABET EC 2000)Industry valuesBoeing “attributes of an engineer”National Academy of EngineeringBernard M. Gordon Prize for Innovation in Engineering and Technology EducationEngineer of 2020Changing the conversationGrand ChallengesCarnegie FoundationEducating Engineers: Designing for the Future of the Field, Sheppard, Sullivan, Colby, Shulman, MacatangayEmphasize ABET which outcomes ---add slides that shows which outcomes a-kBoeing attributes from whereDulcy will provide references
9 Opportunities EPICS Engineering Grand Challenges Professional skills development for studentsEPICSFix formattingLocal and global community needsUniversity/college community engagement
10 Challenges: Limited Resources Challenge: What to fund?Education and Industry orNeeds of the underservedCompete for limited resourcesNeeds of the UnderservedEducational and Industrial Enterprises
11 Opportunities Needs of the underserved offer opportunities Educational and Industrial EnterprisesNeeds of the UnderservedNeeds of the underserved offer opportunitiesSolutions improve lives of fellow citizens
12 The EPICS Partnership Service-Learning! Purdue University Greater LafayetteCommunityService-Learning!
13 Context: Learning Pedagogies Active LearningProject BasedProblem BasedInquiry BasedService-LearningDesign Education
14 Characteristics of Service-Learning Academically-based – tied to learning within an 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.Have a conversation about “underserved” --Brief S-L bibliography in binder, Tab 2
15 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 GilesLearners 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 LearnNeed a better slide to characterize service-learning!
16 Learning Design Design is messy The Design Process as a full cycle Involving peopleThe Design Process as a full cyclePhase are often skipped in traditional coursesEPICS provides an opportunity for start-to-finish designProblem definitionDesign for x-abilityWorking designs for fielded projectsSupport for fielded projectsRedesign for second generation systemsDesignProcessTraditionalCourse
17 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, prideWhen you are teaching design. These aspects are very difficult to teach in traditional courses.A different view of engineering and computingThe university as citizen
18 Link to Research Summary included in the IJEE Paper (add details) Learning ReportedTeamwork, Communication, Leadership, Technical Skills, …Quotes from course evaluations“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.”Present summary data from the paper (Coyle, Jamieson and Oakes, 2005)Table 2Teamwork, Communication, Leadership main types of learning reported by students in EPICS
19 EPICS and WomenResearch on science education suggests that “context” is important to women students.NAE Changing the Conversation Report : “Because dreams need doing…”20% of ECE & ME EPICS students are women, compared to 11% of ECE & ME students overall33% of CS EPICS students vs. 11.5% in CS overallFrom Coyle, Jamieson and Oakes 2005
20 Check this data—update from Ford Impact: Students & Community Student Retention – PurdueParticipants retained at higher rates in engineering and computer scienceCommunity Awareness - National77% of students indicate that EPICS had a positive impact on their awareness of the communityCommunity Partners Survey - National90% satisfied with partnership (10% neutral)60% report increased understanding of engineeringRework this section—check Carla’s preserntation
21 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.”Alumni investigation
22 Core Values of EPICS Academic credit for Long-term, team-based design projectsSolving technology-based problems in the communityMulti-year partnerships with not-for-profit community organizations to fulfill mutual needs:Significant design experiences for studentsProviding community organizations with access to technology-based solutionsCommunity partners who assist the student teamsUnderstand community needsProvide a meaningful context for designWork with the teams through definition, development, and deploymentWith no remuneration to the EPICS programTransition before this---introducing dissemination
23 Goals for EPICS Programs Not-for-profit Project PartnersLong-term Community RelationshipsAppropriate ProjectsLong-term Participation by StudentsTeam Structure that Supports ContinuityMultidisciplinary TeamsMultidisciplinary Instructional StaffHighly Mentored ExperienceSocial Context and ImpactLocal University ContextCollaboration with Other EPICS Programs
24 EPICS Programs Integrating into Curricula EPICS Curriculum ProvidesService-LearningDesign EducationProject ManagementCommunity PartnershipsDisciplinary Knowledge from DepartmentsEPICS ProgramsProjects and Needs from Local/Global CommunityInstitutional Curriculum and Culture
25 The EPICS Programs EPICS programs at 20 universities + 50 High School Support from NSF, CNCS, Microsoft, HP, National Instruments, Cypress, Motorola, PurdueWorkshops and conferencesRegional workshopsMulti-university EPICS projectsTeams at different universities cooperate on wide scale problemsBetter slide in the Ford with Map. Substitute
27 Sample Projects: Human Services Chemical sensing devices for local drug enforcement agencies and first respondersCustomized software solutions for not-for-profits or NGO’sFlashFood – app to link restaurants and community service organizationsHabitat for HumanityDesign of energy-efficient and sustainable homes in Indiana and HaitiWorkshops forconstruction managersDisaster relief homedesigns
28 Projects: Environment Campus and Neighborhood SustainabilitySensor networks to monitor pollutionWater ResourcesLow Impact Development projectsWater Filtration Projects for Developing CountriesConstructed WetlandsWaiheke Island Waste Resource Trust, New ZealandRecycling & Sustainability***Picture overlaps
29 Projects: Access & Abilities Augmentative and Alternative Communication devices, including iPad appTherapeutic and education activities for childrenDevices to increase safety and efficiency of employees with disabilitiesSoap-box derby cars for kids with disabilities
30 Projects: Education and Outreach Partnerships with local K-12 schoolsInteractive devices and software to enhance learningMuseum/Zoo Projects:Interactive museum exhibitsAnimal friendly zoo designsOutreach ActivitiesSpace Day hands-on learning activitiesEnvironmental EducationElectric vehicle activities for children
31 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.
