1. 1 IEEE EAB Teacher In-Service Program Presentation Region 4 Indianapolis, Indiana 17 June 2006

2. 2 Program Background and Scope

3. 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. 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. 5 Objectives of the Teacher Training Sessions l Promote an awareness of the need for technological literacy l Provide a hands-on demonstration of mathematics, engineering, and technology for classroom use l Promote awareness of the connections between mathematics, science, and technology standards. l Provide information about resources available to support mathematics, science, and technology instruction

6. 6 Short-Term Benefits l Participating teachers will acquire additional knowledge and materials necessary to enhance their science, math and technology curricula l Participating teachers will be able to add practical, applicable content to their curricula l Engineers and educators will be able to meet and learn about each other l Participating teachers will have a greater understanding of technical careers such as engineering, which they can impart to their students

7. 7 Long-Term Benefits l The overall level of technological literacy of educators and their students will be positively impacted for many years l There will be the potential for future enhancements in school curricula l Engineers and educators will be given opportunities to meet and develop future collaborative relationships l Minority and female students will be exposed to engineering and other technical professions

8. 8 “Technically Speaking” Report “As a society, we are not even fully aware of or conversant with the technologies we use every day. In short, we are not ‘technologically literate.’ “ Source: NAE. (2002). Technically Speaking: Why All Americans Need to Know More About Technology. p. 1. Washington, DC: National Academy Press.

9. 9 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 Florida, teachers must accumulate 120 in-service points every five years to renew their teaching certificates. l An in-service point is similar to the professional development hours (PDH’s) many states require for renewing PE licenses.

10. 10 Why Participate in a Teacher In-Service Program? Enhance the level of technological literacy of: l Teachers l Students l The local school community

11. 11 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 career choice. l Encourage IEEE member participation.

12. 12 Have fun. Why Participate in a Teacher In-Service Program?

13. 13 TISP Presentations by Section l Chattanooga, TN l Miami, FL l Florida West Coast l Santa Clara, CA l Philadelphia, PA l North Jersey, NJ l Republic of South Africa l St. Louis, MO l Central Indiana l Jamaica l Atlanta, GA l Richmond, VA l Central North Carolina

14. 14 Metrics To Date l Thirty-five+ presentations to date l More than 775 pre-university educators have participated l Science, technology and mathematics educators l These educators represent 82,000+ students

15. 15 Metrics To Date Cont’d 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

16. 16 $500 to $1,000 per year will sustain a very active teacher in-service program. Counting the Cost

17. 17 Re-useable materials and hardware. Counting the Cost

18. 18 Counting the Cost Expendables

19. 19 Counting the Cost l Reproduction costs l Often donated in kind. l Refreshments.

20. Build Your Own Robot Arm Region 4 Indianapolis, Indiana Brad Snodgrass, Central Indiana Section Douglas Gorham, Educational Activities 17 June 2006

21. 21 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

22. 22 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

23. 23 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.

24. 24 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

25. 25 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?

26. 26 Tying topics to state standards. State Standards Exercise

27. 27 How to Begin? Two pronged approach: l Build relationships with school districts. l Build interest in members.

28. 28 Recruiting Volunteers l Articles placed in Section newsletters l Announcements l At chapter meetings l At section executive committee meetings l Informal contacts with members l Members can choose to be presenters or coaches l Life members are good candidates

29. 29 Qualities Needed l Tactful communicator. Willing to play the role of classroom assistant. l New methods of teaching - with less telling and more doing. l Enjoy immediate gratification.

30. 30 Choose Topics l Tie to state education standards. l Choose topics of interest to section members. l Emphasize “hands-on” activities. l Think low cost - under $100 to replicate for a class. l Simply ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed.

31. 31 l “Rocket Cars and Newton’s Laws” l “Build Working Models With Household Items” l “The Orbit of Planet Gamma” l “Learn to Program and Test Robots For Classroom Use” l “Everything You Wanted To Know About Electric Motors But Were Afraid To Ask”, Sample Teacher In-service Presentation Topics

32. 32 Sample Teacher In-service Presentation Topics Cont’d l “How Do We Communicate Using Radio Waves” l “Get Connected With Ohm’s Law” l “Effective Lighting” l “Build Your Own Robot Arm” l “Simple Machines” l “Light Waves and Spectroscopes”

33. 33 Plan Times and Places l Special Events l USF Engineering EXPO, all day, February, prelude to Engineer’s Week l Teacher Conferences, e.g. Florida Association of Science Teachers or Florida Technology Educators Association l National teacher organizations that happen to meet nearby l Places l College Campuses, hotel meeting rooms

34. 34 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 email address l Consider sending a follow-up postcard to attendees

35. 35 Lessons Learned l Contact the school principal directly to let him know that your section is planning an event at his school. l Have telephone or cell phone numbers for at least two contacts at the school. l If possible, visit the school several days before the presentation. l Use a cart for moving materials from volunteers’ cars to classrooms. l If your presentation requires electric power, bring several extension cords and multi- outlet power strips. l Exchange cellular telephone or pager numbers among all the section member volunteers. l Provide each section member volunteer with good directions to the school.

36. 36

37. 37 Teacher In-service Presentations

38. 38 Panel Discussion

39. Expense Reports l Send expense report to: Chris Salicco, Allison Ickowicz or Doug Gorham IEEE—Educational Activities 445 Hoes Lane Piscataway, NJ 08854-1331 c.salicco@ieee.org, a.m.ickowicz@ieee.org, d.g.gorham@ieee.org 732 562 5492 (Chris) l Include receipt even if you direct billed your flight

40. Questions? Comments?