Please tell us more about how your partnership was formed and how it functions. What specific role does each partner play? What unique resources does each partner bring to the initiative?
Mike Brugh is the service-learning coordinator for California’s Department of Education, and is also a national leader in the field. He continues to push EPICS as the model for California’s K-12 service-learning efforts, and is also helping EPICS to connect to major players in other states. Mike has collaborated with EPICS High administrators in writing several proposals and in presentations at conferences across the country. Mike’s expertise and connections will benefit this project a great deal as will his experience with regionalized trainings and his work with schools and teachers.
Cathleen Barton has served on the EPICS Advisory Board and aided efforts to grow the program at both the university and high school levels. Through her position at Intel Cathleen is able to serve as an advocate of the EPICS model within corporate, higher education, and political arenas. Cathleen’s ability to offer limited funds to schools in areas of geographic interest to Intel will help seed new programs. Cathleen is very committed to the EPICS model and is always in search of opportunities to grow the program.
How are you building in accountability for students' successful STEM learning outcomes? Please provide a summary and examples.
EPICS High has tools in place to assess the overall effectiveness of the program with clearly listed educational standards to be met through the curriculum. To assess the overall EPICS experience for students, EPICS High has created an on-line student survey. The survey identifies changes in students’ perceptions and interests in STEM fields. Focus groups and student interviews are also being utilized. Results from a survey of 1,875 students participating in 2010-11 include:
•63% of students responding were more likely to pursue a career in engineering after participating in EPICS High. Among underrepresented minorities, 86% were more motivated as well as 70% of females.
•27% of students responding had no interest in engineering when starting in EPICS.47% of those had a strong interest in engineering after a year of EPICS with 53% of females changing to a strong interest.
In training, teachers are provided with templates and on-line resources that can be utilized in grading students in both team activities and individual work. Resources include:
•Presentations – Oral or written
•Reports – Including project documentation
•Delivered projects – manuals, education materials or any other information required to go out with the project
•Team project plans
•Customer or partner feedback form
The EPICS High curriculum being utilized by school is broken into 5 modules consisting of 9 weeks of lesson plans per module. Listed within each module of the EPICS High curriculum are the learning objectives and national academic standards met by that module.
Module 1 – User-Centered Design example:
Describe the phases of the EPICS design process.
Describe activities, decisions, and artifacts produced during the design process phases of project.
Identify several design constraints and how they might impact a design.
National Academic Standards met
Technology Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Technology Standard 9: Students will develop an understanding of engineering design. This standard will be linked to the review and discussion of the design process, as it is presented to the students, and as a handout in the participants’ binders and in reviewing the text.
Math Standard: Compute fluently and make reasonable estimates – develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more complicated cases.
Language Arts Standard 4: Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Language Arts Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Please use this space to elaborate on your selection above and/or to add needs that may not be listed.
EPICS High is a collaborative program that relies on the investment of financial as well as human resources to support the growth and sustainability of the program. Mentors guide our students through the various engineering projects; networking allows us to maximize our resources and the resources of our partner agencies; marketing and media would improve our visibility thereby increasing the number of participating schools and funding opportunities.
Please use this space to elaborate on your selection above and/or to add offers that may not be listed.
EPICS High has the expertise in STEM education and service-learning to assist other organizations in creating programs of their own to address this critical need in education. It should be noted here that EPICS High takes many shapes and forms and is not limited to the high school environment. The principals of EPICS High can be incorporated in to any arena that provides services to high school aged students.