33 Projects: Environment Boiler Green InitiativeRain GardenGreen roofAlternative energy resourcesWind turbine to recharge golf cartsWater Resources ManagementWater conservation issues given local/global land use changesGlobal Alternative Power SystemsSolar power system for Colombia
34 Projects: Access & Abilities Communication and Educational apps for iPadCustom ProstheticSoapbox Derby Car for kids w/ disabilities
35 Projects: Education K-12 outreach projects Local schools Museums Purdue Space Day
36 Projects: Education Columbian Park Zoo Electric Vehicle Design cart for raceOutreach
37 Partnerships Finding Partners can be easy Campus resources Challenge to startFlood of opportunities once get startedCampus resourcesOthers working with the community? Service-learning or volunteer office?Faculty colleaguesCentral organizationsUnited WayHabitat for Humanity
38 Sample Partners Habitat for Humanity Campus/College Local government Environmental or Parks servicesRegional gov’tsArea SchoolsCommunity centersHomeless sheltersResearch centersRed CrossProfessional societies (IEEE)Engineering for Change (E4C)NGO’sLocal ministry groups working locally and globallyLocal universities for global projectsWorld Vision
39 Reflection/worksheet Question What are the most compelling needs and significant strengths in your…Course(s)Department/unitCollege or UniversityCommunityTable---initiatives vs. where does EPICS fit – share in small group/report out from some
40 EPICS has the potential to Integrating the CurriculuminnovationdesignresourcefulnessethicsteamworkcommunicationTIMECONTEXproblem solvinganalysisengineeringfundamentalssciencemathematicsEPICS has the potential torealize newefficiencies in theengineeringcurriculumCut this slide
41 What Makes EPICS Work? Close partnerships Long-term commitments Alignment with academic and industry objectivesBenefits to multiple stakeholdersThe idea: making a differenceKeep/modify?
42 Reflection/worksheet Question Which of the needs/issues listed in Question #2 could an EPICS or EPICS-style program help to address?Move to later in presentation
45 EPICS Purdue Long-term partnerships with community organizations Vertically-integrated teams: first-year+sophomores+juniors+seniorsExtended design experience: academic credit throughout the student’s undergraduate career, 1-2 credits/semesterBroadly multidisciplinary teams: across engineering and across campus… 70+ majors past two academic yearsMultidisciplinary instructional staff: ≈ 40 advisors from 8 departments and 4 companiesAcademic Year:Over 400 registered students each semester31 “teams” or divisions≈ 75 ongoing projects/semester
46 Time Scales: Traditional Courses Student learning and project development are tied to academic calendarSemester/QuarterStudent LearningAcademic CalendarProject
47 EPICS Decouples Time Scales Student LearningSemester/QuarterSemester/QuarterSemester/QuarterProject
48 EPICS Decouples Timescales Student LearningStudent LearningSemester/QuarterSemester/QuarterSemester/QuarterProjectProjectCommunity Receives Long-Term Support They Need
49 Human-Centered Design Interactions with CommunityCommunications at all stages
50 Managing the Decoupled Timescales Student LearningStudent LearningSemester/QuarterSemester/QuarterSemester/QuarterProjectProjectCurriculum and Assessment Goals:Facilitating and assessing the student learning for the semesterEnsuring project continuity
51 EPICS Course Outcomes1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process3. Identification and acquisition of new knowledge4. Awareness of the customer5. 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 contextsi. applies material from their discipline to the design of community-based projectsii. 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 audiences with widely-varying backgroundsvii. demonstrates an awareness of professional ethics and responsibilityviii. demonstrates an appreciation of the role that their discipline can play in social contexts
52 Purdue EPICS Course Structure EPICS Lab – Two hours/weekOutside of lab work – 2 credits(5 hrs/wk)Learning Activities:LecturesSkill Sessions1 credit = 52 credits = 10Outside of lab work – 1 Credit(3.5 hrs/wk)
54 Milestone Highlights Slow Fast Delivery Deadline Week1Transition and Integrating New StudentsPlanning and setting expectations2345Execute Semester PlansDeliver if AppropriateDocument As You Go678910111213Complete semester commitmentsTransition to next semesterCoordinate with Project PartnerFocus on Project Partner and Transition1415FinalsSlowFastDelivery Deadline
55 Spring 2013 Course Deliverables/Assignments Due DateTeam/ IndividualAssignmentLab Safety Awareness form and Model Release form (for new students only)Week 2 (1/15-1/18)IndividualSemester PlanWeek 3 (1/22 – 1/25)TeamIndividual Evaluation RubricWeek 4 (1/29 – 2/1)Team WebsiteWeek 5 (2/5 – 2/8)Design Documentation (posted for reviewers with one page overview)Week 6 (2/12 – 2/15)Design Review PresentationWeek 7 (2/19 – 2/22)Week 8 (2/26 – 3/1)Individual DocumentationPeer EvaluationProject Evaluation RubricWeek 12 (4/2- 4/5)- OptionalIf delivering, Delivery ChecklistWeek 13/14 (4/8 – 4/19)Week 13 (4/9 – 4/12)Week 14 (4/16 – 4/19)Week 15 (4/23 – 4/26)Purdue Course EvaluationsFinal ReflectionLab and lecture attendanceWeeksCurrent WebsiteWeeks 5 and 14
