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IEEE Region 1 Teacher In-Service Training Program 25 March 2006 Museum of Science, Boston. Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities. IEEE Quick Facts. More than 365,000 members, including 68,000 students, in over 150 countries.
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IEEE Region 1 Teacher In-Service Training Program 25 March 2006 Museum of Science, Boston Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities
IEEE Quick Facts • More than 365,000 members, including 68,000 students, in over 150 countries. • 311 Sections in ten geographic regions worldwide. • About 1,450 chapters that unite local members with similar technical interests. • More than 1,300 student branches at colleges and universities in 80 countries. • 39 societies and 5 technical councils representing the wide range of technical interests. • 128 transactions, journals and magazines. • More than 300 conferences worldwide each year. • About 900 active IEEE standards and more than 400 in development. • Volunteerism is a core value of IEEE
What is the Problem? • Flat or declining engineering enrollments in most developed nations • Coupled with disappointing performance of youth in Mathematics • E.g., “free fall” in Scandinavia • Insufficient number of engineers and engineering educational programs in most developing countries • Asia is far behind Europe and the US in number of engineers per capita • Women & minority students conspicuously under-represented • Public perception of engineers/ engineering/ technology is largely misinformed • Resulting in early decisions that block the path of children to Engineering
Average mathematics scale scores of eighth grade students 1995-2003 Source: Association for the Evaluation of Educational Achievement (IEA) http://nces.ed.gov/timss/
BS Degrees Awarded (US) Source: U.S. Department of Education, National Center for Education Statistics
Workshop Goals • Empower Section “champions” to develop or enhance collaborations with their local pre-university community to promote applied inquiry-based learning. • Enhance the level of technological literacy of pre-university educators. • Encourage pre-university students to pursue technical careers, including engineering. • Increase the general level of technological literacy of pre-university students for many years.
Short-Term Benefits • Participating teachers will acquire additional knowledge and materials necessary to enhance their science, math and technology curricula • Participating teachers will be able to add practical, applicable content to their curricula • Engineers and educators will be able to meet and learn about each other • Participating teachers will have a greater understanding of technical careers such as engineering, which they can impart to their students
Long-Term Benefits • The overall level of technological literacy of educators and their students will be positively impacted for many years • There will be the potential for future enhancements in school curricula • Engineers and educators will be given opportunities to meet and develop future collaborative relationships • Minority and female students will be exposed to engineering and other technical professions
Just What Is In-Service Training? • “Pre-service education” - Training teachers receive before beginning their teaching careers. • “In-Service education”- Training teachers receive after entering the classroom. • In Florida, teachers must accumulate 120 in-service points every five yearsto renew their teaching certificates. • An in-service point is similar to the professional development hours (PDH’s) many states require for renewing PE licenses.
Why Participate in a Teacher In-Service Program? Enhance the level of technological literacy of: • Teachers • Students • The local school community
Why Participate in a Teacher In-Service Program? • Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students. • Promote engineering as a career choice. • Encourage IEEE member participation.
TISP Presentations by Section • Chattanooga, TN • Miami, FL • Florida West Coast • Santa Clara, CA • Philadelphia, PA • North Jersey, NJ • Republic of South Africa • St. Louis, MO • Indianapolis, IN • Jamaica • Atlanta, GA • Richmond, VA • Central North Carolina
Metrics To Date • Thirty-two+ presentations to date • More than 675 pre-university educators have participated • Science, technology and mathematics educators • These educators represent 70,000+ students
Metrics To Date Cont’d Over 90% of the respondents agreed: • They would use the concepts presented in their instruction • Doing so would enhance the level of technological literacy of their students
Counting the Cost $500 to $1,000 per year will sustain a very active teacher in-service program.
Counting the Cost Re-useable materials and hardware.
Counting the Cost • Reproduction costs • Often donated in kind. • Refreshments.
How to Begin? Two pronged approach: • Build relationships with school districts. • Build interest in members.
Recruiting Volunteers • Articles placed in Section newsletters • Announcements • At chapter meetings • At section executive committee meetings • Informal contacts with members • Members can choose to be presenters or coaches • Life members are good candidates
Qualities Needed • Tactful communicator. Willing to play the role of classroom assistant. • New methods of teaching - with less telling and more doing. • Enjoy immediate gratification.
Choose Topics • Tie to state education standards. • Choose topics of interest to section members. • Emphasize “hands-on” activities. • Think low cost - under $100 to replicate for a class. • Simply ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed.
Sample Teacher In-service Presentation Topics • “Rocket Cars and Newton’s Laws” • “Build Working Models With Household Items” • “The Orbit of Planet Gamma” • “Learn to Program and Test Robots For Classroom Use” • “Everything You Wanted To Know About Electric Motors But Were Afraid To Ask”,
Sample Teacher In-service Presentation Topics Cont’d • “How Do We Communicate Using Radio Waves” • “Get Connected With Ohm’s Law” • “Effective Lighting” • “Build Your Own Robot Arm” • “Simple Machines” • “Light Waves and Spectroscopes”
State Standards Exercise Tying topics to state standards.
Build Your Own Robot Arm Museum of Science, Boston Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities 25 March 2006
Principles & Standards for School Mathematics • Geometry: • Use visualization, spatial reasoning, and geometric modeling to solve problems • Analyze characteristics and properties of two- and three-dimensional 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 • 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 • Interactions of energy and matter • Motion and force
Standards for Technological Literacy Students will develop an understanding of… • Standard 7. the influence of technology on history. • Standard 8. the attributes of design. • Standard 9. engineering 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 19. an understanding of and be able to select and use manufacturing technologies.
Outline and Procedures • Divide into teams of 3 • Brainstorm and create a sketch of your design • Build a model of your design with given materials • Test your model • Discuss and agree upon a redesign, if needed • Rebuild your robot arm • Retest your model • Answer reflection questions as a team
Reflection • What was one thing you liked about your design? • Are there algebraic principles that can be applied to this activity? • What is one thing you would change about your design based on your experience? • How might you incorporate this activity into your classroom instruction?
Plan Times and Places • Special Events • USF Engineering EXPO, all day, February, prelude to Engineer’s Week • Teacher Conferences, e.g. Florida Association of Science Teachers or Florida Technology Educators Association • National teacher organizations that happen to meet nearby • Places • College Campuses, hotel meeting rooms
Follow-up Activities/Metrics • Count the number of educators who participated in your teacher in-service program • Be sure that teachers complete the 12 item questionnaire • EAD will tabulate the results • Follow-up with teachers to determine the level of implementation of the concepts and activities • Consider a sign in sheet to include an email address • Consider sending a follow-up postcard to attendees
Contact the school principal directly to let him know that your section is planning an event at his school. Have telephone or cell phone numbers for at least two contacts at the school. If possible, visit the school several days before the presentation. Use a cart for moving materials from volunteers’ cars to classrooms. If your presentation requires electric power, bring several extension cords and multi-outlet power strips. Exchange cellular telephone or pager numbers among all the section member volunteers. Provide each section member volunteer with good directions to the school. Lessons Learned
Contact Information Ralph Painter rdpainter@tecoenergy.com Douglas Gorham d.g.gorham@ieee.org Allison Ickowicz a.m.ickowicz@ieee.org
