Presentation is loading. Please wait.

Presentation is loading. Please wait.

IEEE Technical English Program Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE Educational Activities St. Petersburg, Russia Opening.

Similar presentations


Presentation on theme: "IEEE Technical English Program Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE Educational Activities St. Petersburg, Russia Opening."— Presentation transcript:

1 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

2 2 Why Are We Here? l IEEE volunteers have expressed the desire to have IEEE provide English- language skill services to its Members l …in countries where English is not a native language, nor is it widely used l We organized this event to start an effort in Region 8 toward establishing Technical English Programs (TEPs) in multiple venues

3 3 Weekend Program TimeLocationDescriptionModerators 2 Oct 13:45- 16:30 Corinthia Hotel Opening Session Moshe Kam, Alina Keschner 2 Oct 18:00- 20:00 Abamelek-Lazarev Palace ReceptionDouglas Gorham 8:00- 9:00 Corinthia Hotel Admiralty Breakfast 3 Oct 9:00- 17:00 Corinthia Hotel NevskiIITEP workshop Moshe Kam, Pramod Abichandani, Christopher Lester 3 Oct 18:00 Corinthia Hotel AdmiraltyParticipant DinnerDouglas Gorham 4 Oct 8:30 Corinthia Hotel AdmiraltyDebriefing Breakfast Moshe Kam, Douglas Gorham

4 4 This afternoon… SpeakerTopic Moshe Kam Opening Session Alina Keschner On teaching English to non-native speakers Moshe KamDescription of the TEP workshop and our next steps Douglas Gorham Logistics

5 5 Why Are We Here? l IEEE volunteers have expressed the desire to have IEEE provide English- language skill services to its Members l …in countries where English is not a native language, nor is it widely used l At present IEEE has only two such programs: l In the Russia Northwest Section (R8) l In the Uruguay Section (R9)

6 6 A Few Words About Existing Programs l The Russia NW program is geared toward Student Members l Started 2005 l The Uruguay program is a pilot study toward a later effort focused on Members l Not necessarily students; started 2009 l The focus of this meeting is English- language for IEEE Student Members.

7 7 Who is involved in this weekend event? l IEEE Russia Northwest Section l IEEE Uruguay Section l IEEE Educational Activities Board l IEEE Region 8 l IEEE Volunteers from Regions 2, 8, and 9 l The event is sponsored and narrated by the IEEE Educational Activities Board

8 8 IEEE Volunteers have come to this event from… l Croatia l France l Hungary l Iraq l Jordan l Lebanon l R. Macedonia l Morocco l Nigeria l Portugal l Qatar l Romania l Russia l Saudi Arabia l Tunisia l Turkey l United Arab Emirates l United States l Uruguay

9 9 Who is involved in this weekend event? l IEEE Russia Northwest Section l IEEE Uruguay Section l IEEE Educational Activities Board l IEEE Region 8 l IEEE Volunteers from Regions 2, 8, and 9 l The event is sponsored and narrated by the IEEE Educational Activities Board

10 10 IEEE Board of Directors IEEE Assembly IEEE Members Educational Activities Technical Activities Member and Geographical Activities IEEE-USA Standards Association Publication Services and Products Regions and Sections Divisions and Societies

11 11 Educational Activities Board l One of the six (6) major Boards of IEEE l Responsible for IEEEs activities in pre-university, university-level and post-university (continuing) education l Including accreditation l 15 Board members l Approximately 100 committee members l Staff support of 22 l Educational Activities Department l EAB: SMALL BUT POWERFUL

12 12

13 13 IEEE Educational Activities Board 2008

14 14 IEEE Educational Activities Board 2009

15 15 Most recent IEEE Vice Presidents for Educational Activities YearName 2009 Teofilo Ramos IEEE Region 9 2008 Evangelia Micheli Tzanakou IEEE Region 1 2005- 2007 Moshe Kam IEEE Region 2

16 16 Educational Activities Board Sample Activities l Pre-university activities l Teacher In-service Program, TryEngineering.org, Trynano.org l University-level activities l Accreditation, Technical English Program l Continuing education programs l Expert Now, Education Partners programs, Technical English Program, Certification

17 17 Educational Activities Board Sample Activities l Pre-university activities l Teacher In-service Program, TryEngineering.org, Trynano.org l University-level activities l Accreditation, Technical English Program l Continuing education programs l Expert Now, Education Partners programs, Technical English Program, Certification

18 18 Why are we meeting in St. Petersburg? l The Russia NW Section has organized and run a Technical English Program since 2005 l Led by IEEE volunteers Alexander Mikerov and Yuriy Sepp l Conducted in St. Petersburg l Since 2006, an annual or semi-annual event was added l An all-day seminar to student participants Why are we Meeting in St. Petersburg?

19 19

20 20 l We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8: l To hear about what was done here l To see and take part in the all-day event l To discuss possible new TEPs in other venues in Region 8 Why are we Meeting in St. Petersburg?

