Multidisciplinary teams:  Lessons Learned in EPICS
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Multidisciplinary teams: Lessons Learned in EPICS William Oakes, P.E. Director, EPICS. www.purdue.edu/epics. EPICS teams can tackle projects of significant size, scope, and impact. EPICS Characteristics. Long term projects: Long-term partnerships with community organizations

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Multidisciplinary teams: Lessons Learned in EPICS William Oakes, P.E. Director, EPICS

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Multidisciplinary teams lessons learned in epics william oakes p e director epics

Multidisciplinary teams: Lessons Learned in EPICS

William Oakes, P.E.

Director, EPICS

www.purdue.edu/epics


Epics characteristics

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

EPICS Characteristics

  • Long term projects:

    • Long-term partnerships with community organizations

    • Vertically-integrated teams: first-year to fourth year

    • Extended design experience: academic creditthroughout the student’s undergraduate career,

    • Large-team experience: teams of 8 - 20 students

  • Broadly multidisciplinary teams: 30 disciplines

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


Learning design

Learning Design

  • Design is done by many disciplines

    • Involving people

    • Human-centered

  • The Design Process allows for contributions from many diverse perspectives

  • Complex designs have opportunities for diverse tasks to be done

    • Contributions from many disciplines

  • Talk about design as a way to bring disciplines together


Integrating multi disciplinary teams

Integrating Multi-Disciplinary Teams

  • Need multidisciplinary faculty to create learning environment for students

  • Learn each others’ language(s)

  • Do not assume students will integrate

    • Team dynamics activities

    • Team expectations

    • Peer assessments/feedback

    • Explicit learning opportunities


Defining learning objectives

Defining Learning Objectives

  • Started with ECE Senior Design: A student who successfully fulfills the course will demonstrate:

    • an ability to apply technical material from their discipline to the design of engineering products;

    • an understanding of design as a start-to-finish process;

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

    • an awareness of the customer in engineering design;

    • an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplines;

    • an ability to communicate effectively with both technical and non-technical audiences ;

    • demonstrates an awareness of engineering ethics and professional responsibility;

    • an appreciation of the role that engineering can play in social contexts .

  • Common set of outcomes across disciplines

    • Engineering  your discipline


Epics course outcomes design

EPICS Course Outcomes (Design)


Setting expectations

Setting Expectations

  • Teams set goals for the semester through a project plan

    • Faculty advisor approves plan

  • Students set individual personal goals for each semester

    • Goals in week 4, updates weeks 8 and 12

    • Advisor approves goals and adjustments

    • Self assessments weeks 4, 8, 12 and 16

  • Allows customization based on discipline


Artifacts data to assess

Artifacts: Data to Assess

  • Students produce artifacts that can be assessed during their EPICS experience

    • Design Notebooks

    • Blogs/wiki’s

    • Reflections

    • Self-assessments

    • Presentations

    • Reports and Project documentation

    • Delivered

    • projects and supporting manuals

  • Options and flexibility


Formative grading calibration

Formative Grading = Calibration

  • Midsemester grading is formative

    • If the semester were to end today, you would receive a _____

  • Students provided with a team and individual grade or range and comments

    • What would they have to do to improve?

  • Calibrates students and faculty

    • Problems can be identified early

    • Need for documentation reinforced

  • Allows dialogue if expectations are not aligned


Questions comments

Questions/Comments?


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