56 Milestones Schedule Week (Dates) Objective(s) Strategies Deliverable(s)Weeks1 – 3(1/9 – 1/27)Introductions: to each other, team, and projectsDecide project teams and roles; team building within project teamLearn about resources; confirm accessUpdate myEPICSLearn about Project Partner: visit, observe, meet, understandMake sure on right track with planning, documenting, progressComplete Transition checklist within Project teamsComplete Lab Safety Awareness form (new students)Plan PP visitVisit Project Partner: observe, meet, understandComplete drafts of semester plan, budget and Indiv Eval Rubric and get feedback, iterate.Get informal feedback on Individual DocumentationProject DemosLab Safety Awareness form (if new)Model release (if new)Informal review of individual accomplishments and documentationSemester PlanWeek 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 BudgetApproval of appropriate individual responsibilities that facilitate team planWeek 5(2/6-2/10)Make progress on projects, and appropriately engage project partnerRegularly update PP on status (e.g., , 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 DocumentationWeek 6(2/13-2/17)Update design documentationDetermine aspects of project to reviewPrepare materials that enable design reviewers to prepare for design reviewPractice Design Review Presentation and get feedbackUpdate Design Documentation; post to Sharepoint & relevant parts to secure site ( to Guy Martin)Design DocumentationWeek 7(2/20-2/24)Effective communication of design and design decisions which facilitates quality feedback on designDesign Review PresentatnWeek 8(2/27-3/2)Incorporate feedback from Design Reviews appropriately into designMid-semester evaluation of both individual and project (individual and project grades)Complete Design Review Feedback SummaryIndividual and Project Documentation evaluatedComplete Indiv and Proj Eval rubrics; Advisors/TA provide feedback in writing or verbally using grading guidelinesComplete Peer evaluations in myEPICSDesign Review Feedback SummaryIndiv and Proj Eval RubricsPeer EvaluationIndividual Documentation
57 Milestones Schedule, cont. Wks(3/5-4/6)Make progress on projects, and appropriately engage project partnerTo make sure on trackInformal feedback to individuals if requested by student or required by advisor.Optional: Individual Eval RubricWeek 13(4/9-4/13)To ensure successful delivery and continued usage of projectPrepare for Design Review (see Week 6)Advisor/EPICS Admin Approvals needed before deliveryPractice Design Review Presentation and get feedbackUpdate Design Documentation; post to Sharepoint & relevant parts to secure site ( to Guy Martin)If delivering, Delivery ChecklistDesign DocumentationWeek 14(4/16-4/20)Effective communication of design and design decisions which facilitates quality feedback on designComplete course evals in lab if timeDesign Review PresentatnWeek 15(4/25-4/29)Prepare for transition to next semesterCritically reflect on learning this semesterFinal evaluation of individual and projectComplete course evaluationsIndiv and Proj Eval RubricsPeer EvaluationIndividual DocumentationFinal ReflectionCourse evaluationsWeeks1 - 15Project Partner Communication: Incorporated into Sem Plan as appropriate ( correspondences, memos, working w/PP)Project Partner Satisfaction: Determined through formal and informal surveys by advisors/EPICSWksLab and Lecture AttendanceTracked in myEPICSSemesterCurrent external web presenceWebmaster has primary responsibility for website, but Project and Team Leaders need to contribute.Current Website
58 Lectures Need to meet needs of: Both new and returning EPICS studentsStudents from different levels and disciplinesOne and two-credit hour studentsLectures 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
59 Lectures Introductory Lectures (5): New students Introduction to EPICS Human-Centered DesignPhilosophy of Human-Centered DesignIntroduction to Design Tools and ResourcesConnecting design process to their projectEthics (and Social Responsibility)Critical/reflective thinkingLecture Schedule: See “Course and Curriculum” Tab
60 Lectures – Returning/ 2 credit Students- Lecture Schedule:See “Course andCurriculum” TabProfessional Preparation SeriesAdministrative: What’s new?, Resources, AssessmentSustainabilityTeamwork and Project ManagementLeadership Series (4 sessions)Oral and written communication (How to give effective design review, communicating with Project Partner)Community contextDesign tools: more in-depth look at tools
61 Skill SessionsAlternative/supplementary ways of earning lecture creditInteractive session to develop specific skillsOften TA- and/or student-run sessionsExamples:Specific programming skills & tools (Labview, Matlab, Object-oriented programming)Energy modelingMachine shop skillsEthicsCommunity Need & Asset AssessmentAutoCADSolidworksWebmaster trainingTechnical writingDisability awarenessSolderingCarla will improve format
