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  • 1. + Teacher In Service Program in Uruguay Why Are We Here? Introduction by Moshe Kam IEEE Educational Activities May 2009
  • 2. + 2 Outline Our Organization: IEEE  IEEE’s Educational Activities  Why is IEEE interested in promoting  engineering in the pre-university education system in Uruguay? What do we plan to do in this workshop  What are the long term benefits and  expectations?
  • 3. + 3 Our Organization – IEEE An international professional association dedicated  to the theory and practice of electrical, electronics, communications and computer engineering as well as computer science, the allied branches of  engineering, and related arts and sciences  Established 125 years ago  Operating in 150 countries  Has approximately 380,000 members The largest technical professional association in the world   $350M annual budget  Headquarter in New York City, NY, USA  Employs approximately 1000 staff members
  • 4. IEEE Membership By Region 4 31 December 2007 R7 – 15,947 R1 to 6 – 212,838 R10 67,157 R1 – 37,973 R2 – 32,363 R3 – 30,782 R8 – 64,976 R4 – 23,555 R5 – 29,020 R9 – 15,410 R6 – 59,145 Reflecting the global nature of IEEE, R8 and R10 are now the two largest IEEE Regions
  • 5. Total IEEE Membership 5 1963 - 2007 2007 1993 1983 1973 1963
  • 6. + 6 IEEE volunteers  Key to IEEE success  About 40,000 individuals who give at least 4 hours a week to the organization Local Section Chair  Associate editor of a Journal  Member of the Financial Committee of the Technical Activities  Board Chair of a committee that develops a Standard   The organization is run by volunteers  From the President and CEO to the local Section Chair major decisions are made by volunteers  An attempt to quantify the work done by volunteers estimated $2bn-$3bn
  • 7. + 7 IEEE’s principal activities (1)  Organizing the professional community  Based on geographic distribution and areas of interest  Publishing technical and scientific literature on the State of the Art  Organizing conferences on relevant technical and scientific matters
  • 8. + 8 IEEE’s principal activities (2) Developing technical standards   Approximately 900 standards at present educational activities for Developing professionals and for the public  Includingstudents and teachers in the pre- university system Improving understanding of engineering  technology and computing by the public Recognizing the leaders of the profession   Awards and membership grades
  • 9. + 9 What are we trying to do…  …advance global prosperity by Fostering technological innovation   Enabling members' careers  Promoting community worldwide for the benefit of humanity and the profession  • Key to success: early recognition of new fields • In 1884 – power engineering • In 1912 – communications • In 1942 – computing • In 1962 – digital communications • In 1972 – networking • In 1982 – clean energy • In 1992 – nanotechnology • In 2002 – engineering and the life sciences
  • 10. + 10 Sample Activities: Regional Organizations IEEE organizes professionals in its fields of  interest into local Sections  There are 330 local Sections worldwide  Uruguay has a single Section  200 members – including 42 undergraduate students and 15 Graduate Student Members  32 Senior Members  48 members of the IEEE Computer Society  29 members of the IEEE Communication Society  22 members of the IEEE Power and Energy Society
  • 11. + 11 More on the IEEE Uruguay Section Student Branches Society Chapters Communications  Universidad ORT 12  Computers  Universidad Mayor De La Republica  Control Systems  Oriental Del Uruguay 4 Engineering in Medicine and Biology  Universidad Católica del Uruguay 10  Instrumentation and Measurements  Power and Energy  [Universidad del Trabajo del Uruguay]  Solid State Circuits  Technology Management 
  • 12. + 12 More on the IEEE Uruguay Section Student Branches Society Chapters Communications  Universidad ORT 12  Computers  Universidad Mayor De La Republica  Control Systems  Oriental Del Uruguay 4 Engineering in Medicine and Biology  Universidad Católica del Uruguay 10  Instrumentation and Measurements  Power and Energy  [Universidad del Trabajo del Uruguay]  Solid State Circuits  Call for Action: Technology Management Let us consider reviving the IEEE  Uruguay Student Branches!
