The document discusses strategies for maintaining a successful outreach program for a section of the Society of Women Engineers. It provides details on finding community partners, designing engaging activities, encouraging member volunteers, and sustaining impact over time. Key recommendations include designating an outreach chair, establishing clear expectations, scaling activities for different audiences, recognizing volunteer contributions, and managing leadership transitions to ensure continuity of the program.
This document provides guidance on obtaining a first academic position, including strategies for the application and interview process. It discusses the key components of an academic application, such as the cover letter, CV, teaching statement, research statement, and letters of reference. It also reviews what search committees look for in candidates and how to emphasize relevant qualifications. The document then covers preparing for and participating in academic interviews, including phone and on-site interviews. It provides tips for making presentations, asking questions, and handling unexpected situations during the interview process.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
This document provides an overview of guided inquiry stages, potential instructional interventions, and evidence/assessment strategies for a history assignment. It summarizes each stage of inquiry for students researching topics in modern history. At each stage, it outlines lessons, activities, and interventions to support students' research processes. Formative and summative assessments are noted, including reflection sheets, notetaking grids, and the final essay. The document reflects on what worked well and challenges at different points, and strategies for improvement.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
This document provides an overview of the AMORES project, which aimed to motivate learners to read in European schools through digital literacy and creativity. It involved 400 students across 5 schools in different countries. Baseline data found a need to address boredom with reading. The response involved a focus on creativity, collaboration, and constructionist learning. Teachers participated in workshops to enhance digital skills. Outcomes included examples of engaging digital artifacts students created after reading, showing deeper engagement with stories. The project found evidence that creative digital projects helped some reading concepts stick in students' minds.
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
This document provides guidance on obtaining a first academic position, including strategies for the application and interview process. It discusses the key components of an academic application, such as the cover letter, CV, teaching statement, research statement, and letters of reference. It also reviews what search committees look for in candidates and how to emphasize relevant qualifications. The document then covers preparing for and participating in academic interviews, including phone and on-site interviews. It provides tips for making presentations, asking questions, and handling unexpected situations during the interview process.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
This document provides an overview of guided inquiry stages, potential instructional interventions, and evidence/assessment strategies for a history assignment. It summarizes each stage of inquiry for students researching topics in modern history. At each stage, it outlines lessons, activities, and interventions to support students' research processes. Formative and summative assessments are noted, including reflection sheets, notetaking grids, and the final essay. The document reflects on what worked well and challenges at different points, and strategies for improvement.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
This document provides an overview of the AMORES project, which aimed to motivate learners to read in European schools through digital literacy and creativity. It involved 400 students across 5 schools in different countries. Baseline data found a need to address boredom with reading. The response involved a focus on creativity, collaboration, and constructionist learning. Teachers participated in workshops to enhance digital skills. Outcomes included examples of engaging digital artifacts students created after reading, showing deeper engagement with stories. The project found evidence that creative digital projects helped some reading concepts stick in students' minds.
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
The document summarizes a staff development day focused on project-based learning (PBL). It describes the agenda for the day which includes orienting teachers to PBL, defining PBL, discussing elements of effective projects, and sharing examples of what PBL looks like in the classroom. It also provides guidance on developing driving questions to guide student projects and assessments of student learning in a PBL model.
This document provides information for a World Regional Geography course. It outlines key details about the class including the professor, meeting times and location, required materials, assignments and grading. Students will study major world regions, learning about their cultures, landforms, climates and economies. Assignments include exams, quizzes, worksheets, group presentations and weekly discussion posts about assigned regions. The course aims to enhance students' understanding of global geography and contemporary issues.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
P2PU: Peer Learning Fueled by Open Content Karen F
P2PU is a free online platform for peer learning fueled by open content. It offers study groups, courses, and challenges in various schools including education, social innovation, and the mathematical future. Learning is designed to be hands-on, driven by learner needs, and involve active discussion and collaboration rather than just reading. Pilot programs showed positive response but also that time is limited for participants and online peer learning is new for many. Upcoming terms will offer new groups and courses focused on writing, connected learning, and hacking poems through remixing existing works.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
This document discusses introducing STEAM (science, technology, engineering, arts, and math) programs and activities in public libraries. It defines STEAM as incorporating creativity and open-ended learning. The document provides examples of preschool and school-age STEAM programs, focusing on introducing concepts, hands-on activities, and facilitating interest in STEAM subjects. It also discusses STEAM services libraries can offer like activity stations, displays, and readers' advisory, as well as resources libraries can draw from such as books, blogs, websites, community partners, and grants.
