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IEEE Technical English Program. Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE Educational Activities. St. Petersburg, Russia Opening Session Part 1 2 October, 2009. ver002. Why Are We Here?.

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Ieee technical english program

IEEE Technical English Program

Moshe Kam

Alina Keschenr

Pramod Abichandani

Christopher Lester

IEEE Educational Activities

St. Petersburg, Russia

Opening Session Part 1

2 October, 2009

ver002


Why are we here

Why Are We Here?

  • IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members

    • …in countries where English is not a native language, nor is it widely used

  • We organized this event to start an effort in Region 8 toward establishing Technical English Programs (TEPs) in multiple venues


Weekend program

Weekend Program


This afternoon

This afternoon…


Why are we here1

Why Are We Here?

  • IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members

    • …in countries where English is not a native language, nor is it widely used

  • At present IEEE has only two such programs:

    • In the Russia Northwest Section (R8)

    • In the Uruguay Section (R9)


A few words about existing programs

A Few Words About Existing Programs

  • The Russia NW program is geared toward Student Members

    • Started 2005

  • The Uruguay program is a pilot study toward a later effort focused on Members

    • Not necessarily students; started 2009

  • The focus of this meeting is English-language for IEEE Student Members.


Who is involved in this weekend event

Who is involved in this weekend event?

  • IEEE Russia Northwest Section

  • IEEE Uruguay Section

  • IEEE Educational Activities Board

  • IEEE Region 8

  • IEEE Volunteers from Regions 2, 8, and 9

  • The event is sponsored and narrated by the IEEE Educational Activities Board


Ieee volunteers have come to this event from

IEEE Volunteers have come to this event from…

  • Croatia

  • France

  • Hungary

  • Iraq

  • Jordan

  • Lebanon

  • R. Macedonia

  • Morocco

  • Nigeria

  • Portugal

  • Qatar

  • Romania

  • Russia

  • Saudi Arabia

  • Tunisia

  • Turkey

  • United Arab Emirates

  • United States

  • Uruguay


Who is involved in this weekend event1

Who is involved in this weekend event?

  • IEEE Russia Northwest Section

  • IEEE Uruguay Section

  • IEEE Educational Activities Board

  • IEEE Region 8

  • IEEE Volunteers from Regions 2, 8, and 9

  • The event is sponsored and narrated by the IEEE Educational Activities Board


Ieee technical english program

IEEE Members

Standards Association

Publication Services and Products

IEEE

Assembly

IEEE Board of Directors

IEEE-USA

Educational

Activities

Technical

Activities

Member and Geographical

Activities

Divisions and Societies

Regions and Sections


Educational activities board

Educational Activities Board

  • One of the six (6) major Boards of IEEE

  • Responsible for IEEE’s activities in pre-university, university-level and post-university (continuing) education

    • Including accreditation

  • 15 Board members

  • Approximately 100 committee members

  • Staff support of 22

    • Educational Activities Department

  • EAB: SMALL BUT POWERFUL


Ieee technical english program

IEEE Educational Activities Board 2008


Ieee technical english program

IEEE Educational Activities Board 2009


Most recent ieee vice presidents for educational activities

Most recent IEEE Vice Presidents for Educational Activities


Educational activities board sample activities

Educational Activities BoardSample Activities

  • Pre-university activities

    • Teacher In-service Program, TryEngineering.org, Trynano.org

  • University-level activities

    • Accreditation, Technical English Program

  • Continuing education programs

    • Expert Now, Education Partners programs, Technical English Program, Certification


Educational activities board sample activities1

Educational Activities BoardSample Activities

  • Pre-university activities

    • Teacher In-service Program, TryEngineering.org, Trynano.org

  • University-level activities

    • Accreditation, Technical English Program

  • Continuing education programs

    • Expert Now, Education Partners programs, Technical English Program, Certification


Why are we meeting in st petersburg

Why are we Meeting in St. Petersburg?

Why are we meeting in St. Petersburg?

  • The Russia NW Section has organized and run a Technical English Program since 2005

    • Led by IEEE volunteers Alexander Mikerov and Yuriy Sepp

    • Conducted in St. Petersburg

  • Since 2006, an annual or semi-annual event was added

    • An all-day seminar to student participants


Why are we meeting in st petersburg1

Why are we Meeting in St. Petersburg?

