Service-Learning: Improving Learning and Our Communities William Oakes EPICS Program Purdue University.

Service-Learning: Improving Learning and Our Communities

William Oakes

EPICS ProgramPurdue University

Educational Needs

What are educational challenges or issues related to students and student learning on your campuses?

Opportunities

Equipping graduates to address globalgrand challenges

Students need more than disciplinary knowledge to succeed:

teamwork, communication,customer-awareness,project management,

leadership, ethics,societal context,professionalism

Both local and global communities need access to disciplinary expertise that is normally prohibitively expensive: improved, enhanced, new capabilities

Universities/colleges will be engaged in their

communities and in the world

Calls to Action

U.S. 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

What skills are needed in disciplines to address the challenges in today’s global economy

How People Learn

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

Context: Learning Pedagogies

Experiential educationActive learning,

Problem-based learningInquiry-guided learning

Design education Service learning

Engagement in the communityTied to academic learning outcomesReciprocityReflection

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Characteristics of Service-Learning

Service – part of the service-learning experience involves service opportunities for students for the underserved in the local, regional or global community.

  Academically-based - the service being

performed by the students must provide reinforcement and connection with the subject material of the academic course.

Students given credit for mastery of course content, not simply for the service they perform

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EPICS Course Outcomes (Design)

i. applies material from their discipline to the design of community-based projects

ii. demonstrates an understanding of design as a start-to-finish process

iii. an ability to identify and acquire new knowledge as a part of the problem-solving/design process

iv. demonstrates an awareness of the customer in engineering design

v. demonstrates an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplines

vi. demonstrates an ability to communicate effectively with audiences with widely-varying backgrounds

vii. demonstrates an awareness of professional ethics and responsibility

viii. demonstrates an appreciation of the role that their discipline can play in social contexts

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Characteristics of Service-Learning

Partnerships – partnerships between those who serving

and those being served. Meeting needs together

o Doing work WITH, not for

The students and community members are partners addressing community need

o Adding capacity to the community

The community, students and faculty benefit from the service learning

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Characteristics of Service-Learning

Reflection (Analysis or Metacognition) Participants are intentionally guided through

activities to analyze and reflect upon the work that is being performed and the larger social issues..

Metacognitive activities including reflection improve learning

Metacognition can help students understand academic material covered by the course

Activities for analysis and reflection can take several forms

Service vs Learning

servicelearning

Service and learning goals are separate

SERVICE-learning

Service outcomes are primary; learning goals are secondary

service- LEARNING

Learning goals are primary; service outcomes are secondary

SERVICE-LEARNING

Service and learning goals have equal weight; each enhances the other for all participants

New Context

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 Giles

Benefits to Learning

Learners 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 Learn

Kolb’s Learning CycleAllows diverse students to contribute and be valued.

Reflection connects learning and experiences

Concrete Experience

Abstract Conceptualization

ActiveExperimentation

ReflectiveObservation

to experience

to explain

to examineto apply

Multi-Level Learning

Students learn communication skillsTeamwork, leadershipProject planningResourcefulnesslife-long learningAbout themselves

o Their place as professionals and as citizens

About otherso Communities

Service-Learning and Diversity

Research on science education suggests that “context” is important to students.

“Image” is increasingly being cited as a deterrent to attracting women in the U.S.

What are the diversity issues facing your institutions? Gender Ethnicity Cultural Socio-economically

Accreditation and S-L

Service Learning projects provide opportunities for students to demonstrate that they have achieved outcomes (e.g. ABET Criterion 3 ) apply knowledge design/analyze/interpret design system/component/process techniques/skills/tools problem solving professional/ethical responsibility multidisciplinary teams communication societal context contemporary issues life-long learning

Industry: Boeing List• A good understanding of engineering science fundamentals.

Mathematics (including statistics)  Physical and life sciences  Information technology (far more than "computer literacy")

• A good understanding of design and manufacturing processes.  (i.e., understands engineering)

• A multi-disciplinary, systems perspective.  • A basic understanding of the context in which engineering is practiced.

