IEEE Teacher InService Program in
Australia
Liz Burd, Chair, EAB Pre-University
Education Coordinating Committee
Yvonne Pelham, EAD Manager,
Educational Outreach
September 2012
Outline
Our Organization: IEEE
Why is IEEE interested in promoting engineering,
computing and technology to pre-university
educators and students?
What do we plan to do in this workshop?
What are the expectations?
2
Our Organization – IEEE
An international professional association dedicated
to the theory and practice of electrical, electronics,
communications and computer engineering
– as well as computer science, the allied branches of
engineering, and related arts and sciences
Established 128 years ago
Operating in 160+ countries
Has approximately 400,000 members
– The largest technical professional association in the world
– $350M annual budget
– Headquarters in New York City, NY, USA
Employs 1000+ professional staff
3
IEEE Today
Advancing Technology for Humanity
MEMBERS
400,000
COUNTRIES
160
CONFERENCES
1300+ per year
SOCIETIES/COUNCILS
38/7
STANDARDS
1,300 Active Standards
4
World’s largest technical professional society
IEEE’s Organizational Chart
IEEE Members
IEEE Board of Directors
IEEE Assembly
Chaired by the
President and
CEO
IEEE Major Boards
Publication Services
and Products
Technical
Activities
Standards Association
Technical
Societies
5
Member and
Geographical Activities
Educational
Activities
IEEE USA
Local Sections
IEEE Membership By Region
January 2012
R7 – 17,225
R10
102,451
R1 to 6 – 210,367
R1 – 35,862
R2 – 32,186
R3 – 31,247
R8 – 78,094
R4 – 23,606
R5 – 29,823
R9 – 18,635
R6 – 57,643
Reflecting the global nature of IEEE, R8 and R10 are
now the two largest IEEE Regions
Total IEEE Membership
2011
417,883
2003
1993
1983
1964
1973
Today's IEEE is not just about
Electrical and Computer Engineering
The IEEE-designated fields include:
Engineering
Computer sciences and information technology
Biological and medical sciences
Mathematics
Physical sciences
Technical communications, education,
management, law and policy
8
IEEE Volunteers
Key to IEEE success
– About 40,000 individuals who give at least 4 hours a
week to the organization
 Local Section Chair
 Associate editor of a Journal
 Member of the Financial Committee of the Technical
Activities Board
 Chair of a committee that develops a Standard
The organization is guided by volunteers
– From the President and CEO to the local Section
Chair major decisions are made by volunteers
– An attempt to quantify the work done by volunteers
was estimated between $2bn-$3bn
9
IEEE’s principal activities (1)
Organizing the professional community
– Based on geographic distribution and areas
of interest
Publishing technical and scientific
literature on the State of the Art
Organizing conferences on relevant technical
and scientific matters
10
IEEE’s principal activities (2)
Developing technical standards
– Approximately 900 standards at present
Developing educational activities for
professionals and for the public
– Including students and teachers in the preuniversity system
Improving the understanding of engineering,
technology and computing by the public
Recognizing the leaders of the profession
11 – Awards and membership grades
What are we trying to do…
…advance global prosperity by
– Fostering technological innovation
– Enabling members' careers
– Promoting community worldwide
 for the benefit of humanity and the profession
• Key to success: early recognition of new fields
• In 1884 – power engineering
• In 1912 – communications
• In 1942 – computing
• In 1962 – digital communications
• In 1972 – networking
• In 1982 – clean energy
• In 1992 – nanotechnology
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• In 2002 – engineering and the life sciences
Sample Activities: Regional
Organizations
13
IEEE organizes professionals in its fields of interest
into local Sections
There are 333 local Sections worldwide in 10
Regions
In Region 10 – Australia consists of 7,846
members:
64 Fellows
87 Life Members
536 Senior Members and 37 Life Seniors
4,982 Members
602 Student and 1,023 Graduate
Student Members
515 Associate/Affiliate Members
Sample Activities: Standards
IEEE develop standards in several areas,
including:
Power and Energy
Transportation
Biomedical and Healthcare
Nanotechnology
Information Technology
Information Assurance
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More Specific Standardization
Areas
Intelligent highway systems and vehicular
technology
Distributed generation renewable energy
Voting Equipment Electronic Data Interchange
Rechargeable Batteries for PCs
Motor Vehicle Event Data Recorder
Public Key Infrastructure Certificate Issuing
and Management
Components Architecture for Encrypted
Shared Media Organic Field Effect Technology
15
WHY IS IEEE INTERESTED
IN PRE-UNIVERSITY
EDUCATION?