  • We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8:

    • To hear about what was done here

    • To see and take part in the all-day event

    • To discuss possible new TEPs in other venues in Region 8


Why are we meeting in st petersburg2

Why are we Meeting in St. Petersburg?

  • We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8:

    • To hear about what was done here

    • To see and take part in the all-day event

    • To discuss possible new TEPs in other venues in Region 8


General framework 1

General Framework (1)

  • Target Group:

    • Students of science and engineering, who need to improve their knowledge of English for technical and professional purposes

    • Upper class undergraduates or graduate students

  • Entry-level requirements: Above average basic skills in English

    • just above Level B1 in the Common European Framework of Reference for Languages.

  • Training objective:

    • Upper Intermediate Level (C.1.1)


Common european framework of reference for languages

Common European Framework of Reference for Languages


Common european framework of reference for languages1

Common European Framework of Reference for Languages

A guideline used to describe achievements of learners of foreign languages across Europe.

Put together by the Council of Europe

part of the project "Language Learning for European Citizenship" (1989-1996).

Source: Wikipedia (2009): Common European Framework of Reference for Languages


Ieee technical english program

Proficient User

Independent User

Basic User


Ieee technical english program

Proficient User

End here

Independent User

Start here

Basic User


General framework 2

General Framework (2)

  • Teaching unit period: school term

    • Courses for a semester or quarter

  • Length of the program: 2-3 semesters

    • 3-5 quarters

    • Students move gradually to higher level courses

    • Typically three types of courses will be available

  • Organizing unit:

    • IEEE Section in cooperation with an academic program

    • IEEE Student Branch in cooperation with an academic program

    • IEEE Section


Basic logistics

Basic logistics

  • A regular weekly event

    • 2-3 hours in one or two weekly installments

  • Program is meant to be delivered face-to-face in class

    • Focusing on student interaction and conversation skills

    • Frequent discussions in groups and oral presentations


Typical tasks that we want a tep student to perform 1

Typical tasks that we want a TEP student to perform (1)

  • Read an article in IEEE Spectrum and be able to translate a few paragraphs to his/her native language

  • Prepare and deliver an oral presentation, using PowerPoint slides about

    • A technical project the student is engaged in

    • A technical paper in English that the student has read


Typical tasks that we want a tep student to perform 2

Typical tasks that we want a TEP student to perform (2)

  • Engage in a discussion in English about a technical task that the student is performing as part of a group

  • Prepare an article for the IEEE Region 8 newsletter describing activities of an IEEE student branch


Typical tasks that we want a tep student to perform 3

Typical tasks that we want a TEP student to perform (3)

  • Write an English summary of a technical report or article written originally in the student’s native language

  • Perform library and web literature search and provide a report on findings


Typical tasks that we want a tep student to perform 31

Typical Tasks that we want a TEP student to perform (3)

  • Participate in an interview as a candidate for a graduate program

    • in a graduate program that uses English as instruction language

  • Participate in an interview for an entry level job with a multinational corporation


Tep is a three level program

TEP is a Three-level Program

  • Elementary or Pre-intermediate

  • Intermediate

  • Advanced or Upper-Intermediate


Tep elements

TEP Elements

  • Listen/Speak/Write/Read/Grammar/Vocabulary

    ======================================

  • Listening and Writing

  • Listening and Speaking, Exercises in Pronunciation

  • Vocabulary Presentation and Exercises

  • Reading Comprehension and Text Analysis

  • Listening Comprehension (Audio/Video)

  • Grammar Presentation and Exercises

  • Terminology Training


Additional elements of the program

Additional Elements of the Program

  • Administered in a university atmosphere as an extracurricular activity

  • Conducted weekly during the school term

  • Requires attendance

    • Discussion group element is central

  • Requires homework, midterm and final examinations

    • Possibly oral exams


Additional elements of the program1

Additional Elements of the Program

  • Material studied by students is adapted to their areas of technical interest

  • IEEE Section would run an annual conference and competition

    • Written reports; oral presentations

    • Possible participation of winners in regional competitions

  • Requires tuition payment by students


Why require tuition

Why require tuition?