Economics (including business practices)  History  The environment  Customer and societal needs

• Good communication skills. • Written, oral, graphic and listening 

• High ethical standards. • An ability to think both critically and creatively - independently and cooperatively. • Flexibility. The ability and self-confidence to adapt to rapid or major change.  • Curiosity and a desire to learn for life.  • A profound understanding of the importance of teamwork. 

Teaching Design

The Design Process As a Full Cycle Traditional courses use a piece of the design cycle

o Problem Definition phase is often skippedS-L provides an opportunity for start-to-finish design

o Problem definitiono Working designs for fielded projectso Support for fielded projects

redesign opportunities

o Design for x-ability

DesignProcess

Traditional

Course

Real Contexts

Compelling Context for Classroom MaterialKinematics course – analyze

playground safety Active exercises to engage

studentsDiversity of learning styles

Answers “When would I ever have to use this”

Educating Citizens

Engineering’s responsibility to educate the “whole person”Educating future professionals Educating future community members

Engaged/educated citizensFuture neighbors

Lifelong impactCareer choicesOutside interests

or activities

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

Integrating the Curriculum

problem solving

analysis

engineeringfundamentals

science

mathematics

innovation

design

resourcefulness

ethics

teamwork

communication

CC

OO

NN

TT

EE

XX

TT

TT

II

MM

EE

EPICS has the potential torealize new

efficiencies in theengineeringcurriculum

Examples

Four modelsCo-curricular

o ProCEED – U. of Michigan o U. de Sherbrookeo International

Integrated within a courseo U. Massachusetts-Lowello U. of Utah

Separate courses o Freshman courses – U. of South Alabama, CWRUo Senior design

Programs or series of courseso EPICS

Service Learning works in engineering

Co-Curricular Service-Learning

Programs incorporate co-curricular activities with engineering-based projects in the communityProCEED – U. of Michigan

o ME Honorary Society + Senior design course

Ohio Stateo ECOS – Student organization doing international work

Universite’ de Sherbrookeo Contest to design toys for autistic childreno Follow-on to freshman ECE design course

Integrated in Specific Courses ME Kinematics – analyze playground

safety and write report to responsible entity

Measurements Laboratory – data acquired in community (e.g. environmental data)What to do with the data?

CE – Hydrology – hydrological analysis of local wet lands or lakes

Biology in Engineering – play ground design for local schools

First-Year Projects Projects for the communityPresent projects to schools or hospital

Service-Learning Courses

Institutions have created separate courses for Service Learning

Capstone courses UML – Assistive Technology Capstone for

electrical engineers First-Year –Design or Introduction to

Major Courses (Improves retention) Case Western Reserve Univ. University of Colorado Columbia

General Elective University of Pretoria – course partnering with

area townships

Support for national expansion from NSF, Corporation for National & Community Service, Microsoft, HP;

19 EPICS universities, ~35 High Schools

Purdue undergraduates are learning real-world skills by defining, designing, building, testing, deploying, and supporting engineering solutions in a unique academic program that assists local community service and education organizations.

EPICS successes: 1995-2008: 2500+ Purdue students to date Over 250 projects deployed 2007-2008: 500+ students from 30 Purdue departments on 30 teams A growing Purdue-community-industry partnership: 11 industry advisors $13+M total from grants, industry, Purdue, and alumni

EPICSEngineering Projects in Community Service

EPICS develops long-term partnerships in the local community

EPICS ProgramsEPICS 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

EPICS Characteristics Long term projects:

Long-term partnerships with community organizations Vertically-integrated teams:

firstyear+sophomores+juniors+seniors

Extended design experience: academic credit throughout the student’s undergraduate career, 1-2 credits/semester

Large-team experience: teams of 8-18 students

Broadly multidisciplinary teams: EE, CmpE, CS, ME, CE, IE, Sociology, Education, Biology, Audiology, Child Development, Visual Design, Technical Writing, Natural Resources, …