16
Why is IEEE interested in preuniversity engineering education (1)
Because it is in our stated and un-stated
mission
Because in many IEEE Sections there is a
marked decline in the interest of young
people in Engineering, Computing and
Technology
– This is a concern for the future of these
communities and would have a negative impact
on their standard of living
Because we do not believe the problem is
going to be tackled effectively without us
17
Why is IEEE interested in preuniversity engineering education (2)
The demands of the 21st century will
require technological innovation to deliver
advanced technologies in developed countries
infrastructure solutions in developing countries
Flat or declining engineering enrollments in
most developed nations
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Objectives of OECD Programme for
International Student Assessment (PISA)
Are students well prepared for future challenges?
Can they analyze, reason and communicate
effectively?
Do they have the capacity to continue learning
throughout life?
Surveys of 15-year-olds in the principal
industrialized countries.
Every three years, it assesses how far students
near the end of compulsory education have
acquired some of the knowledge and skills
essential for full participation in society
Australia is an OECD member and participated in
PISA 2000, 2003, 2006, 2009, 2012
A few observations on the state of preengineering and engineering education in
Australia
Review of OECD Statistics (PISA 2009)
– Australia’s mean science score in the OECD table
was 527 (not significantly different than PISA
2006)
 Six countries scored significantly higher than
Australia: Shanghai-China, Finland, Hong Kong,
Singapore, Japan, and Korea.
– Australia was…
 Above OECD average in the scales of reading,
mathematics and science
 However, the average mathematics score was 514
points, ten points lower than it was in 2003 –
representing a statistically significant decline in
mathematical literacy.
Mathematical and Scientific Literacy Achievement by
Country (2009)
21
www.acer.edu.au/ozpisa
Commencing Students
*Bachelor's Graduate Entry
Bachelor's Honours
Bachelor's Pass
22
www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Publications/Pages/Students.aspx
Higher Education Statistics
Award Course Completions by Broad Field of Education, 2005 to 2010
2005
Natural and Physical Sciences
16539
Information Technology
18270
Engineering and Related Technologies
12793
Architecture and Building
4522
Agriculture, Environmental and Related Studies
3770
Health
26556
Education
26283
Management and Commerce
70134
Society and Culture
44517
Creative Arts
15795
Food, Hospitality and Personal Services
28
2006
16827
16910
12874
4643
3581
28000
27772
74163
46643
15501
38
2007
17105
14303
12994
4730
3427
30588
27278
80668
47478
16289
213
2008
17312
12972
13865
5275
3395
33170
27133
86650
48769
17363
384
http://www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Publications/Pages/Students.aspx
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2009
17093
12316
14200
5879
3577
35512
28263
93444
50608
18671
485
2010
18468
13468
15590
6512
3773
38376
28500
99351
51298
19872
382
WHAT IS IEEE DOING?
24
Pre-University Education
Overall objective:
– To increase the propensity of young people
to select engineering, computing and
technology as a program of study and
career path
– Increase the level of technological literacy
25
The Challenge and Approach
Challenge:
– Public perception of engineers/engineering/
technology is often misinformed resulting in
early decisions that block the path of children to
engineering
Approach:
– Reach major groups of influencers who impact
students and their decision
 Teachers, counselors, parents, media,..
– Online Presence – TryEngineering.org,
TryComputing.org, TryNano.org
– Engineering in the Classroom – Teacher InService Program
26
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Discover the Creative Engineer In You!
Available in
•English
•Chinese
•French
•Spanish
•German
•Russian
•Japanese
•Portuguese
•Arabic
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www.TryEngineering.org
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IEEE’s pre-university education portal
– For teachers, school counselors, parents and
students ages 8 -22
Visitors learn
– about careers in engineering,
– understand how engineers impact our daily lives,
– discover the variety of engineering, technology and
computing programs,
– find free classroom activities that demonstrate
engineering principles
– and more.