Opening Your Classroom, Flattening Walls with Skype & Google + sabehrens
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
This document provides an overview of the syllabus and course requirements for a World Regional Geography course. It outlines key details such as class meeting times and location, instructor contact information, required textbooks, course objectives, assignments including presentations, exams and quizzes, grading breakdown, class policies, and resources for students. The course will introduce students to the major culture regions of the world through studying geography, climate, economics, politics and other regional characteristics.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Managing informal learning spaces outside the classroom to create an effectiv...SHU Learning & Teaching
This document discusses how managing informal learning spaces outside the classroom can create an effective partnership learning community. It provides evidence that open learning spaces that facilitate interactions between staff and students can increase engagement and learning. The document then describes a new informal learning space created at Norfolk University for the math department, called Norfolk 6. Surveys of students and staff found that Norfolk 6 fostered a sense of community, made staff more approachable, and facilitated group work. It was concluded that shared open learning spaces can support productive work, cross-level learning, and help develop a partnership community.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
This document outlines the proposed schedule and events for an orientation for new drama students between August 31st and September 4th, 2015. The goals are to welcome students, excite them about the training and opportunities, and introduce them to faculty, administrators, and resources. Events include a pancake breakfast, faculty workshops, advisor meetings, workshops on holistic drama training and being a drama student in NYC, and a drama department orientation. The schedule provides locations and times for each event each day.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
STEAM & Día: Offering Informal Learning with a Mind Toward DiversityAmy Koester
These slides accompanied a September 2015 webinar on the topic of STEAM programming with intentional targeting of cultural, ethnic, and racial groups underserved in STEM.
Building a National History Day Project Using the Library of Congress"Kelly Wilkerson
This presentation provides an introduction to the National History Day program in Tennessee and was prepared for use in joint workshops with the Library of Congress Teaching with Primary Sources in Tennessee program.
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
The document summarizes a staff development day focused on project-based learning (PBL). It describes the agenda for the day which includes orienting teachers to PBL, defining PBL, discussing elements of effective projects, and sharing examples of what PBL looks like in the classroom. It also provides guidance on developing driving questions to guide student projects and assessments of student learning in a PBL model.
This document provides information for a World Regional Geography course. It outlines key details about the class including the professor, meeting times and location, required materials, assignments and grading. Students will study major world regions, learning about their cultures, landforms, climates and economies. Assignments include exams, quizzes, worksheets, group presentations and weekly discussion posts about assigned regions. The course aims to enhance students' understanding of global geography and contemporary issues.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
P2PU: Peer Learning Fueled by Open Content Karen F
P2PU is a free online platform for peer learning fueled by open content. It offers study groups, courses, and challenges in various schools including education, social innovation, and the mathematical future. Learning is designed to be hands-on, driven by learner needs, and involve active discussion and collaboration rather than just reading. Pilot programs showed positive response but also that time is limited for participants and online peer learning is new for many. Upcoming terms will offer new groups and courses focused on writing, connected learning, and hacking poems through remixing existing works.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
This document discusses introducing STEAM (science, technology, engineering, arts, and math) programs and activities in public libraries. It defines STEAM as incorporating creativity and open-ended learning. The document provides examples of preschool and school-age STEAM programs, focusing on introducing concepts, hands-on activities, and facilitating interest in STEAM subjects. It also discusses STEAM services libraries can offer like activity stations, displays, and readers' advisory, as well as resources libraries can draw from such as books, blogs, websites, community partners, and grants.
