1

IEEE Activities in
Pre University Education

Moshe Kam
IEEE Educational Activities

June 2006

2
A Few Words about IEEE
IEEE is the largest professional engineering association in the
world
367,000 members in 150 countries
A 501(c)3 organization in incorporated in New York

Originally concentrating on power engineering and
communications IEEE at present spans technical interests
across the spectrum of technology
From nanotechnology to oceanic engineering

In many respects IEEE has become the steward of
Engineering
3
What is IEEE?
A membership organization

A major creator and guardian of technical IP

A mechanism to bring people of common technical interests
together
both geographically and disciplinarily

A guardian of the future of Engineering

An implementer of technology-related public Imperatives

4
What is IEEE?
A membership organization

A major creator and guardian of technical IP

A mechanism to bring people of common technical interests
together
both geographically and disciplinarily

A guardian of the future of Engineering

An implementer of technology-related public Imperatives

5
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
6
What is the Problem?

Flat or declining engineering enrollments in most
developed nations
Coupled with disappointing performance of youth in Mathematics
E.g., free fall in Scandinavia
Insufficient number of engineers and engineering
educational programs in most developing countries
Asia is far behind Europe and the US in number of engineers per
capita
Women & minority students conspicuously under-
represented
Public perception of engineers/ engineering/ technology is
largely misinformed
Resulting in early decisions that block the path of children to
Engineering




7
Percentage of Science Degrees
Awarded
4
1
.
8
3
6
3
2
.
4
1
8
.
4
1
5
.
6
3
9
.
5
3
1
.
5
2
4
.
2
1
5
.
9
1
5
3
8
.
4
3
1
2
5
.
9
1
5
.
7
1
4
.
9
0
5
10
15
20
25
30
35
40
45
50
1999 2001 2002
South Korea
Germany
Czech Rep.
USA
Norway
Science degrees include life sciences,
physical sciences, mathematics, statistics,
computer sciences, engineering,
manufacturing, and building
Source: Organization of
Economic Cooperation and
Development
8
BS Degrees Awarded (US)
Source: U.S. Department of Education, National Center for Education
Statistics
9
Who inside IEEE is active in this
area?

The IEEE Educational Activities Board (EAB)

The IEEE Regional Activities Board (RAB)

IEEE-USA
10
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


11
Objective 1: Engineering in the
classroom
Institutionalization of 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


12
Objective 2:
Engineering Associations, Unite!
Center for Pre-University Engineering Education

A multi-association organization
With partners such as ASCE, ASME, IEE, SEE

It is about ENGINEERING, not Electrical Engineering

Ideally: the resource of choice for pre-university cooperation
with Engineering Associations



13
Objective 2:
Engineering Associations, Unite!
Center for Pre-University Engineering Education

A multi-association organization
With partners such as ASCE, ASME, IEE, SEE

It is about ENGINEERING, not Electrical Engineering

Ideally: the resource of choice for pre-university cooperation
with Engineering Associations

If we cannot achieve unity we should document the
failure and conclude that we are alone to lead the field.




14
Objective 3: Strong On-line
presence
New on-line portals for students, teachers,
school counselors, and parents

Educational and entertaining
Focused on the audience

From lesson plans for teachers to games for
students

Ideally: the premier on-line resource on
engineering for pre-university students

15
The Teacher In Service
Program
IEEE Section engineers develop and present
technology-oriented projects to local pre-university
educators

Started at the Florida West Coast Section in 2001

Lesson plans in English and Spanish for teachers
and engineers

Lesson plans matched to educational standards


16
The Teacher In Service
Program
IEEE Section engineers develop and present
technology-oriented projects to local pre-university
educators

Started at the Florida West Coast Section in 2001

Lesson plans in English and Spanish for teachers
and engineers

Lesson plans matched to educational standards


17
Rotational Equilibrium:
A Question of Balance
Demonstrate the concept of rotational
equilibrium, by building and testing a
Mobile
18
Build working models
with household items