62 Human-Centered Design Interactions with CommunityCommunications at all stages
63 Human-centered Design: Basic Principles Early focus on usersDesigning for and with usersEmpirical measurement and evaluationIterationWho 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?See Gould and Lewis63
64 Human Centered Design Formal/Informal Interviews Persona Scenarios Focus groups– interviews with multiple peoplePersonaPrototypical user, described in detailScenarios“before and after” stories using your productFocus on the user’s need and how their life might be improvedRole-playing: put yourself in the user’s shoes, chair, and/or spaceEmpathic modeling: Simulating the sensory/ motor/ cognitive constraints
65 Prototypes Prototyping….rough, quick, very iterative IDEO working with Gyrus ACMI to design new apparatus for operating on delicate nasal tissuesPrototype:
66 Promoting Negotiation and Iteration Representations promote feedback that promotes negotiation and appropriate iterationVisual – drawings, sketches, CADFunctional – mock up or prototypeIntermediate or componentPartial prototypesCommunity partners who do not have the answersThey know when they “see” it
67 Design DocumentationProvides 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 stakeholdersTemplate organized by design process phases, most current in frontIncludes “project management” information (e.g., timeline, transition information, team members)ImproveTools and templates are provided, can be customized by advisors and studentsPros cons of templates
68 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 perspectiveCarla will modify
69 Reflection Encourage 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)
70 Final Reflection, cont. Can be applied to the three areas below: Personal and Professional DevelopmentSocial ImpactAcademic EnhancementWe ask them to apply to two of the three.
71 Ethics and Social Responsibility Connecting ethics to design and need to be social responsibleProfessional responsibilityProfessional Codes of EthicsNeed to consider more than just codesEthical FrameworksMoral decision making process
72 Option: Textbook Readings and Reflections Lima and Oakes “Service-Learning: Engineering in Your Community”Readings to supplement lecturesReflections on reading and lab workTargeted readings for team rolesLeadersPartner liaisons
74 Team Roles: Students Team Leader/Co-Leaders Project leaders - lead individual projectsLiaison - primary contact for the community partnerFinancial officer - manages team’s budgetManager of Intellectual Property - leads entrepreneurship activities, patent searchesWebmaster
75 Team Roles: Advisors Grading Faculty play key role Advising teams in areas of expertiseAcademic credibilityIndustry advisorsNon-faculty advisors with expertiseCo-advisors from complementary disciplinesMeet with team weeklyGradingHmmm—not sure about that statement: responsible for progress of team and individuals (oversees)
76 Team Roles: TAsTechnical guidance to supplement background of advisorsAdministrative assistance for operation of program: one “administrative TA” assigned to each teamTalent pool for all teams to tapOffice hoursSkills sessionsLab oversightGradingdesign notebooks, reflections, etc.
77 Roles: Administration Program planning, development, management, and oversightCourse managementCommunity partner identification and selection; community relationsResource management (funds, labs, staff)Assessment and data collectionReporting
78 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 and 20200Replace with James’ slide
79 Academic Credit / Plans of Study EE: 3 cr senior design + 6 cr ECE elective ; 2 lab cr if not used as senior designCmpE: 3 cr senior design + 6 CmpE elective creditsME: 6 credits tech elective + 3 credits free electiveCE and CEM: 3 credits tech electiveIDE: 6 credits engineering/design + 3 senior designCS: CS elective + 3 senior designAAE: 3 credits as tech elective; additional AAE elective with permissionLA: 3 credits count as core in Social EthicsCFS: fulfills specialization requirement in selected areas; elective for all areasOthers: free elective creditEntrepreneurship Certificate: Option + Capstonemodify
80 Other initiativesCore curriculumEngineering leadership
82 Q 4 and 5.Are there current courses… you’ve seen two examples…
83 Reflection/Worksheet Question Q5. What are the student outcomes for my program/course(s)?Q6. Are there current courses or course structures that can be modified to integrate this model course or program?Yes What modifications need to be made to the course(s)?No What type of course(s) would be needed to meet these needs? Can one course be created to meet these needs or is a series of courses or program required?Use this course/these ideas in the rest of the exercise.
84 Reflection/worksheet Question Q7. Does my proposed course/program satisfy the core values?Which goals does it incorporate nowHow do you see it evolving to incorporate other goals?