Open-ended design:define-design-build-test-deploy-support

EPICS teams can tackle projects of significant size, scope, and impact

EPICS Decouples Timescales

Student Learning

Semester/Quarter

Project

Semester/Quarter Semester/Quarter

Student Learning

Project

Community Receives Long-Term Support They Need

Entrepreneurship and EPICS

Goals of the Initiative Spread benefits of Products Learn about entrepreneurship Protect IP developed by

teams and partners I2P Competition

2007, Princeton University

2008, Georgia Tech

EPICS The Community

Needs, Ideas

Ideas, Products

Examples of Scope

International ProjectsLocal Projects

All four models are usedAdvantage is that students can see need and

resultsIntegrates them into the local community

Regional or national projectsExample: EPICS and Habitat for Humanity

International

Students from “here” go “there” John Duffy - U. Mass.-Lowell

http://faculty.uml.edu/jduffy/PerUML Students work on projects for

remote villages in Peru and deliver/install on trips.

Water purification, solar and hydro-electrical power systems

Engineers without Borders students chapters and professionals http://www.ewb-usa Projects in India

http://www.ewb-usa.org/project_search.php?country=India Water and electrification

Local EPICS Projects

Access & Abilities

Human ServicesEnvironment

Education & Outreach

EPICS Projects: Human 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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• Waiheke Island, New Zealand Processing waste glass into construction

materials bio-diesel fuel processing

• Purdue• Constructed Wetlands and Water quality• Sustainability on campus

EPICS Projects: Environment

EPICS Projects: Access & Abilities

Reducing barriers on campusStudents with disabilitiesClassroom learningCampus barriers

Interactive play environments for young children with disabilities

Walking swing Remote controlled bowling

ramp Develop devices to increase

safety and efficiency of employees with disabilities

EPICS Projects: Education

Outreach projects for research centersNano-technology

Partnerships with local K-12 schools Hands-on science

projects Technology-assisted job

training Projects with local

museums and zoos

(Inter)National-Scale Project

Habitat for Humanity - EPICSTeams from multiple

universities Projects

o Multimedia volunteer tutorials

o Data collection of homeowner assessment

o Global disaster relief home designs

Community Partner is the HFHI staff in Americus, GA

Students coordinate work betweencampuses and with partners at HFHI

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

Student Quotes “(S-L) completely changed my opinion of engineering.” “Working on this project has helped me guide the rest of

my course work and ideas for a future profession.” “Other engineering courses only directly benefit me.

(S-L) benefits everyone involved.” “I have learned that engineering includes more than

theory, it includes teamwork, communication, organization and leadership.”

“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.”

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

Reflection in Service-Learning

Reflection (and Analysis) Participants are intentionally guided through

activities to analyze and reflect upon the work that is being performed and the larger social issues..

Metacognitive activities including reflection improve learning

Metacognition can help students understand academic material covered by the course

Activities for analysis and reflection can take several forms

Why do we need reflection?Connect service to academic learning

Metacognitive activityStudents compartimentalize experiences

and learningDraw out learning

Students may miss learning opportunities if not pointed out

Address student reaction and/or experience from serviceWere stereotypes challenged or

reinforced?Was there unintended learning?

Methods for Reflection

Written questionsNotebooks (journals)Essays – collect in Blackboard

Small group discussionsClass discussionsReadingsCombinations

Reflection Model

Technical Level or

Discipline Specific

Personal Values

Social Systems and Issues Developed by

Edward Zlotkowski

How much is enough?Janet Eyler (Vanderbilt) studied reflection

Amount of reflection was not a significant factor in effectiveness

Key elements were intentional (targeted at learning objectives) and frequent

Reflection (Analysis)

What strategies will you use to have students process (reflect on) the many aspects of the service experience and connect these aspects to the rest of the course?

Academic context and learning objectives Personal experience Connection to and implications for the

profession/discipline Social/community issues

Partnerships

Communities UniversitiesHigh Schools

Corporations/Societies

Benefits and Learning

Participants How will they benefit?

