3 The Immediate Objectives l Train IEEE volunteers to train pre- university teachers, so that the teachers can be more effective in bringing engineering and engineering design into the classroom l Train IEEE volunteers to approach the school system in order to make the teacher training possible l Make this activity sustainable and long- term
4 The Long-term Goals l Empower Section “champions” to develop or enhance collaborations with their local pre-university community to promote applied inquiry-based learning l Enhance the level of technological literacy of pre- university educators l Encourage pre-university students to pursue technical careers, including engineering l Increase the general level of technological literacy of pre-university students for many years.
5 Just What Is In-Service Training? l “Pre-service education” - Training teachers receive before beginning their teaching careers. l “In-Service education” - Training teachers receive after entering the classroom. l In some countries, teachers must accumulate “in-service points” every few years to renew their teaching certificates. l Similar to the professional development hours some countries/states/provinces require for renewing engineering licenses
6 Why Participate in a Teacher In-Service Program? Enhance the level of technological literacy of: l Teachers l Students l The local school community
7 Why Participate in a Teacher In-Service Program? l Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students l Promote engineering as a program of study and career choice l Encourage IEEE member participation
8 Have fun Why Participate in a Teacher In-Service Program?
9 TISP Presentations by Section (a partial list) l Chattanooga, TN l Miami, FL l Florida West Coast l Santa Clara, CA l Piura, Peru l North Jersey, NJ l Republic of South Africa l Lima, Peru l Central Indiana l Jamaica l Atlanta, GA l Houston, TX l Central North Carolina l Malaysia
10 Metrics To Date l 80 presentations to date l More than 1813 pre-university educators have participated l Science, technology and mathematics educators l These educators represent 197,000+ students
11 Metrics To Date Over 90% of the respondents agreed: l They would use the concepts presented in their instruction l Doing so would enhance the level of technological literacy of their students
12 l $300 (USD) to $500 (USD) per year will sustain a very active teacher in-service program in a Section Counting the Cost
13 Re-useable materials and hardware Counting the Cost
15 Design and Build a Better Candy Bag Douglas Gorham and Moshe Kam Region 9 Cordoba, Argentina
16 Design Objective l Design and implement a candy bag using the available materials l Limit of 1 meter of tape per group of 2 l The bag is to be hand carried l The bag is to be sturdy, functional and aesthetical l A design with unusual shape or “twist” is highly desirable
18 Principles & Standards for School Mathematics l Geometry: l Use visualization, spatial reasoning, and geometric modeling to solve problems l Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
19 l Problem Solving: l Recognize and apply geometric ideas in areas outside of the mathematics classroom l Apply and adapt a variety of appropriate strategies l Communication: l Communicate mathematical thinking coherently and clearly to peers, teachers, and others
20 National Science Education Standards (US) Standard E: Science and Technology l Abilities to distinguish between natural objects and objects made by humans l Abilities of technological design l Understandings about science and technology l Communicate the process of technological design
21 Standards for Technological Literacy Students will develop an understanding of… l Standard 8. the attributes of design. l Standard 10. the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Students will develop… l Standard 11. the abilities to apply the design process. l Standard 20. an understanding of and be able to select and use construction technologies.
22 Outline and Procedures (1) l Divide into pairs l Brainstorm and create a sketch of a design of a candy bag l Build a model of your design with given materials: a limit of 1 meter of tape per team
23 Outline and Procedures (2) l Calculate the approximate volume of the bag l Predict how much weight the bag might hold l Test the strength of your bag l Only after all sketches and calculations were complete
24 Outline and Procedures (3) l Discuss and agree upon a redesigned bag l Provide a sketch and estimate of weight to be carried l Rebuild your prototype bag l Retest the strength of your bag l Answer reflection questions as a team
25 Reflection Questions l What was one thing you liked about your design? l What is one thing you would change about your design based on your experience? l How did the materials provided impact your design? l How might you incorporate this activity into your classroom instruction?