Teacher In-Service Program
in Malaysia
9 September 2006
Putrajaya, Malaysia
IEEE’s Pre-University Initiative
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2005-2006 New Initiative
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“Launching Our Children’s Path to Engineering”
Overall focus
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Increase the propensity of young people worldwide
to select Engineering as a career path
Build a sustained public awareness program, led by
IEEE, with broad support of corporations and
professional associations
Objective 1: Engineering in the
classroom
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Institutionalization of IEEE Teacher In-Service
Program
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IEEE Section engineers develop and present
technology-oriented projects to local pre-university
educators
Emphasis on volunteer-teacher interaction as
opposed to volunteer-student interaction
Ideally: a sustained program involving several
thousand teachers every year
Objective 2:
Engineering Associations, Unite!
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Center for Pre-University Engineering
Education
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A multi-association organization
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With partners such as ASCE, ASME, IEE, SEE
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It is about ENGINEERING, not Electrical Engineering
Ideally: the resource of choice for pre-university
cooperation with Engineering Associations
Objective 3: Strong On-line presence
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New on-line portals for students, teachers,
school counselors, and parents
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Educational and entertaining
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Focused on the audience
From lesson plans for teachers to games for
students
Ideally: the premier on-line resource on engineering
for pre-university students
The Teacher In-Service Program
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IEEE Section engineers develop and present
technology-oriented projects to local preuniversity educators
Started at the Florida West Coast Section in 2001
Lesson plans in English and Spanish for teachers
and engineers
Lesson plans matched to education standards
The Immediate Objectives
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Train IEEE volunteers to train preuniversity teachers, so that the teachers
can be more effective in bringing
engineering and engineering design into
the classroom.
Train IEEE volunteers to approach the
school system in order to make the
teacher training possible.
Make this activity sustainable and longterm.
Rotational Equilibrium:
A Question of Balance
Demonstrate the concept of
rotational equilibrium, by building
and testing a Mobile
Build working models
with household items
What have we done in 2005?
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Initial training workshop in Region 3
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65 participants, from 23 Sections, in Atlanta, GA
Whole day workshop on lessons, association with
educational standards and working with schools
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Plus half a day of a simulated TISP session
Feedback: multiple groups organizing training
sessions in Southeastern US and Jamaica
Atlanta, 22 July 2005
What has happened since?
R3– Central North Carolina Section
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Performed a TISP presentation to eight (8) Science Teacher Chairs
in November 2005
Gave a TISP presentation to high school Science Club students
on 8 February 2006
Made another TISP presentation on 15 February to 12 High and
Middle school teachers
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Gave 2 TISP presentations in May and July 2006
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Have 12 local engineers/volunteers committed to TISP
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Founded a TISP steering committee for the Section
Central North Carolina Section
TISP event
R3—Atlanta Section
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Held a TISP workshop on 7 November 2005 at Marietta Center for
Advanced Academics
Presented an overview of TISP at a teacher workshop on 11
February 2006
Currently working with a high school teacher to develop handson activities for Algebra 1 to show examples of how Algebra is
applied in engineering
Working with a local parent to develop new TISP lesson plans
Presenting a TISP workshop to Marietta Center for Advanced
Academics (a magnet school for grades 3-5) on 20 February
Presenting TISP modules at the Morningside Elementary Family
Science Night on 23 February
Additional impact in Region 3
Florida West Coast Section
 Held TISP presentations on:
19 April 2006
 28 April 2006
 13 July 2006
 31 July 2006
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What are we doing in 2006?
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A Region 3 refresher
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Expand to
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Region 1 (Boston, MA)- held in March 2006
Region 4 (Indianapolis, IN)– held in June 2006
Region 8 (South Africa)– held in August 2006
Region 10 (Malaysia)
What are we doing in 2006?