What will they learn?

Students

Community Participants

Faculty/ Staff

EPICS Programs

Core Values The core values of EPICS Programs are those

elements required of all EPICS programs. Following a model of service-learning:

1. EPICS students earn academic credit for participation in team-based design projects that solve engineering, computing, and technology-based needs in the local community; 

2. EPICS teams provide service to the local community by partnering with not-for-profit community organizations, educational institutions, and governmental agencies; and  

3. EPICS programs support these reciprocal local partnerships over multiple years without obligation for remuneration to EPICS.

Adapted to Local Institutional Culture and Constraints

Goals for EPICS Programs In addition to the core values, there are attributes of EPICS

Programs that provide a richer learning experience and add value to community partnerships.

1. Long-term Participation by Students2. Large Team Structure and Continuity 3. Multidisciplinary Teams4. Advisors for teams5. Reflection on the Broader Social Context and Impact 6. Learning Design 7. Meeting the Needs of the Underserved8. Vertically Integrated9. Integration into Core Curricula10. Innovation and Entrepreneurship11. Collaboration with Other EPICS Programs

Phases of an EPICS Team

1. Establishing project partnerships

2. Creating a curriculum structure & basic infrastructure

3. Assembling a project team

4. Implementing the projects

5. Supporting the partnerships

6. Ending the partnership

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: 6 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

Purdue Course Structure 1 or 2 credits / semester -

emphasis on long-term participation~5 hours/week outside of lab for 2 credits~2.5 hours/week outside of lab for 1 credit

2-hour team lab each weekEach team meets separately to do administration,

planning, and project work

Common lecture time for all teamsSupplemental learning experiences to lecturesTA-run “Skills Sessions” and workshops

Final Presentation (Exam)

Lectures Common Lecture hour

Required common and Introductory lectures 1 credit students attend 5 lectures units 2 credit students attend 10 lecture units Lectures are on video server

Topics Administrative: orientation, resources, and assessment Design process Communication topics Project planning Team building / leadership Community context Entrepreneurship Best practices

Skills Sessions and Workshops Alternative/supplementary ways of earning

lecture creditFacilitators (TA’s, students, faculty, EPICS Admin,

Corporate partners…) run sessions on specific skillsTarget students after their first semesterAlso give credit for relevant seminars etc.

Topics:ME shopSpecific programming skills & toolsWebmaster trainingDisability awarenessEthical issuesSocial context…

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 roles

o Leaderso Partner liaisons

LabsStudent run: team leaderAdministration and milestonesProject status and planningTeam buildingBreakout for project work

Team Roles: Students

Team Leader/Co-Leaders Project leaders - lead individual projects Liaison - primary contact for the community

partner Financial officer - manages team’s budget Manager of Intellectual Property - leads

entrepreneurship activities, patent searches ESAC – Student Advisory Council –recruiting and

placement Webmaster

Team Roles: Advisors Faculty play key role

Advising teams in areas of expertiseAcademic credibility

Industry advisors Non-faculty 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: 1 “administrative TA” assigned to each team

Talent pool for all teams to tapOffice hoursSkills sessionsLab oversight

Gradingdesign notebooks, reflections, etc.

Roles: Administration

Program planning, development, management, and oversight

Course managementCommunity partner identification and

selection; community relationsResource management (funds, labs, staff)Assessment and data collectionReporting

Milestone HighlightsWeek

1 Transition and Integrating New StudentsPlanning and setting expectations

2

3

4

5 Execute Semester PlansDeliver if AppropriateDocument As You Go

6

7

8

9

10

11

12

13 Complete semester commitments Transition to next semesterCoordinate with Project Partner

Focus on Project Partner and Transition

14

15

Finals

Slow

Fast

Delivery Deadline

Milestones Schedule(s)

Administering EPICS: Outline

Ten elements Students Community partners & projects Academic staff: Advisors & TAs Administrative staff Funds for project expenses Labs & infrastructure Space Curricular structures Risk management Institutional support

Budgets Challenges