A joint project of IEEE, IBM, and the New York Hall of
Science
– Non-IEEE investment of approximately $2.5M
US/Canada version was launched on June 2006
Unique Features of
TryEngineering.org
Robust search engine for accredited programs
– side by side comparisons, interactive maps,
links to university web site
Lesson Plans focused on engineering and
engineering design
– Reviewed by IEEE volunteers and teachers
Discipline descriptions
– 40 engineering, computing and technology
disciplines
Engineering Games
– 2nd site listed in Google search results for
“engineering games”
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Most Requested Lesson Plans
Build your own robot arm
Series and Parallel Circuits
Pulleys and Force
Cracking the Code (bar codes)
Electric Messages
Adaptive Devices
31
TryEngineering Progress
– 7.0 million page hits in 2011, 5.6 million hits
for Jan – July 2012
– Currently averages 77,000 unique visitors per
month
– About 8.1 million lesson plan downloads since
launch in all languages
– Visitors average about 25 minutes on the site
– Visitors come from the US, China, India,
Canada, Japan and scores of other countries
32
IEEE TryComputing.org
TryComputing.org Overview
TryComputing.org is a soon-to-belaunched online pre-university
computing education portal
Collaboration between IEEE Computer
Society and IEEE Educational Activities
Board
Funded by a two year IEEE New
Initiative
34
3/14/2016
TryComputing.org Overview
Goal - Increase awareness about computing
disciplines and generate excitement about
computing careers within the global preuniversity community
Audience - pre-university teachers, school
counselors, parents, and students
Launched August 31 2012!!!
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3/14/2016
TryComputing.org
Discover
Find information on exciting
computing careers and explore
careers using the visual cloud tool.
Study
Explore computing majors and
search for accredited computing
degree programs around the world
Work
Browse computing professional
career profiles & computing hero
profiles
Champion
Educator lesson plans and tools
Resources
External computing resources
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3/14/2016
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3/14/2016
The Teacher In Service Program
(TISP)
A program that trains IEEE
volunteers to work with preuniversity teachers
Based on approved Lesson Plans
 Prepared/reviewed by IEEE
volunteers
 Tested in classrooms
 Designed to highlight engineering
design principles
38
The Teacher In Service Program
IEEE Volunteers
Train volunteers
Teachers
– IEEE Section Members
– IEEE Student Members
Students
– Teachers and Instructors
…using approved lesson plans on engineering
and engineering design
IEEE members will develop and conduct TISP
training sessions with Teachers
Teachers will conduct training sessions with
Students
39
Our Overall TISP Goals
Empower IEEE “champions” to develop
collaborations with local pre-university
education community to promote applied
learning
Enhance the level of technological literacy of
pre-university educators
Increase the general level of technological
literacy of pre-university students
Increase the level of understanding of the
needs of educators among the engineering
community
Identify ways that engineers can assist schools
and school systems
40
Why TISP in Australia?
The program has the potential to become a new
resource for many teachers who have limited
exposure or experience with engineering,
computing or technology
TISP introduces teachers to hands-on inquirybased activities that support the teaching of
science, technology and mathematics
IEEE members represent an important repository
of knowledge and experience, otherwise
unavailable to the pre-university education system
– A bridge between the technical community and the
school system can be built
41
How does it work?
Volunteers gather for a day and a half of
training
– With teachers and school administrators
Volunteers spread the program in their school
districts
Volunteers work with the Department of
Education to organize TISP professional
development/in-service presentations
42
Volunteer Training
Key questions to be discussed in training:
– How to conduct a training sessions for teachers
using the TISP lesson plans?
– How to approach the school system to engage
teachers?
– How to align a lesson plan with local education
criteria?