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Expanding to Industry
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Lockheed Martin is the first participant
Ask IEEE Technical Activities Board
(TAB) to develop new lesson plans
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We are also exploring with TAB the idea
of parallel conferences to young people
next to major established conferences
TISP in Region 4
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Training workshop held in June 2006
Approximately 60 participants
At least 13 Sections represented
Central Indiana Section has already
conducted 3 TISP presentations
involving @70 educators
Promoting Science and Technology
My involvement
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Gateway Discovery Centre
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Technological Literacy Counts
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IEEE workshop in Baltimore 9&10 October
1998
TISP in Chicago
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My Interest in the Promotion of Science and
Technology for school children
28 July 2001
Getting Region 8 of the IEEE interested
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Workshop in Nice 27&28 Sept 2003
Energy efficient lights
National Development needs
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Shortage of engineers in South Africa
as in many developing countries
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Need for career guidance
Enlarge pool of school leavers
equipped to study engineering
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Engineers are needed to provide the
infrastructure needed for development
High drop out rate of engineering students
Improve problem solving skills of
learners
We meet the needs of
South African Education Departments
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We listen to what educationalists say
We try to understand educational principles
We co-operate with educationalists
Practical examples help the school child to
understand difficult concepts
Show them what an engineer does
TISP in South Africa
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Training workshop held on 4-5
August 2006
Approximately 90 participants
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60 engineers
30 from education departments
Excellent participation of Education
Departments both during planning
stage and follow up workshops
What we have achieved and what we
want to achieve in South Africa
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After the workshop we sent questionnaires to
participants asking if they are still committed
Engineers in South Africa are ready and keen to help
our teachers. This is proved by the feedback after the
workshop.
80% of them said “yes” immediately
We now have regular planning meetings for follow up
workshops for teachers
The educational challenge in the technological field in
SA is enormous - but we are ready to face it
Follow up workshops
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During the last week in September, engineers will be
involved in nation-wide workshops - in 5 centres - where
engineers will help about 500 teachers to prepare them
to teach grade 10 to 12 engineering related subjects
The Gauteng Education Department has invited IEEE
South Africa to make presentations to 400 teachers over
the next 6 months
We anticipate invitations within the next year for followup presentations
The South African Institute of Electrical Engineers is also
involved
We are using the lesson plans from our workshop in
August (Ohm’s Law & Rotational Equilibrium)
We have planning meetings every second week
We join forces to help education departments bringing
exciting engineering content into the curriculum
Sponsors of our activities
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Region 1 (Boston, MA)
Region 4 (Indianapolis, IN)
Region 8 (South Africa)
Region 10 (Malaysia)
IEEE-USA
IEEE-USA
RAB
RAB
What will we do in 2007?
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Expand to
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Region 2 (Baltimore)
Region 5 (Dallas)
Region 9 (Peru & Argentina)
Region 8 (Slovakia?)
TISP Presentations by Section
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Chattanooga, TN
Miami, FL
Florida West Coast
Santa Clara, CA
Philadelphia, PA
North Jersey, NJ
Republic of South Africa
St. Louis, MO
Central Indiana
Jamaica
Atlanta, GA
Richmond, VA
Central North Carolina
Metrics To Date
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Forty presentations to date
More than 890 pre-university educators
have participated
Science, technology and mathematics
educators
These educators represent 90,000+
students
Metrics To Date Cont’d
Over 90% of the respondents agreed:
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They would use the concepts
presented in their instruction
Doing so would enhance the level of
technological literacy of their
students
“Design and Build a
Better Candy Bag”
Putrajaya, Malaysia
9 September 2006
Nico Beute, South Africa Section
Douglas Gorham, Educational Activities
Yvonne Pelham, Educational Activities
Principles & Standards
for School Mathematics
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Geometry:
 Use visualization, spatial reasoning, and geometric
modeling to solve problems
 Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical
arguments about geometric relationships
Problem Solving:
 Recognize and apply geometric ideas in areas outside of
the mathematics classroom
 Apply and adapt a variety of appropriate strategies
Communication:
 Communicate mathematical thinking coherently and
clearly to peers, teachers, and others
National Science
Education Standards
Standard E: Science and Technology
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Abilities to distinguish between natural objects
and objects made by humans
Abilities of technological design
Understandings about science and technology
Communicate the process of technological design
Standards for
Technological Literacy
Students will develop an understanding of…
 Standard 8. the attributes of design.
 Standard 10. the role of troubleshooting,
research and development, invention and
innovation, and experimentation in problem
solving.
Students will develop…
 Standard 11. the abilities to apply the design
process.
 Standard 20. an understanding of and be able to
select and use construction technologies.
Outline and Procedures
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Divide into pairs
Brainstorm and create a sketch of your design
Build a model of your design with given
materials
Calculate the approximate volume of the bag
Predict how much weight the bag might hold
Test the strength of your bag
Discuss and agree upon a redesigned bag
Rebuild your prototype bag
Retest the strength of your bag
Answer reflection questions as a team
Reflection
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What was one thing you liked about your
design?
What is one thing you would change about
your design based on your experience?
How did the materials provided impact your
design?
How might you incorporate this activity into
your classroom instruction?