  • 13. + 13 Sample Activities: Standards IEEE develop standards in several areas,  including: Power and Energy  Transportation and Healthcare Biomedical Nanotechnology Information Technology Information Assurance
  • 14. + 14 More Specific Standardization Areas  Intelligent highway systems and vehicular technology  Distributed generation renewable energy  Voting Equipment Electronic Data Interchange  Rechargeable Batteries for PCs  Motor Vehicle Event Data Recorder  Public Key Infrastructure Certificate Issuing and Management  Components Architecture for Encrypted Shared Media Organic Field Effect Technology
  • 15. + Sample Activities: Education TryEngineering.org An activity of the IEEE Educational Activities Board (EAB)
  • 16. 16
  • 17. 17
  • 18. 18
  • 19. + 19 www.TryEngineering.org  IEEE’s pre-university education portal  For students, parents, teachers and school counselors Ajoint project of IEEE, IBM, and the New York Hall of Science  Non-IEEE investment of approximately $2.5M  US/Canada version was launched on June 2006
  • 20. TryEngineering.org 20 A portal for school counselors, teachers, parents and students Explore Engineering – University search By location, program, environment Discipline Descriptions, Day in the Life of an Engineer, Preparation Tips 25 countries, 1739 universities Virtual Games 54 lesson plans for teaching engineering design Ask an Expert – Ask an Undergraduate Student Engineer, Ask a Student Advice Student opportunities – E-Newsletter summer camps, fellowships, etc. 20
  • 21. 21
  • 22. + 22 Most Requested Lesson Plans Build your own robot arm Series and Parallel Circuits Pulleys and Force Cracking the Code (bar codes) Electric Messages Adaptive Devices
  • 23. University Searches: 25 Countries + 23 Mexico  Argentina  Australia  New Zealand  Austria  Pakistan  Belgium  Portugal  Brazil  Russia  Canada  Singapore  France  South Africa  Germany  Switzerland  India  Taiwan  Ireland  Japan Turkey   Korea  United Kingdom  Malaysia  United States 
  • 24. Languages 中文 Chinese Deutsch German Español Spanish Français French 邦人 Japanese Português Portuguese русский Russian
  • 25. 25 TryEngineering Progress  Available in English, Chinese, French, Spanish, German, Russian, Japanese, Portuguese  Statistics (as of 1 April 2009) 2.5 MILLION HITS IN 2007 … 4.5 MILLION HITS IN 2008  44,193 = average # of visitors per month 67,006 = highest number of total unique visitors (May 08)   248,951 = average # of page hits per month  9838 = average number of university searches per month  4228 = questions submitted to Ask an Expert  14197= the average number of lesson plans downloaded per month  Visitors come from the US, India, China, Canada, UK and scores of other countries
  • 26. 26
  • 27. + Sample Activities: Education Teacher In Service Program An activity of the IEEE Educational Activities Board (EAB)
  • 28. + 28 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  Designed to highlight engineering design principles
  • 29. + 29 The Teacher In Service Program IEEE Volunteers Train volunteers   IEEE Section Members Teachers  IEEE StudentMembers  Teachers and Instructors Students  …using approved lesson plans on engineering and engineering design  IEEE members will develop and conduct TISP training sessions with Teachers  Teachers will conduct training sessions with Students
  • 30. Our Overall TISP Goals + 30  Empower IEEE Section “champions” to develop collaborations with local pre-university education community to promote applied learning  Enhance the level of technological literacy of pre- university educators  Encourage pre-university students to pursue technical careers, including engineering  Increase the general level of technological literacy of pre- university students  Increase the level of understanding of the needs of educators among the engineering community  Identify ways that engineers can assist schools and school systems
  • 31. + Why TISP in URUGUAY? Why is Uruguay of Interest to IEEE Educational Activities?
