Goals
In addition to the core values, there are attributes of EPICS programs that provide a richer learning experience and add value to community partnerships. While it’s understood that not all EPICS programs will initially achieve these goals, programs should recognize their value and work to integrate them as appropriate for their institution.
Students can participate in EPICS for more than a single academic period (e.g., semester). Long-term participation on a design team provides students the opportunity to perform many roles and learn a variety of technical and project skills, including teamwork, leadership, system design, and project management. This extended involvement allows students to experience the entire life cycle of projects and creates an ongoing context for academic and professional growth. The credit structure within EPICS should encourage participation in a team for a year or longer when possible.
A large team size (8–20 students) is strongly recommended. When combined with long-term participation, it provides continuity in team membership from one academic period to the next and helps maintain partnerships over several years. As seniors graduate, they are replaced with new students and the team continues forward.
This structure provides:
- Familiar contacts on the team each semester for the project partner
- Continuity and expertise necessary to complete and deliver large-scale projects that benefit the community
- The ability for teams to manage multiple projects, including both short-term and long-term efforts for community partners
The needs addressed by EPICS projects typically require expertise from multiple disciplines to ensure the best outcomes for both the project partner and the students. When teams include students from across campus, the large team size and continuity described above allow multidisciplinary teams to work effectively together. EPICS programs should provide guidance to help teams intentionally create an environment where multidisciplinary collaboration can succeed. Each student contributes knowledge from their discipline while learning the value of expertise from other fields.
Vision Statement
To inspire and prepare students for the future while improving their communities today.
Mission Statement
The EPICS program will be a leader in developing, disseminating, and supporting service-learning models that engage students in engineering and computing-based design projects that meet the needs of their communities.
History
Purdue University is the founding site and headquarters of the Engineering Projects in Community Service (EPICS) program. Since its establishment in 1995, thousands of undergraduate students have participated in university programs nationally and internationally, delivering projects to local communities and impacting countless lives.
Since 2006, high school students have also participated, completing innovative projects across the country. The EPICS High School program continues to grow, giving more students the opportunity to design solutions that address real needs in their communities.
The motivation behind EPICS is to help students connect engineering and computing design with people and local community needs. While interest in engineering has declined in some areas, civic engagement among teenagers remains high, and many honors diplomas now require service learning. EPICS provides an opportunity to connect this spirit of volunteerism with interest in STEM fields.
Started in 2006, EPICS received grant funding from CNCS (Learn and Serve America) to launch the EPICS High School program.
EPICS has since expanded to include middle school, upper elementary, and extracurricular programs. Outreach to underrepresented minority populations is also part of the EPICS mission. The program has demonstrated impact with high participation from women, minorities, and students eligible for free and reduced lunch.
In EPICS, students work in teams and partner with nonprofit organizations. They design projects that address the needs of their community partner, helping them better serve residents in the local community. Partnerships are central to the EPICS model. Community partners act as the customers, corporate and higher education partners serve as mentors, and foundations and philanthropic organizations may provide financial or material support.
EPICS continues to develop a variety of program models that can be replicated nationwide. These include programs in urban, suburban, and rural schools, as well as programs that occur after school, during the school day, or as part of existing courses.
As with the university EPICS program, community partner projects fall into four broad areas of focus.
Each EPICS team should be mentored by a qualified advisor. Advisors may be faculty, professional staff, or professionals from local industry. Ideally, the advisor has expertise that aligns with the team’s projects. Because EPICS teams are large and diverse, one advisor may not have all the expertise required; additional consultants from campus or the community may help fill these gaps. This structure reflects industry environments where managers rely on teams with diverse expertise. Advisors may come from a variety of disciplines, and in some cases teams may have co-advisors to provide broader guidance. EPICS programs should provide development opportunities and support to help advisors manage teams effectively.