  • To cover some of the expenses

  • To communicate the value of the program

  • To enhance attendance

    • Students tend to drop activities that they do not pay for when pressed for time


Exams and certificates

Exams and Certificates

  • Entrance exam is held to determine participant level

    • Program is likely to be run at three levels simultaneously

  • Assessment of level and attainment continue throughout the duration of the program

  • IEEE certificates are given

    • indicating level of achievement

    • Provided by Section and Region, possibly EAB


Tep is an ieee member benefit

TEP is an IEEE Member Benefit

  • Participants should be bona fide Student or Graduate Student Members of IEEE

  • Non-participants should be encouraged to join

  • Attempts to undermine bona fide membership should be discouraged

    • Students should not be encouraged to join just for the duration of the program

    • Students should not be encouraged to take advantage of 6-month memberships


Entrance exams russia nw program

Entrance exams (Russia NW program)

Exams take place once a year and classify candidates into one of the following categories


Elementary pre intermediate level

Elementary (Pre Intermediate) Level


Intermediate level

Intermediate Level


Advanced upper intermediate level

Advanced (upper-Intermediate) Level


Participation of other organizations and sponsors

Participation of other organizations and sponsors

  • Local industry

  • Private Donors

  • IEEE Section and Region

  • IEEE Educational Activities Board

  • IEEE New Initiatives Committee

  • IEEE Life Member Committee

  • IEEE Foundation


Suggestions for class content accompanied by appropriate homework and oral presentations

Suggestions for Class Content (accompanied by appropriate homework and oral presentations)

  • Participants describe their background and technical interests

  • A session on a fundamental technical area is provided to enhance terminology

    • Power systems

    • Circuits

    • Communications – antennas and transmission

    • Communications – wireless and networks

    • Fundamentals of computing


Ieee technical english program

Class Content

  • Students perform web and library search of a technical subject and provide a literature survey

  • Students write on and present a project or a subject of their technical interest/focus

  • Students translate paragraphs from technical articles in their fields of interest to and from English

  • Student present short PowerPoint aided reviews of history of a sub-discipline


Ieee technical english program

Class Content

  • Students listen to clips from IEEE.tv and youtube and answer questions

    • Listening comprehension

  • Students undergo mock job interviews and entrance interviews to graduate programs

  • Students prepare and present technical papers for Section paper contest


Example describe the function and operation of the following circuit

Class Content

Example: Describe the function and operation of the following circuit

http://en.wikipedia.org/wiki/File:Bandpass_Filter.svg


Translate into your native language

Class Content

Translate into your native language

An ideal bandpass filter would have a completely flat passband (e.g. with no gain/attenuation throughout) and would completely attenuate all frequencies outside the passband. Additionally, the transition out of the passband would be instantaneous in frequency. In practice, no bandpass filter is ideal. The filter does not attenuate all frequencies outside the desired frequency range completely; in particular, there is a region just outside the intended passband where frequencies are attenuated, but not rejected. This is known as the filter roll-off, and it is usually expressed in dB of attenuation per octave or decade of frequency. Generally, the design of a filter seeks to make the roll-off as narrow as possible, thus allowing the filter to perform as close as possible to its intended design. Often, this is achieved at the expense of pass-band or stop-band ripple.

http://en.wikipedia.org/wiki/Band-pass_filter


Translate into english filtr pasmowy

Translate into English: Filtr pasmowy

  • Filtr pasmowy to układ elektroniczny, bądź algorytm przepuszczający składowe widmowe sygnału w określonym przedziale częstotliwości, nazywanym pasmem przepustowym. Pasmo przepustowe filtru definiuje się jako przedział pomiędzy dolną i górną częstotliwością graniczną lub jako przedział leżący wokół określonej częstotliwości środkowej tego filtru.

  • Pojęcie filtru pasmowego najczęściej jest utożsamiane z filtrem środkowoprzepustowym. Filtry pasmowe o szczególnie szerokim paśmie mogą być zbudowane także z szeregowego połączenia dwóch filtrów: filtru górnoprzepustowego obcinającego sygnały poniżej dolnej częstotliwości granicznej pasma i filtru dolnoprzepustowego tłumiącego sygnały powyżej górnej częstotliwości granicznej.

http://pl.wikipedia.org/wiki/Filtr_pasmowy


Ieee technical english program

Translate into English: Filtr pasmowy

Przykład charakterystyki przenoszenia filtru pasmowego z zaznaczonymi częstotliwościami granicznymi: dolną (fL) i górną (fH), oraz częstotliwością środkową (f0). Na osi rzędnych zaznaczono amplitudę sygnału na wyjściu filtru odniesioną do amplitudy na jego wejściu (w decybelach). Umowne granice pasm przyjęto dla spadku przenoszenia o 3dB. Oś częstotliwości f może być wyskalowana liniowo lub logarytmicznie.