  • 32. + 32 OECD PISA Program OECD = Organization for Economic Cooperation and Development  Established1961  30 Countries  Budget: Euro 303M  PISA =Programme for International Student Assessment
  • 33. + 33 Objectives of PISA Review of OECD Statistics (PISA 2006) Are students well prepared for future challenges?  Can they analyze, reason and communicate effectively?  Do they have the capacity to continue learning throughout life?  Surveys of 15-year-olds in the principal industrialized countries.  Every three years, it assesses how far students near the end of  compulsory education have acquired some of the knowledge and skills essential for full participation in society Uruguay is not an OECD member but it participated in PISA 2001  and PISA 2006
  • 34. Why is Uruguay of Interest to IEEE + 34 Educational Activities Review of OECD Statistics (PISA 2006) Uruguay’s science score in the OECD table was 428  Ahead of Argentina, Brazil, and Colombia  Below the scores of all OECD countries except for Turkey and  Mexico  UK: 515; France: 495; Germany: 516; Australia: 527 Uruguay was…  Below OECD average in the scales of reading, mathematics and  science Uruguayan Students demonstrated…  Relative strength in the area “Living Systems” and in “Using  Scientific Evidence” Relative weakness in the area “Earth and Space Systems”  Source: PISA 2006
  • 35. France Croatia + Iceland 35 Latvia Science Scores United States Slovak Republic Spain Finland Top Lithuania Hong Kong-China Norway Canada Luxembourg Chinese Taipei Russian Federation Estonia Italy Japan Portugal New Zealand Greece Australia Israel Netherlands Chile Liechtenstein Serbia Korea Bulgaria Slovenia Uruguay Uruguay Germany Turkey United Kingdom Jordan Czech Republic Thailand Switzerland Romania Macao-China Montenegro Austria Mexico Belgium Indonesia Ireland Argentina Hungary Brazil Sweden Colombia Poland Tunisia Denmark Azerbaijan France Bottom Qatar Croatia
  • 36. + 100 150 200 250 300 350 400 450 500 550 600 700 750 650 Performance Finland Hong Kong-… New Zealand Canada Australia Japan Netherlands Source: PISA 2006 Korea Liechtenstein Chinese… Estonia Belgium United… Switzerland Ireland Germany Slovenia France Macao-China Austria Czech… Sweden Croatia Denmark Iceland United States Hungary Latvia Poland Spain Luxembourg Lithuania Portugal Uruguay is slightly below OECD average Norway Slovak… Russian… Italy Greece Israel Chile Uruguay * Knowledge about Science Serbia Bulgaria Turkey Thailand Mexico Romania Jordan Montenegro Argentina Colombia Brazil Tunisia Indonesia Azerbaijan 36 Qatar Kyrgyzstan
  • 37. + 150 200 250 300 350 400 450 550 600 650 700 750 500 Performance Finland Hong Kong-China Canada Chinese Taipei Estonia Japan New Zealand Source: PISA 2006 Australia Netherlands Liechtenstein Korea Slovenia Germany United Kingdom Czech Republic Switzerland Macao-China Austria Belgium Ireland Hungary Sweden Poland Denmark France Croatia Iceland Latvia United States Slovak Republic Uruguay is below the OECD average Spain Lithuania Norway Luxembourg Russian… Italy Portugal on the science scale Greece Israel Chile Serbia Bulgaria Uruguay * Turkey Jordan Thailand Romania Montenegro Distribution of student performance Mexico Indonesia Argentina Brazil Colombia Tunisia Azerbaijan 37 Qatar Kyrgyzstan
  • 38. + % 100 100 0 80 60 40 20 20 40 60 80 Finland Estonia Hong Kong-China Canada Macao-China Korea Level 1 Chinese Taipei Japan Source: PISA 2006 Australia Liechtenstein Netherlands New Zealand Slovenia Hungary Germany Below Level 1 Ireland Czech Republic Switzerland Austria Sweden United Kingdom Croatia Poland Level 2 Belgium Latvia Denmark Spain Slovak Republic Lithuania Iceland Level 3 Norway France Luxembourg Russian Federation Greece United States Portugal Level 4 Italy Israel on the science scale Serbia Chile * Uruguay Bulgaria Jordan Thailand Level 5 Turkey Romania Montenegro Mexico Argentina Distribution of student performance Colombia Brazil Level 6 Indonesia Tunisia Azerbaijan Qatar Kyrgyzstan 38
