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Normative Typologies of EPICS Students on ABET EC Criterion 3: A Multistage Cluster Analysis

Abstract Using state-of-the-art profile/cluster analysis technique, this study aimed to derive

normative profiles of the students in the Engineering Projects in Community Service

(EPICS) program, based on their scores across eight noncognitive measures (e.g.,

communication and teamwork skills), as defined by the Accreditation Board for

Engineering and Technology’s Engineering Criteria 2000 (ABET EC2000) Criterion 3.

The results supported a four-profile solution. Profiles were described in terms of their

level (means) and shape (peaks and valleys) of performance on the noncognitive

subscales. These profiles will be used as a foundation for continuous improvement in the

service-learning area within engineering education.

Background/Theoretical Framework First established in 1995, Engineering Projects in Community Service (EPICS) is

a service-learning program that enables long-term projects in which teams of engineering

undergraduates are matched with community service agencies that request technical

assistance. Within EPICS program, teams of undergraduates design, build, and deploy

real systems to solve engineering-based problems for local community service and

education organizations 1 . With a main objective to integrate engineering design with

meeting the needs of the local community through a multi-disciplinary service learning

curricular structure, EPICS programs are now operating at 15 universities nationwide

with over 1350 students participated on 140 teams 1 .

Accreditation Board for Engineering and Technology’s Engineering Criteria 2000

(ABET, 1999) Criterion 3 2 Programs Outcomes and Assessment specifies outcomes

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Maller, S., & Hong, T., & Oakes, W., & Zoltowski, C., & McDermott, P. (2007, June), Normative Typologies Of Epics Students On Abet Ec Criterion 3: A Multistage Cluster Analysis Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2903