21 21 l We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8: l To hear about what was done here l To see and take part in the all-day event l To discuss possible new TEPs in other venues in Region 8 Why are we Meeting in St. Petersburg?

22 22 General Framework (1) l Target Group: l Students of science and engineering, who need to improve their knowledge of English for technical and professional purposes l Upper class undergraduates or graduate students l Entry-level requirements: Above average basic skills in English l just above Level B1 in the Common European Framework of Reference for Languages. l Training objective: l Upper Intermediate Level (C.1.1)

23 23 Common European Framework of Reference for Languages

24 24 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

25 25 Proficient User Independent User Basic User

26 26 Proficient User Independent User Basic User Start here End here

27 27 LevelDescription A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

28 28 LevelDescription B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

29 29 LevelDescription C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

30 30 General Framework (2) l Teaching unit period: school term l Courses for a semester or quarter l Length of the program: 2-3 semesters l 3-5 quarters l Students move gradually to higher level courses l Typically three types of courses will be available l Organizing unit: l IEEE Section in cooperation with an academic program l IEEE Student Branch in cooperation with an academic program l IEEE Section

31 31 Basic logistics l A regular weekly event l 2-3 hours in one or two weekly installments l Program is meant to be delivered face-to- face in class l Focusing on student interaction and conversation skills l Frequent discussions in groups and oral presentations

32 32 Typical tasks that we want a TEP student to perform (1) l Read an article in IEEE Spectrum and be able to translate a few paragraphs to his/her native language l Prepare and deliver an oral presentation, using PowerPoint slides about l A technical project the student is engaged in l A technical paper in English that the student has read

33 33 Typical tasks that we want a TEP student to perform (2) l Engage in a discussion in English about a technical task that the student is performing as part of a group l Prepare an article for the IEEE Region 8 newsletter describing activities of an IEEE student branch

34 34 Typical tasks that we want a TEP student to perform (3) l Write an English summary of a technical report or article written originally in the students native language l Perform library and web literature search and provide a report on findings

35 35 Typical Tasks that we want a TEP student to perform (3) l Participate in an interview as a candidate for a graduate program l in a graduate program that uses English as instruction language l Participate in an interview for an entry level job with a multinational corporation

36 36 TEP is a Three-level Program l Elementary or Pre-intermediate l Intermediate l Advanced or Upper-Intermediate

37 37 TEP Elements l Listen/Speak/Write/Read/Grammar/Vocabulary ====================================== l Listening and Writing l Listening and Speaking, Exercises in Pronunciation l Vocabulary Presentation and Exercises l Reading Comprehension and Text Analysis l Listening Comprehension (Audio/Video) l Grammar Presentation and Exercises l Terminology Training

38 38 Additional Elements of the Program l Administered in a university atmosphere as an extracurricular activity l Conducted weekly during the school term l Requires attendance l Discussion group element is central l Requires homework, midterm and final examinations l Possibly oral exams

39 39 Additional Elements of the Program l Material studied by students is adapted to their areas of technical interest l IEEE Section would run an annual conference and competition l Written reports; oral presentations l Possible participation of winners in regional competitions l Requires tuition payment by students

40 40 Why require tuition? l To cover some of the expenses l To communicate the value of the program l To enhance attendance l Students tend to drop activities that they do not pay for when pressed for time

41 41 Exams and Certificates l Entrance exam is held to determine participant level l Program is likely to be run at three levels simultaneously l Assessment of level and attainment continue throughout the duration of the program l IEEE certificates are given l indicating level of achievement l Provided by Section and Region, possibly EAB

42 42 TEP is an IEEE Member Benefit l Participants should be bona fide Student or Graduate Student Members of IEEE l Non-participants should be encouraged to join l Attempts to undermine bona fide membership should be discouraged l Students should not be encouraged to join just for the duration of the program l Students should not be encouraged to take advantage of 6-month memberships

43 43 Entrance exams (Russia NW program) Exams take place once a year and classify candidates into one of the following categories

44 44 Elementary (Pre Intermediate) Level Language Index Level Indicator Value Speaking Ability to communicate in a number of commonly encountered situations. Listening Understanding of spoken language, the ability to capture the general sense when viewing movies, television programs, etc. Reading The ability to extract information from original texts. Writing The ability to provide a written statement of everyday events.

45 45 Intermediate Level Language Index Level Indicator Value Speaking Ability to communicate in most commonly encountered situations. ListeningUnderstanding of spoken language in context. Reading The ability to read books in English, understanding of different types of written messages. Writing Generation of correct business and private letters; the ability to express and convey ideas.

46 46 Advanced (upper-Intermediate) Level Language Index Level Indicator Value Speaking Ability to express ideas and opinions with relative ease (fluency) and using a variety of linguistic forms. Ability to communicate easily any commonly occurring theme in the linguistic environment. Listening Recognition of different accents. Complete understanding of spoken language in a single audition. Reading Complete understanding of original texts. Understanding the various styles of written messages and genres. Writing Ability to clearly and correctly express views and ideas, using a variety of linguistic forms.