  • 39. 300 350 400 450 500 550 600 Score + Azerbaijan Czech Republic Hungary Jordan Slovak Republic Kyrgyzstan Slovenia Chinese Taipei Bulgaria Source: PISA 2006 Estonia Norway Qatar Poland Macao-China Serbia Sweden Lithuania Austria Montenegro Russian Federation Romania Italy Indonesia Denmark Germany Finland Greece Knowledge about science Croatia Thailand Hong Kong-China Uruguay’s scores are relatively low Spain Iceland United States Latvia Japan Knowledge of science Turkey Mexico United Kingdom Canada Brazil Korea Ireland on the knowledge of science scales Luxembourg Switzerland Portugal Liechtenstein Tunisia Netherlands Chile Mean score on the knowledge about science and Argentina Australia Uruguay New Zealand Belgium Colombia 39 Israel France
  • 40. + 350 400 450 500 550 600 Score France --- Japan -- Liechtenstein - Iceland --- Belgium -- Source: PISA 2006 United States - Netherlands - Sweden - Czech Republic o Slovak Republic o Canada - Norway o Spain o Australia o Italy o Luxembourg o Hong Kong-China o Macao-China o New Zealand o Ireland o Denmark o Uruguay’s scores are relatively low Austria o Thailand o Portugal o Turkey o Germany o Hungary o Latvia o Switzerland o Finland o Uruguay o Mathematics Score 2002-2006 Poland o Korea o Tunisia o Russian Federation o Brazil ++ Greece +++ Mexico +++ Indonesia +++ 40
  • 41. IEEE Volunteers Teachers Students + What are we going to do here today and tomorrow?
  • 42. The Teacher in Service Program “Engineering in the Classroom”
  • 43. + 43 The Teacher In Service Program (TISP) Aprogram that trains IEEE volunteers to work with pre-university teachers  Based on approved Lesson Plans  Prepared by IEEE volunteers  Tested in classrooms  Associated with Education Standards  Designed to highlight engineering design principles  The cost is less than $100 for a class of 30
  • 44. + 44 The Basic Approach – Lesson Plans  IEEE volunteers and consultants develop lesson plans that highlight an engineering design topic How to build a balanced mobile (rotational equilibrium)  How to design a sail for a ship (aerodynamic design)   The lessonplans are geared toward pre-university students and are tested in the classroom  Materials for a 30-student class cost no more than $100
  • 45. + 45 How does it work?  Volunteers of an IEEE Section organize a TISP training event Such as what we are doing here today   EAB provides logistical support and instructors  Volunteers gather for a day and a half of training With teachers and school administrators   Volunteers spread the program in their school districts
  • 46. + 46 Volunteer Training  Key questions to be discussed in training: How to conduct a training sessions for teachers using the TISP  lesson plans? How to approach the school system to engage teachers?  How to align a lesson plan with local education criteria?   Teachers and officials from the education establishment participate in the training sessions
  • 47. + 47 After The Training… IEEE volunteers work with the school system  to conduct training sessions for teachers Teachers use the training sessions and the lesson plans to educate their students IEEE Volunteers IEEE participates in paying for the program Teachers  In the first year, EAB pays the materials and Students supplies expenses for TISP sessions for teachers  In subsequent years, funding is the responsibility of the IEEE Section
  • 48. + 48 Lesson plans The lesson plans are organized in two versions  For the teacher  For the student The lesson plans arealigned with educational standards
  • 49. + 49 Sample Lesson Plans Build a better candy bag Rotational Equilibrium (mobile) Understand and apply bar codes
  • 50. + 50 Lesson Plans  Everything You Wanted to  Get Connected with Ohm’s Law Know About Electric Motors But Were Afraid to Ask  Design and Build Your Own  Rocket Cars and Newton’s Robot Arm Laws  Learn to Program and Test  Effective Lighting Robots for Classroom Use