19
What have we done in 2005?
Pilot training workshop in Region 3

65 participants, from 23 Sections, in Atlanta, GA

Whole day workshop on lessons, association with
educational standards and working with schools
Plus half a day of a simulated TISP session

Feedback: multiple groups organizing training sessions
in Southeastern US and Jamaica
20
Atlanta, 22 July 2005
21
What has happened since?
22
Central North Carolina Section
Performed a TISP presentation to eight (8) Science Teacher Chairs in
November 2005

Gave a TISP presentation to high school Science Club students on 8
February 2006

Made another TISP presentation on 15 February to 12 High and Middle
school teachers

Have a meeting scheduled to speak with Middle School Teacher Chairs
in March 2006

Have 12 local engineers/volunteers committed to TISP

Founded a TISP steering committee for the Section
23
Central North Carolina Section
TISP event

24
Atlanta Section
Held a TISP workshop on 7 November 2005 at Marietta Center for Advanced
Academics

Presented an overview of TISP at a teacher workshop on 11 February 2006

Currently working with a high school teacher to develop hands-on activities for
Algebra 1 to show examples of how Algebra is applied in engineering

Working with a local parent to develop new TISP lesson plans

Presenting a TISP workshop to Marietta Center for Advanced Academics (a
magnet school for grades 3-5) on 20 February

Presenting TISP modules at the Morningside Elementary Family Science Night
on 23 February

25
Additional impact in Region 3
Florida West Coast Section

Held a high school TISP presentation on 19 April
motor controllers

Held a TISP presentation at the University of Central Florida
on April 28

Mississippi Section

Plans a TISP presentation for summer 2006 at a teacher
workshop conducted at Mississippi State University
"Introduction to Engineering for Teachers and Counselors"

26
What are we doing in 2006?
A Region 3 refresher

Expand to

Region 1 (Boston, MA)
Region 4 (Indianapolis, IN)
Region 8 (South Africa)
Region 10 (Malaysia)

27
Sponsors of our activities


Region 1 (Boston, MA)
Region 4 (Indianapolis, IN)
Region 8 (South Africa) RAB
Region 10 (Malaysia) RAB

IEEE-USA
IEEE-USA
28
What are we doing in 2006?
Expanding to Industry
Lockheed Martin is the first participant

Ask IEEE Technical Activities Board
(TAB) to develop new lesson plans
We are also exploring with TAB the idea of
parallel conferences to young people next
to major established conferences
29
What will we do in 2007?
Expand to

Region 2 (Baltimore)
Region 5 (Denver)
Region 9 (Argentina)
Region 10 (Hong Kong)

30
On Line Portal
Tryengineering.org
31
The Web provides us
with high potential for reachability
A successful portal can become a major
resource for students, parents, school
counselors, and teachers
But success is difficult in an ever-crowded medium

Effort needs to be coupled with more modern
tools
Instant messaging, podcasts
32
What information is needed on
line?
We met with school counselors and
Engineering Associations

Need on line tools for identifying formal and
informal engineering education opportunities

Engineering associations that participated in our
discussions
ACM, AIChE, AIAA, ASME, ASCE, IEE, JETS, SAE,
SEE, Sloan Career Cornerstone Center
33
What information is available on
line?
We conducted a comprehensive review of
engineering education resources
By EAB and consultants

Conclusions:
Many Engineering Resources are actually
focusing on Science and Mathematics
Resources for teachers are largely inadequate
Wrong message is sent about the nature of
engineering and the life of engineers

34
From Collegeboard.com: Law
It helps to be Are you ready to
fascinated by the
relationship between law
and society
engage in intense
discussion of
thorny legal
problems ?
35
From Collegeboard.com:
Broadcast Journalism
It helps to be Are you ready to
sharp of mind and quick
of tongue
learn how to find and
interview sources?
36
From Collegeboard.com:
Civil Engineering
It helps to be Are you ready to
A problem-solver whos
creative, curious, logical,
and a fan of math.
Spend hours and
hours working on
problem sets and
design projects?
37
From Collegeboard.com:
Mechanical Engineering
It helps to be Are you ready to
A fan of science and
math, a creative problem
solver, and someone who
likes to take things apart
to find out how they work.
Rely on your math
skills? Master difficult
scientific concepts?
Take on a heavy
course load? Spend
five years as an
undergrad
38
From Collegeboard.com:
Electrical Engineering
It helps to be Are you ready to
A fan of science and
math whos curious
about the way things
work

