IEEE Teacher In-Service Training Program Region September 2007 Baltimore, MD

Program Background and Scope

What are we trying to accomplish? l Train IEEE volunteers to train pre- university teachers l The teachers will use the lesson plans in their classes l Thereby bringing engineering and engineering design into the classroom

What are we trying to accomplish? l Train IEEE volunteers to approach schools and school systems l in order to make the teacher training possible l Make this activity sustainable and long-term l Definition of success: l You have trained teachers to use TISP in the classroom l The teachers have adopted TISP in their regular classes

The Long-term Goals l Develop Section and Student Branch “champions” who will create collaborations with local pre- university community to promote hands-on experimentation related to engineering 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

Why Participate in a Teacher In-Service Program? Increase the level of technological literacy of: l Teachers l Students l The local school community l Make all of them see the importance, beauty and human side of engineering

Why Participate in a Teacher In-Service Program? l Improve the image IEEE and the engineering profession l …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 l Make students who will not become engineers aware of engineering

Have fun Why Participate in a Teacher In-Service Program?

Activities To Date l More than 57 presentations l More than 1480 pre-university educators have participated l Science, technology and mathematics educators l These educators represent more than 155,000 students

Here is what teachers told us: l They would use the concepts presented by TISP in their teaching l Using TISP would enhance the level of technological literacy of their students l [90% agreement]

What you need to do… l Organize a group of volunteers (3-5) to offer TISP workshops l Prepare a demonstration and a presentation l Approach a school or school system personnel responsible for schools l Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology

l EAB will financially support Sections attending this training l This support is for the purchase of materials and supplies needed to conduct a TISP session with teachers l This support is for at least one year after this training How to pay for TISP?

Re-useable materials and hardware. Counting the Cost

Counting the Cost Expendables

Stay in Touch with Us… l IEEE Educational Activities Board 445 Hoes Lane, Piscataway, NJ l l l

Questions or Comments?

Build Your Own Robot Arm Region 2 Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational Activities

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 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

National Science Education Standards 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 l Interactions of energy and matter l Motion and force

Standards for Technological Literacy Students will develop an understanding of… l Standard 7. the influence of technology on history. l Standard 8. the attributes of design. l Standard 9. engineering 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 19. an understanding of and be able to select and use manufacturing technologies.

Outline and Procedures l Divide into teams of 2 l Brainstorm and create a sketch of your design l Build a model of your design with given materials l Test your model l Discuss and agree upon a redesign, if needed l Rebuild your robot arm l Retest your model l Answer reflection questions as a team

Reflection l What was one thing you liked about your design? l Are there algebraic principles that can be applied to this activity? l What is one thing you would change about your design based on your experience? l How might you incorporate this activity into your classroom instruction?

How to Begin? Two pronged approach: l Build relationships with school districts. l Build interest in members.

How to Begin a TISP activity? Two pronged approach: l Build relationships with schools and school districts l Teachers, headmasters, principals, superintendents l Build interest in the membership

The IEEE Volunteer and TISP IEEE Members are very generous with their time IEEE Members are very willing to share their experiences Educational Outreach events get enthusiastic volunteer support

Two types of TISP volunteers TISP Champions - take responsibility to establish and maintain a TISP program in “their” school system TISP Trainers - energetic supporters of the initiative, willing to interact with teachers and serve as “coaches” during TISP presentations You need BOTH

TISP Champions TISP Champions bear the burden of organization, preparation, and logistics of the program Once energized, champions are self motivated The reward for the TISP Champion is immediate - they see their reward on the faces of the teachers (and sometimes students)

TISP Trainers Relatively easy to recruit for an established TISP Very effective, with minimal training Genuinely enjoy the experience Their only responsibility is to "show up and do the work”

Growing Your TISP Champions Focus on TISP Champions - the TISP lifeline Invite/Recruit/Draft potential IEEE Champions to established events Use TISP presentations to train future Champions Use TISP presentations to cross-train the other TISP Champions

How to Develop Champions Teaching Approach: See one, Do one, Teach one Team Approach: Co-Champions support a school or school system, but responsibilities are spread among them

Sections must support the TISP Champions TISP Champions are rare and precious Encourage Section to Champion communication Online forum and resources to share information Encourage Champions to share ideas celebrate success lament failures Communicate. Communicate. Communicate

Recruiting Volunteers l Articles placed in Section and Student Branch newsletters l Announcements l At Section and Student Branch meetings l At Chapter meetings l At Section Executive Committee meetings l Informal contacts with fellow students l Try to adjust the role of a volunteer to his/her comfort level and time availability

Choose Relevant Topics l Choose topics of interest to members l Adjust topics to the needs of your school system l Ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed l Emphasize “hands-on” activities l Be careful about costs to schools

We have Many New Lesson Plans Give Binary A TryComputer arithmetic and ALU design Hand Biometrics TechnologyBiometrics Sail AwayWatercraft design Simple Kitchen MachinesSimple Machines Dispenser DesignsDesign: user satisfaction, costs, materials Engineering Ups and DownsElevators Build a Big WheelFerris Wheels If you cannot find what you want consider creating it!

Plan Times and Places l Special Events l Teacher conferences l Meetings of teacher organizations l Places l College Campuses l Teacher conference venues l If you need funds for a special event you can almost always get it if you ask well ahead of time

Follow-up Activities/Metrics l Count the number of educators who participated in your teacher in-service program l Be sure that teachers complete the 12 item questionnaire l EAD will tabulate the results l Follow-up with teachers to determine the level of implementation of the concepts and activities l Consider a sign in sheet to include an address l Consider sending a follow-up postcard/ to attendees

Questions or Comments