85 Begin Final Presentation Poster University College Description – what are strengths, needs, drivers?What courses will be used?What potential project partners? Assets and needs of these organizations.What is overall outline for the poster?Lets give the outline for the poster and indicate what they need to do for day 1
86 Day 2AnnouncementsFinal postersLab toursGroup photo
88 Assessing Student Learning: Outline What to assessArtifacts – data to assessGradingSenior Design Example
89 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
90 EPICS Course Outcomes1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process3. 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 contextsi. applies material from their discipline to the design of community-based projectsii. 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 audiences with widely-varying backgroundsvii. demonstrates an awareness of professional ethics and responsibilityviii. demonstrates an appreciation of the role that their discipline can play in social contexts
91 Multidisciplinary Assessments EPICS projects require multidisciplinary approachesAssessing students from different areas requires their own learning objectives in their “own language”Freshman vs. seniorOne vs. two creditsEngineering vs. other majorsImportant to be specific about expectations and outcomesConvey expectations early and throughout semesterJames has graphic
92 Spring 2013 Course Deliverables/Assignments Due DateTeam/ IndividualAssignmentLab Safety Awareness form and Model Release form (for new students only)Week 2 (1/15-1/18)IndividualSemester PlanWeek 3 (1/22 – 1/25)TeamIndividual Evaluation RubricWeek 4 (1/29 – 2/1)Team WebsiteWeek 5 (2/5 – 2/8)Design Documentation (posted for reviewers with one page overview)Week 6 (2/12 – 2/15)Design Review PresentationWeek 7 (2/19 – 2/22)Week 8 (2/26 – 3/1)Individual DocumentationPeer EvaluationProject Evaluation RubricWeek 12 (4/2- 4/5)- OptionalIf delivering, Delivery ChecklistWeek 13/14 (4/8 – 4/19)Week 13 (4/9 – 4/12)Week 14 (4/16 – 4/19)Week 15 (4/23 – 4/26)Purdue Course EvaluationsFinal ReflectionLab and lecture attendanceWeeksCurrent WebsiteWeeks 5 and 14Refer to handoutNot tied to specific phases of the design process. Appropriate for phases of design. This provides structure that students understand.Ensure that students understand expectations
93 Project Artifacts Project Project Artifacts (prototypes, demos, completed projects, etc)Design DocumentationDesign Review PresentationsProject Partner Communications (presentations, meetings, memos, feedback, etc)Project Evaluation Rubric: provides summary and self-evaluation of project plan and accomplishments
94 Individual Artifacts Individual Notebook, blog, other posted work Final ReflectionPeer Evaluation/Feedback: both your evaluation to others and others evaluation of youParticipation (lab, project team, and lecture)Individual Evaluation Rubric : provides summary and self-evaluation of work completed and planned
95 Grading SummaryStudents’ work in EPICS is assessed based on five evaluation criteria:AccomplishmentsProcessCritical ThinkingTeamwork/LeadershipCommunicationSee Grading Guidelines in Assessment section
96 Individual Grade Quality and quantity of documented Individual accomplishmentsLearning and skill developmentTeam’s accomplishments.Juniors/Seniors must show initiative for an AFirst-year/Sophomores can get an A following and meeting expectations
97 Example Grading Guideline A junior/senior student who receives a grade of A in EPICS must exceed overall expectations and demonstrate and document excellent achievement in each of the following areas:Accomplishments: Responsibilities associated with project work are appropriate, but ambitious for junior/senior course level, major, semester in EPICS, and number of credits. Individual contributions to and/or ideas about the project are excellent and has a significant impact on design and/or deliverables. Excellent understanding of relevant discipline-specific issues related to the project. All work is documented, and significant contributions related to the project are incorporated into the digitally archived design documentation.Process: Demonstrates and documents an excellent understanding of the processes inherent in design and an ability to employ these processes in the development of the project.Replace with Dulcy’s slides—she will send them
98 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.
99 Individual Evaluation Rubric Contribution/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)AccomplishmentsProcessCritical thinkingTeamwork/ leadershipCommunicationIn the following box, list contributions and learning planned for rest of semesterContribution/Learning:To be completed by: ( ex: 9/20/11)
100 Individual Evaluation Rubric Directions: Students mark an “X” and Advisors/TAs mark an “O” in the appropriate box for each criterion. Each of the criterion should be evaluated considering the student’s course level, major, semester in EPICS, and number of credits.ExcellentGoodAdequateLow passingA+AA-B+BB-C+CC-D+DD-FAccomplishments: 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.
101 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):
102 Setting ExpectationsTeams set semester goals through project semester planBy weeks 2- 4, depending if new/returningAdvisor (instructor) approves planStudents 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 4 (informal), 8, 12 (optional), and final****not done editing
103 Mid semester Grading All 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 studentsCalibrates students and facultyProblems can be identified earlyNeed for documentation reinforced
104 Final Grading Repeat process for mid-semester grades Final self-assessmentUse mid-semester evaluations as a basisStudents 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
105 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.Link with a-kSee “Capstone Course” tab
106 Senior Design and EPICS Senior Design option for ECE, IDE and CS students (currently)At least three credits over two semesters of EPICSDocuments used track progress/completionProject ProposalIndividual document that provides early feedback on project appropriateness (Significant design experience on a suitable project)Outcomes MatrixIndividual document that demonstrates all outcomes were met over the two semester experienceProject DescriptionCommon document used by ECE, adopted by other departments, to describe how project teams have met outcomes
107 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) constraintsOne form per project w/ senior design students per semesterApproved by team advisorReviewed by EPICS administrators, and for ECE, ECE Senior Design committee
109 Outcomes Certification Outcomes record maintained by studentsContributions listed as completedReviewed by TAs and team advisorSemester-end and year-end review by EPICS administrationEPICS Admin support for advisors not from senior design majorSee examples of Outcome Matrices and Project Descriptions in “Capstone Course” tab.
