“High Schools Improving Lives with Engineering Projects in Community Service-Learning” Serve Pamela Dexter EPICS High School Program Coordinator Purdue University Explore William Oakes EPICS Program Director Assoc. Professor, Engineering Education Purdue University Prepare

What is EPICS High?  EPICS brings students together with the community and exposes them to STEM fields.  Teams of students partner with a non-profit organization to complete projects filling needs to help the organizations better serve the community.  Connects STEM with service-learning in high schools

The EPICS Consortium 20 University EPICS Programs 50 High School Programs in 10 states California, Indiana, Massachusetts, Michigan, New York, Virginia, Texas, Illinois, Pennsylvania and Arizona EPICS High is flexible in helping schools implement. A variety of successful existing models in rural, suburban and urban areas are in place for replication. Current models include: Flexible Program Models In-school Programs… EPICS as a class or part of an existing class After-schools Programs… also include clubs A mix of in-school and after-school… allows more students to be involved

EPICS High Motivation: Connecting Engineering with People & Local Communities High percentage of students interested in volunteering More and more service hours needed for hs diplomas Attracting a diverse population of students to STEM fields EPICS High Impact = Diversity! 2226 Students 44% Females 61% Underrepresented Minorities Over 950,000 people positively effected by EPICS High projects!

Communication Skills Reinforces STEM Learning Entrepreneurship Career Exploration Student Benefits: Community Benefits: Improve current services Try new, innovative ideas Positioning as a leader among area non-profits Access to technical knowledge/resources that would otherwise be prohibitively expensive Meeting Needs EPICS is an innovative, hands-on, problem based teaching method Students learn by doing DESIGN Professional Skills Community Involvement Real World Experience

Meeting Standards Many standards can be achieved through EPICS. Students with varying academic interests play a role on teams. Academic standards met by projects could easily include:  Math ex: Problem-solving and utilizing math skills  Science ex: Using scientific theories in practical applications  Language Arts ex: Master good communication in order to both receive and disseminate information and understand others

EPICS Projects Education: K-12 schools, museums, after-school programs Access and abilities: clinics for children with disabilities, programs for adults with disabilities, assistive technology Human services: Habitat for Humanity, humane societies, food pantries, neighborhood revitalization, local government Environment: environmental organizations, neighborhood associations, parks & recreation

Partnered with the Adapted Physical Education Program for Special Needs Students Within their School Projects enable students with special needs to safely and successfully participate in team, individual, and life sports with a minimum amount of assistance Student teams designed, prototyped and produced ball tossing catapult toys to be used in recreational play by special needs students Project Example: Chantilly High School Academy, Virginia

School Energy Analysis Students conducted an energy analysis of their school then took the results and educated students and staff on ways to be more energy conscious by creating a educational signs and a movie Green Roof Project Students offered green roof elective course to learn the importance of green roofs Designed and built a portable green roof cart to use for presentations to high school, elementary and middle school students Project Example: Prospect Hill Academy, Massachusetts

EPICS High Curriculum Designed for flexibility with a lot of input from High School teachers Consists of the following 5 modules: 1.Human-Centered Design 2.Service Learning 3.Cultural Context and Ethics 4.Teamwork 5.Communication Listed in the curriculum are sections within each module that state learning objectives and national academic standards met.

EPICS is Design-based, Service-learning EPICS projects follow a design process consisting of steps that include identifying needs, analyzing solutions, and redesigning. Design is learned through experience Experience making mistakes, good guesses and mistakes Experience seeing implications of decisions Experience in serving a real customer or user Teachers act in a role of facilitators or coaches Most of time spent guiding design work and exploration Allow students to experience their decisions and work in design Guide students in filling roles on the team and leading the projects

Partnerships are Key in EPICS EPICS will connect schools with corporate, business, higher education, professional societies and other folks to provide them with: Mentors Expertise Advisors Other Support

What will I get if I become an EPICS High site? Professional development opportunities Support and resources from EPICS headquarters Exposure to other EPICS High sites and teachers Access to university and corporate mentors for needed expertise and resources EPICS High curriculum Funding leads that arise through grants or corporations Access to professional societies such as National Society of Black Engineers, Society of Women in Engineering members, Society of Hispanic Professional Engineers members To be a recognized leader in education

Where do we start?... You’re here! Summer Trainings are the Best Starting Point This week will include both existing and new schools with sessions and/or discussions on : Partnerships Project Management Teaming Assessment & Grading Teaching Design Best Practices from Veteran Teachers Social Context and Culture The EPICS Model & Service-Learning Training is designed to give teachers and administrators the tools needed to implement and maintain EPICS High programs

EPICS High Contact Information EPICS High Headquartered at Purdue University Ph. (765) Website: Program Coordinator: Pamela Dexter