Teachers and officials from the education
establishment participate in the training sessions
43
After The Training…
IEEE volunteers work with the school system
to conduct training sessions for teachers
Teachers use the training sessions and the
lesson plans to educate their students
IEEE participates in supporting the program
– In the first year, EAB will cover the costs
for materials and supplies for TISP sessions
lead by IEEE volunteers for teachers
– In subsequent years, funding is the
responsibility of the local IEEE Section/subSection
44
Training Workshops:
2005-Present
26 Workshops - 2218 Participants
Region 1-6 - USA (464)
Boston, Massachusetts
Baltimore, Maryland
Pittsburgh, Pennsylvania
Atlanta, Georgia (2)
Indianapolis, Indiana
Dallas, Texas
Manhattan Beach, California
San Francisco, California
Region 7 - Canada (174)
Region 9 – Latin America (751)
Montreal, Quebec
Rio de Janeiro, Brazil
Mississauga, Ontario
Piura, Peru
Region 8 – Europe, Middle East, Africa (532)
Cordoba, Argentina
Cape Town, South Africa
Guayaquil, Ecuador
Lusaka, Zambia
Port of Spain, Trinidad
Porto, Portugal
Montevideo, Uruguay
Stirling, Scotland
Region 10 – Asia & Pacific (297)
Al Khobar, Saudi Arabia
Kuala Lumpur, Malaysia
Madrid, Spain
Shenzhen, China
Hyderabad, India
www.ieee.org/education_careers/education/preuniversity/tispt/tispworkshops.html
45
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A Decade of Success
In 2001, the first event was held by the
Florida West Coast Section in conjunction with
the University of South Florida College of
Engineering
In 2005, the program was institutionalized as
part of EAB’s budget
In 2007, a pilot Student Branch Workshop was
held in Peru (105 attendees)
In 2009, the largest TISP event was held with
185 teachers in Uruguay
By 2009, at least one training workshop was
held in every IEEE region
46
Teacher In-Service Program
Presentations
Over 210 TISP presentations have been
conducted by IEEE volunteers
TISP presentations have reached over
5182 pre-university educators
– This reach represents more than 564,000
students each year
47
Teacher Feedback
91.6% of the teachers
polled responded
positively to the
statement: “This
presentation has
increased my level of
technological literacy.”
1948 Respondents
(25% Primary Teachers)
48
Teacher Feedback
94.6% of the teachers
polled responded
positively to the
statement: “Today's
topic will increase my
student's level of
technological literacy.”
49
1948 Respondents
(25% Primary Teachers)
Sample Outcomes
Houston Section, Texas cooperating with the Harris
County Department of Education to do the
alignment matrix for the Texas Education Agency
curriculum requirements for students ages 5-18 for
the TryEngineering.org lesson plans.
Region 7, Canada approved the formation of a
TISP committee to oversee the activities; 13
Sections currently participate
The South Africa Section partnered with the South
African National Department of Education to
develop lesson plans relating to the South African
Technology General Education and Training (GET)
curriculum.
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Meeting the Goals
Empower IEEE
“champions”
Technological
literacy of preuniversity educators
Technological
literacy of preuniversity students
Understanding of
the needs of
educators
School systems
assisted by IEEE
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 1792
Trained Volunteers
 92%
agreed that program
enhanced technological
literacy
 95%
believe that
student’s technological
literacy would increase
 Sustained
programs in
several sections
 210
presentations
reported
What do we expect after the
meeting?
We hope that participants will get organized to
provide TISP training to pre-university
educators
– A team of 3-5 volunteers can be very
effective
IEEE-EAB will support such activities by paying
for materials and supplies for documented
TISP activities lead by IEEE volunteers for one
year after this session
52
Expectations for IEEE Volunteers
Organize TISP sessions throughout the preuniversity education system
Communicate with EAB for guidance,
information exchange, and support
Organize a task force to make TISP a
permanent program
Arrange for budgeting through the Section,
Region, and IEEE Boards (MGAB, EAB)
53
Expectations for Teachers
Use the TISP approach in your classroom
Work with the IEEE volunteers to organize
TISP training sessions for teachers
– Report to IEEE volunteers what lessons
have been learned from the program
– Indicate what lesson plans were or were not
successful, and what additional lesson plans
would be required
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Next up:
Demonstration
of a
TISP Activity
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