110 Another perspectiveVictoria Dorman - Princeton
111 Reflection/worksheet Question Q9. How will you assess student outcomes and course content?What existing materials or process are in place to use?What new materials or processes are needed?Q10. How will grades be assigned?****Not sure about doing Question #5 here…….
112 Research-informed Assessment Introduction to Carla and James research. What we are teaching is based on doing but also on research…. Research informs the way we make changes to enhance the deliver in EPICS (and other courses)
114 Design, Ethics , Service-learning??? Other research
115 Outcome Space of Students’ Experience of Human-Centered Design Two dimensional space5 categories were hierarchicalTwo were distinct
116 Outcome Space of Students’ Experience of Human-Centered Design Immersive“Critical”Seven categories of description formed an outcome space that was two-dimensional, distinct, but not independent axes. Suggest a number of things.Both design and “understanding of the users” aspect reflected in experiences.Development of both are related.Both are needed in development of more comprehensive way of understanding HCDCategories of description define more comprehensive ways. The defines not only what it means to have a more comprehensive ways, but what are the typical pathways.Categories which emerged reflected aspects of needing to overcome certain threshold concepts. Implications for tech and service, but also in other categories related to transformative experiences.Results suggest that critical or immersive experiences involving real clients and users were important in allowing the students to experience human-centered design in more comprehensive ways.All students in “Commitment” had critical experience.Sejal’s wake-up callAll students in “Empathic Design” had immersive experiencesRapid prototyping experienceAssessment trip to developing country
118 Selecting Community Partners Criteria for selecting community Project Partners:Project partner commitment to work with studentsSignificance - greatest benefit to the communityLevel of technology - challenging but within the capabilities of undergraduatesExpected duration - a mix of short and long-term projectsMatch with student and advisor populationCriteria for selecting community Project Partners:Project partner commitment – commitment of individuals in the partner organizations to work with studentsSignificance - partners whose projects should provide the greatest benefit to the communityLevel of technology - projects challenging to, but within the capabilities of, engineering undergraduatesExpected duration - a mix of short- (one semester to one year) and long-term (multi-year) projectsMatch with student and advisor population
119 Working with Community Partners Setting expectations from the outsetInteractions/expectations between you and partnersInteractions/expectations between students and partnersSingle point of contact with community organizations – “project partner liaison”Follow up regularlyAssess partners’ experience: Feedback on students and programMemorandum of understanding
120 Sustained Partnerships Value for community organizationsNot-for-profit staffs are stretchedCreating partnerships takes resourcesCommunities need payback on investmentValue for EPICS faculty and staffNot starting over each semesterEasier to manageValue for studentsLong-term projectsCurricular threadExtended community engagement
121 Local and Global Opportunities Complementary opportunitiesCompelling needs to learn and apply knowledge to designsConnecting disciplines (engineering) with needs of peopleLocal projectsPedagogical advantage to teach design with frequent interactions with usersAffordable with low/no transportation $Local benefits seen by campus and communitySeeing needs everywhere (here)***picture overlaps
122 Local and Global Opportunities Compelling needs on larger scalesHigher interest among students and fundersEasier for students to see?Global experiences and competenciesPartnerships and SustainabilityPartner with local universitiesEPICS global, local universities providing links and supportJoint project opportunities, domestically and globallyNeeds work
123 Partner ProfilesGreater Lafayette Area Special Services Cooperative
124 Partner ProfilesIndianapolis Children’s Museum
128 Administering EPICS: Outline EPICS Purdue OrganizationAdministrative Structures and Processes:StudentsInstructional staffCommunity partners & projectsFunds for project expensesLabs & infrastructureSpaceCurricular and programmaticRisk managementCorporate and developmentBudgetsOrganization structures and processes to support EPICS
129 Early EPICS Organization DepartmentCo-Directors (faculty)Part-Time Lab ManagerProgramCoordinator****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.AHead TAFaculty &IndustryAdvisorsLab UGTAsCommunityPartnersStudent IssuesTAs
130 EPICS Organization Dean of Engineering Advisory Council Curriculum CommitteeDirector William OakesAcademicAdministratorLabManagerProgramCoordinator****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.CHANGE this slideHead TAFaculty &IndustryAdvisorsLab UGTAsCommunityPartnersOffice staffTAs
131 EPICS Organization Dean of Engineering Advisory Council Curriculum CommitteeCo-Director Carla ZoltowskiDirector William OakesGlobal Initiatives Dulcy AbrahamLab Manager (as of 7/1)Program CoordinatorPam Brown****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.Faculty &IndustryAdvisorsHead TALab UGTAsCommunityPartnersOffice staffTAs
132 Administration: Students RecruitingAcademic advisors and facultyClassesWebpageRegistration“Schedule deputy”Student assistance with registration problemsManage team enrollmentsStudent AmbassadorsCourse evaluations (University system)Grade submissionStudent scholarship and awards
133 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 EPICSStarted as matches from grants, migrated to institutional support, based on enrollment formulaAdvisors 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 courseConduct TA and Advisor training/development workshops
134 Administration: Community Partners & Projects Community partner identification and selectionWeb form that potential partners can completeHold Harmless and checks needed for partnerCommunity relations and managing partnershipsCelebration of partnerships (“Partnership Dinner”)Delivery processDelivery checklistCustomer Satisfaction survey“I made a difference” T-shirts for teamSample forms on the EPICS website and notebook
