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Pre-University Education and Women In Engineering Learning Station Karen Panetta Kapil Dandekar Douglas Gorham.

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Presentation on theme: "Pre-University Education and Women In Engineering Learning Station Karen Panetta Kapil Dandekar Douglas Gorham."— Presentation transcript:

1 Pre-University Education and Women In Engineering Learning Station Karen Panetta Kapil Dandekar Douglas Gorham

2 Outline WIE– Women In Engineering (Karen) EPICS– Engineering Projects In Community Service (Kapil) TISP– Teacher In-Service Program (Doug) 8-Feb-142

3 IEEE Women In Engineering www.ieee.org/women 8-Feb-143

4 Who is WIE on the Outside? Outreach: Empowering young and professional women to pursue STEM fields. Community resource for utilizing technology for healthy living. Career Development. Public Visibility for IEEE: –Authority on Best Practices. –Diversity Arm of IEEE. –Liaison and collaborator with other professional womens organizations around the world.

5 Who is WIE inside IEEE? Educating the IEEE community on the best practices to support and retain women. Career development strategies throughout all phases of life. Promoting Awards and Recognition for Women Members. Inspiring new members to realize their potential to help change lives. Growth and Nurturing of the profession Professionalism Service to humanity Peer-reviewed Collaboration and community building Trust and respect IEEE Core Values

6 WIE Highlights Communication Communication –IEEE WIE Newsletter. –IEEE WIE Magazine. –IEEE WIE Website. –Conferences, Forums and Events. –Affinity group support. Encouraging girls to pursue STEM as a career choice Encouraging girls to pursue STEM as a career choice –STAR Program. –Scholarships. –E-Week/Global Marathon/Introduce a Girl to Engineering. –IEEE TV. –IEEE WIE/EAB Real World Engineering Projects.

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8 WIE Magazine Winner of the 2008 APEX Award

9 IEEE WIE Initiatives 88 WIE worldwide events 88 WIE worldwide events –Including pre-university –Over 13,000 participants Collaborations with over 34 corporations and organizations. Collaborations with over 34 corporations and organizations.

10 WIE Student Events Region 8 300 Students Region 1-6 4609 Students Region 9 150 Students Region 10 2000 Students

11 IEEE WIE Initiatives STAR Program. STAR Program. IEEE WIE India Humanitarian Program for Disabled Children. IEEE WIE India Humanitarian Program for Disabled Children. Dr. Ramalatha Marimuthu (WIE R10 India)

12 IEEE WIE Initiatives IEEE EAB TryEngineering Projects. IEEE EAB TryEngineering Projects. New Orleans New Orleans

13 Members as of December 2008 Grade Jan 09 Fellow Fellow 44 Life Members Life Members 124 Associates Associates 255 Member Member 2951 Senior Member Senior Member 321 Student Student 7068 Affiliate 2 Total Total 10,765 Region Oct-08 Oct-08 US US 3327 Canada Canada 388 Europe, Africa & Middle East Europe, Africa & Middle East 2281 Latin America Latin America 2240 Asia & Pacific Asia & Pacific 2529 Total Total 10,765 Gender Oct-08 Female 6602 Male 3181 Not Provided 982 Total 10,765

14 Thank you! Email: KarenPanetta@ieee.org KarenPanetta@ieee.org WIE Committee Meeting April 29, 2008

15 2/8/201415 Engineering Projects in Community Service (EPICS)

16 Performed by EAB and the Philadelphia and South Africa Sections EPICS-High (http://epics-high.ecn.purdue.edu/)http://epics-high.ecn.purdue.edu/ –Organizes University and high-school students to work on engineering-related projects for local area non-profit organizations Purpose of the New Initiative is to bring EPICS-High to IEEE –Uses IEEE student branches in the Philadelphia and South Africa Sections to mentor EPICS-high teams –Focused on recruitment and retention of students, particularly women and under-represented minority students, to engineering programs –Provides context to students who do not know what engineering is –Earlier access to real engineering problems –Mentoring by undergraduates or local area professionals

17 Relationship with IEEE Strategic Goals IEEE will improve the professional competencies of students and professionals through education. IEEE will increasingly be valued by the global community as a catalyst for a balanced dialogue on technology-related issues. The public will increasingly value the role of IEEE and technical professionals in enhancing the quality of life and the environment. IEEE members will increasingly find value and enjoyment through their involvement in the organization. 2/8/2014 17

18 EAB and the IEEE Philadelphia and South Africa Sections EPICS – High School What Really Happened: Philadelphia Section Philadelphia Section EPICS High IEEE Pilot Program is underway EPICS Projects are conducted with… –Philadelphia Clean Air Council Development of an air quality sensor network for monitoring residential areas in South Philadelphia –Philadelphia Urban Farms Development of a soil quality sensor network for monitoring urban farms in Philadelphia Participation of Philadelphia-area high schools: –Science Leadership Academy