47 47 Participation of other organizations and sponsors l Local industry l Private Donors l IEEE Section and Region l IEEE Educational Activities Board l IEEE New Initiatives Committee l IEEE Life Member Committee l IEEE Foundation

48 48 Suggestions for Class Content (accompanied by appropriate homework and oral presentations) l Participants describe their background and technical interests l A session on a fundamental technical area is provided to enhance terminology l Power systems l Circuits l Communications – antennas and transmission l Communications – wireless and networks l Fundamentals of computing

49 49 l Students perform web and library search of a technical subject and provide a literature survey l Students write on and present a project or a subject of their technical interest/focus l Students translate paragraphs from technical articles in their fields of interest to and from English l Student present short PowerPoint aided reviews of history of a sub-discipline Class Content

50 50 l Students listen to clips from IEEE.tv and youtube and answer questions l Listening comprehension l Students undergo mock job interviews and entrance interviews to graduate programs l Students prepare and present technical papers for Section paper contest Class Content

51 51 Example: Describe the function and operation of the following circuit http://en.wikipedia.org/wiki/File:Bandpass_Filter.svg Class Content

52 52 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 Class Content

53 53 Translate into English: Filtr pasmowy l 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. l 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

54 54 Przykład charakterystyki przenoszenia filtru pasmowego z zaznaczonymi częstotliwościami granicznymi: dolną (f L ) i górną (f H ), oraz częstotliwością środkową (f 0 ). 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. Translate into English: Filtr pasmowy http://pl.wikipedia.org/wiki/Filtr_pasmowy

55 55 Explain the following telecommunications terms l Adaptive antenna systems l Delay spread l Doppler spread l Fading in wireless communications l Frequency reuse l Handoff protocols l Intercell and intracell handover l ISM bands l OFDM l Paging system l Simplex, half-duplex and full-duplex Class Content

56 56 Listen and Report: Bluetooth devices http://www.youtube.com/watch?v=JiV2LxHYHOk&feat ure=PlayList&p=B435E415374ECDD9&playnext=1&pl aynext_from=PL&index=15

57 57 Listen and report: A Bluetooth presentation Students view a video presentation on Bluetooth devices l Summarize the message provided by the presentation l What are some of the advantages of the technology presented by the video, and how were they demonstrated? l [Discussion] Can you think of limitations and disadvantages of the technology that were not presented in the video?

58 58 Listen and report: Voting Machines http://www.youtube.com/watch?v=MNYA5ggwG84http://www.youtube.com/watch?v=MNYA5ggwG84 Class Content

59 59 Listen and report: Voting Machines http://www.youtube.com/watch?v=MNYA5ggwG84http://www.youtube.com/watch?v=MNYA5ggwG84 Students view a presentation about possible security flaws in Diebold voting machines l Summarize the message provided by the presentation l What are the dangers against which this presentation warns? l What are the public implications of the demonstration provided by the Princeton researchers? Class Content

60 60 Conduct a Literature Search l Conduct a literature search on the Ozone Hole l Provide a 400-word summary and a 10 slide PowerPoint presentation on the phenomenon l 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 Class Content

61 61 References l Wikipedia (2009): Common European Framework of Reference for Languages l HTWK (Leipzig): E-Xplore Technical English https://learn.sz.htwk-leipzig.de/wc/main.php?tool=About https://learn.sz.htwk-leipzig.de/wc/main.php?tool=About l Yiuri Sepp: IEEE Russia NW Section Technical English Program Manual (Russian, 2007)

62 62 Questions and Comments ?

63 63 IEEE Technical English Program Moshe Kam IEEE Educational Activities St. Petersburg, Russia Opening Session Part 2 2 October, 2009

64 64 Technical English Program: 1. Next Steps 2. The 3 October Workshop St. Petersburg, Russia 2 October 2009

65 65 What participants need to do next… l Determine if the program is suitable for their section/locale l Get in touch with the Section and determine whether the Section is interested in launching a TEP effort l Create a 4-7 volunteer committee to develop the plan l Should include ECE/CS educators, senior volunteers and possibly English educators l The key to success of the effort

66 66 Tasks of the Committee (1) l Determine structure, scope, size and desired timetable l Including a small-scale pilot project l Identify needs in volunteers and professionals l Communicate with schools and programs that will participate in the program l Identify program to launch the pilot project

67 67 Tasks of the Committee (2) l Identify costs, existing resources and funding needs l Consult with Section, Region, EAB about potential sources of funding l Launch a curriculum subcommittee l Create course content and plan l Create entrance exams l Establish Pilot timetable, venue and recruiting strategy l Conduct recruiting and testing for pilot l Launch pilot

68 68 Possible Sources of Funding l The local Section and Region l Local sponsors from Industry l [Provide proper name recognition] l Private donors and foundations l IEEE Foundation l IEEE Life Fellow Committee l IEEE Educational Activities Board l The IEEE New Initiatives Committee

69 69 Questions and Comments ?


Download ppt "IEEE Technical English Program Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE Educational Activities St. Petersburg, Russia Opening."

Similar presentations


Ads by Google