135 Administration: Funds for Project Expenses Real projects are done for not-for-profits at no cost to the partnersRequires funding for materialsSponsorships of teams for supplies~$2000 per teamCurrently have corporate sponsors for 10 teams ($5000/year)Larger expenses from outside fundingE.g., Habitat for Humanity home, wetland, deployed homelessness network, classroom furniture
136 Labs & InfrastructureEquipment and space needed to design, develop and assemble projectsComputer/server resourcesConstruction facilitiesLight machining, instrumentation and assembly spaceMachine shopComputer infrastructure to manage teams and studentsManagement of accounts, licenses, etc.Safety certificationsEquipment funded at Purdue by:EPICS share of lab fees & engineering tuition differentialGrants and industry donations
137 Administration: Space Administrative spaceCoordinator, lab manager, TAs, UGTAs to helpLab space for students to develop and build projectsManaging accessMeeting roomsNot traditional classroomsStorageEquipmentProjects in assembly and those returned from the field for repair and/or redesign
138 Administration: Curricular and Programmatic Management of EPICS Curriculum committeeWorking with curriculum committees of schools, departments, etc. to include in curriculum and determining “how it counts”Collection of metricsReporting requirements
139 Administration: Risk Management Protocols with community partners, the university, and studentsHold harmless agreements with community partnersConfidentiality agreementsHuman subjects / IRB reviewStudent activities off campusBackground checksPhoto/video permissionsLab safety formsSample forms on the EPICS website and notebook
140 Administration: Corporate and Development Management of design reviewsWorking with development staff to identify potential donors/funding agenciesWriting grant proposalsWriting stewardship reportsPublicity/visibility
141 Annual Expenses - Purdue EPICS Parameters: 30 teams, ~400 students3 teams per 1/2-time TA, 1 TA per teamFaculty and lab equipment expenses not includedExpenses ($)SourceDirectors75,000CollegeStaff220,000Provost, CollegeTAs260,000Depts, ProvostTeam expenses45,000Corporate gifts, Instructional fundsOperations25,000Instructional funds, giftsTotal$625,000$1562/student
142 Example Budget Annual Expense Basis Example: Faculty Director 6 teams 72 students 25% director .5 FTE staff, 2 TAsFaculty Director25-50% AY support 1 month summer$27KProfessional Administrative Staff.5 to 1.0 $72K loaded salary$25KTAsOne 50% TA/3 teams$52KTeam expenses$2K/team$12KOperations$500/team$3KTotal$119K $1652/student
143 Chris Butler – UC Merced Another perspectiveChris Butler – UC Merced
144 Reflection/worksheet Question Q11. What administrative aspects will you be able to manage with current faculty and staff? What additional resources will you need to seek?****Not sure about doing Question #5 here…….
146 Building Institutional Support Barriers and enablers on each campusWhat 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
147 InstitutionalizingLook for enablers or other initiatives that can help your effortsEntrepreneurshipDiversity or retention effortsAccreditationCross-disciplinary effortsGlobalEngagement and outreachParticipate and be part of the campusGet in media and university/college talking points
148 Institutionalizing Identify advocates Research Corporate partners and advocatesCommunityAdministrativeSenior/respected facultyKey disciplinesResearchEducation and outreach components for large grants and centersEarly career facultyNSF CAREER Awards
149 Purdue Experience: Challenges Creating new curriculum structures to support long-term projects: multi-semester, multi-class, multi-disciplinaryUnderstanding community partnershipsDeveloping protocols for off-campus projects and liabilityEvaluating and documenting student outcomesValuing “professional” skillsAchieving multi-disciplinarityBecoming “sustainable” with fundingSpace as we (and the projects) have grownTechnological Sandbox
150 Barriers: Academic Issues Emphasis on “professional” (i.e., “soft”) skillsBe fluent with the “literature”: Engineering Dean’s Council report, ABET, Boeing, NAE, NSFBe 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
151 Barriers: Academic Issues Projects originating in the community (v.s. designed by engineers)Develop criteria for suitable projectsCommunicate with the community partnerInclude educational requirementsRefer academically unsuitable projects to a more appropriate organizationShow off outstanding projectsBreak down the semester barrierStart small and build
152 Barriers: Academic Issues New 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 mentoringEmphasis on documentation
153 Barriers: Academic Issues Multidisciplinary projects and teamsLots of conversations with Deans and HeadsMeetings with curriculum committees to establish credit in departmentsOpportunity for college outcomes and core requirementsFaculty and TAs from diverse disciplinesIndustry advisorsTeam tools to foster respect for diverse team membersFaculty and TA training
155 Practical StrategiesArticulate the benefits, starting with learning objectives and outcomesParticipate in engagement/outreach activities“Money talks”: bring in government grants and corporate giftsEnlist corporate advocatesEnlist community advocatesAssess with rigorIt’s academia: publish in education and discipline-specific venues… Be successful
156 Another perspectiveEric Baumgartner- Ohio Northern
157 Adapting to Local Institutional Culture A faculty perspective
159 My BackgroundProfessor in Civil Engineering/ Construction Engineering and ManagementResearch interests in infrastructure renewal a life-cycle approachLink 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”Add what you want to say about yourself
160 Engaging Faculty - Teaching Credit EPICS counts as teaching credit in many departments½ a course based on the lower credit hours for EPICSSome do it as overloadEngaged in other things they don’t want to give upTeaching credit is good but assigned faculty can be a problemNegotiate with departments who is assignedFaculty need incentivies. One way is teaching credit. EPICS at Purdue counts as ½ a course, which is about right based on student/credit hours. Many still do it as an overload as they don’t get out of things because they don’t want to stop other things. It should be mentioned that assigning faculty to the course doesn’t always work if they don’t want to be there.