19 EAB and the IEEE Philadelphia and South Africa Sections EPICS – High School Drexel University is working with the Philadelphia Clean Air Council Philadelphia Clean Air Council: develops and disseminated policies for improving air and water quality Current focus is on port activities on the Delaware River –Uses 10,000 gallons of diesel fuel per day (not including fuel from ships) –Diesel emissions from port equipment corrupt air quality –Impact on residential areas in south Philadelphia is severe Residential air quality sensor network –Determine air quality in various Philadelphia neighborhoods to determine a first screening for EPA standards What Really Happened: Philadelphia Section

20 Drexel and Philadelphia Clean Air Council preliminary results –Designed/ manufactured wireless interface –Designed/ manufactured sensor –Deployed sensor network in the city

21 Bus Depot Parking Deck Market Street Courtesy of Google Maps What Really Happened: Philadelphia Section

22 EAB and the IEEE Philadelphia and South Africa Sections EPICS – High School Drexel and Philadelphia Clean Air Council preliminary results Simulation and measurements of urban air quality Deployment of an air quality sensor network in Philadelphia What Really Happened: Philadelphia Section

23 EAB and the IEEE Philadelphia and South Africa Sections EPICS – High School South Africa Section Participation l Whos involved? l IEEE Student Branch: University of Pretoria l IEEE Student Branch: University of Cape Town l GOALS (1)Community related projects aimed at achieving a beneficial impact on a chosen section of society by engagement with a section of society which is different from the students own social background. (2) Development of an awareness of personal, social and cultural values, an attitude to be of service and an understanding of social issues, for the purpose of being a responsible professional. (3) Development of important multidisciplinary and life skills communication, interpersonal and leadership skills.

24 Project Example (1): Grinder What Really Happened: South Africa Section

25 Project Example (2): Jungle Gym What Really Happened: South Africa Section

26 EAB and the IEEE Philadelphia and South Africa Sections EPICS – High School Assessment of projects results(planned) Outcomes assessment includes the following components: 1. Quality of the project reports in written and oral forms 2. Student demographics and diversity 3. Peer assessment of project quality 4. Satisfaction of the non-profit community partner 5.Fraction of projects invited by community partners to return for a subsequent project

27 EPICS Lessons learned Vertical integration of projects in EPICS-high will be increased over traditional EPICS implementations: –High school students –Freshman/senior undergraduate students –IEEE student members –Graduate students Challenges –Different curricular timetables for high school students and undergraduates –Different Academic Year calendars in Philadelphia and South Africa –Large physical distance between participants in Pretoria and Cape Town

28 EPICS Summary Through development of an EPICS-High model, IEEE will strengthen its position as a leader in pre-university student education and recruitment, while performing a public service to community- based non-profit organizations

29 Teacher In-Service Program 8-Feb-1429

30 Why is IEEE interested in pre-university engineering education Because it is in our stated and un-stated mission Because in many IEEE Sections there is marked decline in the interest of young people in Engineering –This is bad for the future of these communities and would have a negative impact on their standard of living Because we do not believe the problem is going to be tackled effectively without us –Industry does not appear to be able to address the problem directly –Governments do not appear sufficiently concerned (yet) –Other engineering associations look up to us

31 IEEEs Pre-University Initiative 2005-2006 New Initiative –Launching Our Childrens Path to Engineering Objectives –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

32 Objective 1: Engineering in the pre-university classroom Institutionalization of the IEEE Teacher In Service Program –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 schools every year

33 The Teacher In Service Program (TISP) A program that trains IEEE volunteers to work with pre-university teachers Based on approved Lesson Plans –Prepared/reviewed by IEEE volunteers –Tested in classrooms –Aligned with Education Standards –Designed to highlight engineering design principles –The cost is $50--$100 for a class of 30

34 Inception February 2001 IEEE Florida West Coast Section In conjunction with the University of South Florida College of Engineering

35 How does it work? Volunteers gather for a day and a half of training –With teachers and school administrators Volunteers spread the program in their school districts Volunteers of an IEEE Section organize a TISP training event EAB provides logistical support and instructors –And pays for materials and supplies for one year

36 TISP Training Workshop Components At least 2 hands-on activities are included to simulate a TISP presentation, taken from TryEngineering Panel of educators provide advice An experienced volunteer shares strategies of how to begin A why we are doing this presentation Small group discussion to identify next steps 8-Feb-1436

37 2006-2007 Boston Indianapolis Kuala Lumpur Cape Town Piura, Peru* Rio de Janeiro Baltimore Dallas *= student branch pilot workshop

38 2008–2009 Los Angeles San Francisco Cordoba (Argentina) Port of Spain Atlanta Montevideo, Uruguay* Montreal Shenzchen, China Guayaquil, Ecuador* *= student branch members

39 Attendance at 2008 TISP Training Workshops VenueAttendance Cordoba, Argentina125 Trinidad & Tobago67 Los Angeles41 San Francisco84

40 Teacher In-Service Program Presentations To date, over 84 TISP presentations have been conducted by IEEE volunteers TISP presentations have reached over 1885 pre-university educators –This reach represents more than 210,000 students each year

41 TISP presentations by volunteers Survey Results 1124 teachers/respondents

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43 Whats Next for TISP? Expand the reach of the program Find corporate sponsor(s) to finance the TISP training workshops Assess the impact of the use of TISP concepts and activities in the classroom 8-Feb-1443


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