  • 51. Lesson Plans Give Binary A Try Computer arithmetic and ALU design Hand Biometrics Technology Biometrics Sail Away Watercraft design Simple Kitchen Machines Simple Machines Dispenser Designs Design: user satisfaction, costs, materials Engineering Ups and Downs Elevators Build a Big Wheel Ferris Wheels
  • 52. + 52 Lesson Plans  Engineering Air Traffic  Sort it Out  Pipeline Challenge  Sticky Engineering Challenge  Infrared Investigations  Ship the Chip  Hull Engineering  Move That Lighthouse!  Engineered Sports  A Question of Balance  Engineered Memory  Wind Tunnel Testing  Program Your Own Game
  • 53. + 53 Teacher In-Service Program Presentations  To date, over 113 TISP presentations have been conducted by IEEE volunteers  TISP presentations have reached over 2600 pre- university educators  This reach represents more than 285,000 students each academic year
  • 54. 54
  • 55. + 55 2006-2007  Boston  Piura, Peru  Indianapolis  Rio de Janeiro  Putrajaya, Malaysia  Baltimore  Cape Town  Dallas
  • 56. + 56 2008-2009  Shenzhen  Los Angeles  Montreal  San Francisco  Montevideo  Cordoba (Argentina)  Guayaquil, Ecuador  Port of Spain  San Juan, PR
  • 57. 57
  • 58. Montevideo , May 9-10 2009 + 58  A full-scale TISP training for volunteers  We expect a large number of teachers and IEEE Student Members  We are looking for volunteers who will follow up and take the activities to the schools  Success of the program will be measured by the number of pre-university students that it reaches
  • 59. T + 59 Guayaquil, Ecuador, Nov 3-4 2009 A training session for student branches  Based on the success of the student branch session in Piura, Peru A new TISP model
  • 60. + 60 What are we going to do here?  Demonstrate four (4) lesson plans:  Sort it out (sorting of coins)  Ship the Chip (packaging)  Critical Load (elementary structures)  Pulleys and force how to develop and use the TISP Discuss in Uruguay Fun! Have
  • 61. + 61 Who is in the audience?  Teachers from the Uruguayan Educational system volunteers IEEE  Mostly from Uruguay  Including IEEE Student Members Other interested individuals from…  TheUruguayan Education System  Uruguayan universities
  • 62. + 62 Who is here to help?  With lesson Plans…  Members of IEEE Staff – Educational Activities Department  IEEE volunteers from South America and the US  With implementing the Program…  Officials from the Uruguayan Educational System  IEEE Uruguay Section Volunteers
  • 63. + 63 Expectations from IEEE Volunteers Organize TISP sessions throughout the pre- university education system in Uruguay Communicate with EAB for guidance, information exchange, and funding Organize a task forcewithin the IEEE Uruguay Section to make TISP a permanent program of the Section Arrange forbudgeting through the Region, and IEEE Boards (MGAB, EAB)
  • 64. + 64 Expectations from IEEE Students Revive the IEEE student branches in Uruguay Make TISP a regular activity of Uruguay’s IEEE student branches Help organize TISP sessions in the pre- university education system in Uruguay  Especially in your own former schools Participate in the Region 9 TISP task force
  • 65. + 65 Region 9 Volunteers!
  • 66. + 66 Expectations from Teachers Use the TISP approach in your classroom Work with the IEEE Uruguay Section to organize TISP training sessions for teachers  Report to the Section what lessons have been learnt from the program  Indicate what lesson plans were or were not successful, and what additional lesson plans would be required
  • 67. Our Overall TISP Goals + 67  Empower IEEE Section “champions” to develop collaborations with local pre-university education community to promote applied learning  Enhance the level of technological literacy of pre- university educators  Encourage pre-university students to pursue technical careers, including engineering  Increase the general level of technological literacy of pre- university students  Increase the level of understanding of the needs of educators among the engineering community  Identify ways that engineers can assist schools and school systems
  • 68. + 68 Questions or Comments?