161 Engaging Faculty Connecting with broader interests Global and local projectsInterested in combining global interest and course structureFuture faculty developmentIntegrating with other interestsSome use EPICS as a way to connect teaching with their own community interestsFaculty need incentives and sometimes it is their own interests. The global thing is what got you involved at first. Others look at this as something they are interested in, based on where they volunteer or have kids.
162 Connecting with research EPICS projects that align with researchImage processingChemical sensor developmentWater qualityEducation and outreach components for research grantsNSF CAREER AwardsBiomedical outreach – interactive cell demonstrations for museumsNano-technology outreachElectric vehicle battery developmentEarthquake centerPurdue research is king (or queen) and connecting it to research is important and a way to engage faculty. Some EPICS projects involve research areas while others are education and outreach components added to proposals.
163 Adapting to faculty cultures Purdue’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 gradingFollows pattern for other classes at our campusEPICS is designed to make it as easy as possible for faculty, as close to a traditional course as possible. Purdue faculty are not usually asked to do a lot of grading and TA’s are assigned to do that. I intended to talk about how our faculty culture places constraints on us and influences how we design our program.
165 Reflection Question Question #8 What institutional cultural issues need to be considered to implement EPICS?What are the typical teaching loads?What support is typical provided for teaching?What connections could be made to encourage faculty to participate?
166 Complete Poster for Final Session Who are possible community partners?Describe potential project(s)Questions? Barriers?
167 Raising Funds for Your Program FundraisingEPICS:Raising Funds for Your Program
168 Basic Fundraising Overview Types of supportGrants/sponsored programsCorporateFoundationsIndividualsForms of supportFundingGifts in KindPartnerships
169 Basic Fundraising Overview Who is responsible for fundraising for your program?YOU!Development/University RelationsDeanFacultyStaffStudentsAdvisory Board
171 Basic Fundraising Overview So, how do you get started?It’s all about building and maintaining relationships.Internal championsExternal championsMake connections
172 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!
173 Engaging Partners Remember the four I’s… Information Press releases NewsletterAnnual fund letterWebsite
174 Building Support…the four I’s… InterestTake advantage of interest; listen to the partner to understand their motivation
175 Building Support…the four I’s… InvolvementDesign reviewsLecture guest speakersAdvisory boardsSkill SessionsAdvisors for teams
176 Building Support…the four I’s… InvestmentProjects, infrastructureResearchAligns with philanthropic interests
177 Future Partners Alumni (future alumni) Treat as potential partners Keep informedOpportunitiesProgram statusSuccessesTalk about newsletter, success recruiting alumni to design reviews, idea for upcoming campaign
178 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
179 EPICS at Purdue – types of sponsorships Team sponsorship- $5,000 for one academic year. Covers materials and supplies, administrative costs and TA support.
180 EPICS at Purdue – types of sponsorships Special projects, i.e. Habitat for Humanity- energy efficient house sponsored by Ford Motor Company Fund.
181 Foundation Funding Foundation Center; www.foundationcenter.org Pick up the phone!Foundations who fund STEM education or service-learningEPICS successes:Motorola Solutions FoundationFord College Community ChallengeGoogle RISE FoundationGo to Foundation Center website. Demonstrate 990 finder. Discuss prospect worksheet.
182 Grants NSF Department of Education TUES program STEP Type 1 – individual institution, MayType 2 and 3 – JanuarySTEPEducation and outreach for researchDepartment of Education
183 Stewardship Don’t forget the fifth I!!! Impact Did you do what you said you would?Stewardship reportsKeep informedOpportunities – corporate partnershipsProgram statusSuccesses and challengesSet a baseline for communication with sponsors, minimum once a year. Be sure to be open about challenges and set backs. Funders would prefer an honest update to silence.
184 Summary Need a team approach to fundraising Define processes and identify resourcesGet on the lists of opportunities for your institutionDifferent appeal to donorsAvoid “zero sum” mentalityOpen new sources of fundingDemonstrate impact!
186 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.ProjectProject Artifacts (prototypes, demos, completed projects, etc)Design DocumentationDesign Review PresentationsProject Partner Communications (presentations, meetings, memos, feedback, etc)Project Evaluation Rubric: provides summary and self-evalutaion of project plan and accomplishmentsIndividualNotebook, blog, other posted workFinal ReflectionPeer Evaluation/Feedback: both your evaluation to others and others evaluation of youParticipation (lab, project team, and lecture)Individual Evaluation Rubric : provides summary and self-evaluation of work completed and planned
187 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