Spend hours building
detailed, complicated
systems
Try, try, and try again
when at first a project
doesnt succeed
39
Good existing model
Tryscience.org
Your gateway to experience the excitement of
contemporary science and technology through on and offline
interactivity with science and technology centers worldwide.
Science is exciting, and it's for everyone!

Partnership between
IBM
the New York Hall of Science
the Association of Science-Technology Centers
Science centers worldwide

40
Next step tryengineering.org
Companion site to tryscience.org

Comprehensive

Ultimate Audience: young people ages 9-18

Designed to convey excitement about engineering and design
Can-do attitude
Hands-on experience
Positive image of the engineering process and engineering

Discover the creative engineer in you


41
Tryengineering.org
A portal for students, parents, school
counselors and teachers
School search
By location, program, environment
Day in the life of an
engineer
Hands-on and virtual
projects
Lesson plans for teaching
engineering design
Ask an engineer
Brought to you by SAE
Ask a student
Brought to you by JETS
Games Summer camps, internship
opportunities
42
Exploring TryEngineering
Life of an
Engineer
Find
profiles of
engineering
disciplines

Becoming an
Engineer
Learn about
preparation
tips, Degree
Fields

University
Finder
Search a
database of
accredited
programs
Lesson Plans
Download
activities that
are aligned to
Standards with
Engineering
Content

Ask an Expert
Pose questions
to Engineers
or
Undergraduate
Students

Play Games
Find links to
online game

43
44
Unique features
School search

Ask an Engineer
To be managed by SAE

Ask a Student
To be managed by JETS
45
Current status
TryEngineering.org is on line
Please visit and provide us with feedback

We will have a quiet launch between now
and late August
We already had several thousand visitors in the
first week

Advertising campaign in late August early
September
46
Our partners

The IEEE Foundation

United Engineering Foundation

ASME

ASCE

National Association for College Admission Counseling (NACAC)

American School Counselor Association (ASCA)

IBM and the New York Hall of Science

National Academy of Engineering














47
Design and Build a
Better Candy Bag

Region 4
Indianapolis, Indiana

Brad Snodgrass, Central Indiana Section
Douglas Gorham, Educational Activities

48
Principles & Standards
for School Mathematics
Geometry:
Use visualization, spatial reasoning, and geometric
modeling to solve problems
Analyze characteristics and properties of two- and
three-dimensional geometric shapes and develop
mathematical arguments about geometric
relationships
Problem Solving:
Recognize and apply geometric ideas in areas outside
of the mathematics classroom
Apply and adapt a variety of appropriate strategies
Communication:
Communicate mathematical thinking coherently and
clearly to peers, teachers, and others
49
National Science
Education Standards

Standard E: Science and Technology

Abilities to distinguish between natural
objects and objects made by humans
Abilities of technological design
Understandings about science and technology
Communicate the process of technological
design
50
Standards for
Technological Literacy
Students will develop an understanding of
Standard 8. the attributes of design.
Standard 10. the role of troubleshooting, research
and development, invention and innovation, and
experimentation in problem solving.
Students will develop
Standard 11. the abilities to apply the design
process.
Standard 20. an understanding of and be able to
select and use construction technologies.
51
Outline and Procedures
Divide into pairs
Brainstorm and create a sketch of your design
Build a model of your design with given materials
Calculate the approximate volume of the bag
Predict how much weight the bag might hold
Test the strength of your bag
Discuss and agree upon a redesigned bag
Rebuild your prototype bag
Retest the strength of your bag
Answer reflection questions as a team
52
Reflection

What was one thing you liked about
your design?
What is one thing you would change
about your design based on your
experience?
How did the materials provided impact
your design?
How might you incorporate this activity
into your classroom instruction?