http://pl.wikipedia.org/wiki/Filtr_pasmowy


Explain the following telecommunications terms

Class Content

Explain the following telecommunications terms

  • Adaptive antenna systems   

  • Delay spread

  • Doppler spread  

  • Fading in wireless communications  

  • Frequency reuse  

  • Handoff protocols   

  • Intercell and intracell handover  

  • ISM bands  

  • OFDM  

  • Paging system  

  • Simplex, half-duplex and full-duplex    


Listen and report bluetooth devices

Listen and Report: Bluetooth devices

http://www.youtube.com/watch?v=JiV2LxHYHOk&feature=PlayList&p=B435E415374ECDD9&playnext=1&playnext_from=PL&index=15


Listen and report a bluetooth presentation

Listen and report: A Bluetooth presentation

Students view a video presentation on Bluetooth devices

  • Summarize the message provided by the presentation

  • What are some of the advantages of the technology presented by the video, and how were they demonstrated?

  • [Discussion] Can you think of limitations and disadvantages of the technology that were not presented in the video?


Listen and report voting machines http www youtube com watch v mnya5ggwg84

Class Content

Listen and report: Voting Machineshttp://www.youtube.com/watch?v=MNYA5ggwG84


Listen and report voting machines http www youtube com watch v mnya5ggwg841

Class Content

Listen and report: Voting Machineshttp://www.youtube.com/watch?v=MNYA5ggwG84

Students view a presentation about possible security flaws in Diebold voting machines

  • Summarize the message provided by the presentation

  • What are the dangers against which this presentation warns?

  • What are the public implications of the demonstration provided by the Princeton researchers?


Conduct a literature search

Class Content

Conduct a Literature Search

  • Conduct a literature search on the Ozone Hole

  • Provide a 400-word summary and a 10 slide PowerPoint presentation on the phenomenon

  • Provide a separate report on the 5-10 major authoritative sources on the phenomenon, and a provide a bibliography

http://en.wikipedia.org/wiki/File:160658main2_OZONE_large_350.png


References

References

  • Wikipedia (2009): Common European Framework of Reference for Languages

  • HTWK (Leipzig): E-Xplore Technical English https://learn.sz.htwk-leipzig.de/wc/main.php?tool=About

  • Yiuri Sepp: IEEE Russia NW Section Technical English Program Manual (Russian, 2007)


Questions and comments

Questions and Comments ?


Ieee technical english program

IEEE Technical English Program

Moshe Kam

IEEE Educational Activities

St. Petersburg, Russia

Opening Session Part 2

2 October, 2009


Technical english program 1 next steps 2 the 3 october workshop

Technical English Program:1. Next Steps2. The 3 October Workshop

St. Petersburg, Russia

2 October 2009


What participants need to do next

What participants need to do next…

  • Determine if the program is suitable for their section/locale

  • Get in touch with the Section and determine whether the Section is interested in launching a TEP effort

  • Create a 4-7 volunteer committee to develop the plan

    • Should include ECE/CS educators, senior volunteers and possibly English educators

    • The key to success of the effort


Tasks of the committee 1

Tasks of the Committee (1)

  • Determine structure, scope, size and desired timetable

    • Including a small-scale pilot project

  • Identify needs in volunteers and professionals

  • Communicate with schools and programs that will participate in the program

    • Identify program to launch the pilot project


Tasks of the committee 2

Tasks of the Committee (2)

  • Identify costs, existing resources and funding needs

    • Consult with Section, Region, EAB about potential sources of funding

  • Launch a “curriculum subcommittee”

    • Create course content and plan

    • Create entrance exams

  • Establish Pilot timetable, venue and recruiting strategy

  • Conduct recruiting and testing for pilot

  • Launch pilot


Possible sources of funding

Possible Sources of Funding

  • The local Section and Region

  • Local sponsors from Industry

    • [Provide proper name recognition]

  • Private donors and foundations

  • IEEE Foundation

  • IEEE Life Fellow Committee

  • IEEE Educational Activities Board

  • The IEEE New Initiatives Committee


Ieee technical english program

Questions and Comments ?


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