Opening Your Classroom, Flattening Walls with Skype & Google + sabehrens
This document discusses how teachers can use Skype and Google Hangouts to open their classrooms and collaborate with other classes. It provides examples of how these tools have been used, such as skyping with poets, hosting a poetry slam with other classes, and collaborating on an Iowa history project. Tips are provided on setting up successful video calls, including preparing students, setting goals, and troubleshooting technical issues. Teachers are encouraged to be creative with uses like book clubs, science fairs, and connecting with other educators.
This document provides an overview of the syllabus and course requirements for a World Regional Geography course. It outlines key details such as class meeting times and location, instructor contact information, required textbooks, course objectives, assignments including presentations, exams and quizzes, grading breakdown, class policies, and resources for students. The course will introduce students to the major culture regions of the world through studying geography, climate, economics, politics and other regional characteristics.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Managing informal learning spaces outside the classroom to create an effectiv...SHU Learning & Teaching
This document discusses how managing informal learning spaces outside the classroom can create an effective partnership learning community. It provides evidence that open learning spaces that facilitate interactions between staff and students can increase engagement and learning. The document then describes a new informal learning space created at Norfolk University for the math department, called Norfolk 6. Surveys of students and staff found that Norfolk 6 fostered a sense of community, made staff more approachable, and facilitated group work. It was concluded that shared open learning spaces can support productive work, cross-level learning, and help develop a partnership community.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
This document outlines the proposed schedule and events for an orientation for new drama students between August 31st and September 4th, 2015. The goals are to welcome students, excite them about the training and opportunities, and introduce them to faculty, administrators, and resources. Events include a pancake breakfast, faculty workshops, advisor meetings, workshops on holistic drama training and being a drama student in NYC, and a drama department orientation. The schedule provides locations and times for each event each day.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
STEAM & Día: Offering Informal Learning with a Mind Toward DiversityAmy Koester
These slides accompanied a September 2015 webinar on the topic of STEAM programming with intentional targeting of cultural, ethnic, and racial groups underserved in STEM.
Building a National History Day Project Using the Library of Congress"Kelly Wilkerson
This presentation provides an introduction to the National History Day program in Tennessee and was prepared for use in joint workshops with the Library of Congress Teaching with Primary Sources in Tennessee program.
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
This document provides guidance for planning a curriculum embedded unit with real world connections using a project-based learning approach. It outlines key aspects of planning such an interdisciplinary unit, including developing an engaging driving question, launching the project, creating authentic products, incorporating showcases and field experiences, providing feedback and assessment, and considering next steps. Planning requires collaboration across departments to identify overlaps and ensure coherence, as well as outreach to experts and community partners to connect learning to the real world. The process emphasizes student agency, developing cultural and social capital, and creating value for an authentic audience.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
This document provides information about Self-Organized Learning Environments (SOLEs). It discusses the rationale for using SOLEs, which is to develop inquiry-based and student-centered learning. Examples of SOLE questions are provided that address various curriculum areas. Guidelines for implementing SOLE sessions in the classroom are also outlined, including having students work in groups to research an open-ended question using online resources and then share their findings.
This document provides guidance on preparing for and delivering effective research and teaching job talks. It discusses the purposes of such talks, which are to inform, excite, and engage the audience while demonstrating a strong fit. The presentation should have a clear message and convey the presenter's passion and comfort with the content. Effective preparation involves understanding the audience, timing, technology, and expectations. The content should flow from the research question to impact, approaches, outcomes, and next steps. Sample structures divide the talk into sections tailored for different audience levels of expertise. Effective teaching demonstrations emphasize accurate yet accessible content and student engagement through organization, pace, enthusiasm and inviting questions. Thorough preparation and practice are emphasized.
This document discusses student engagement in tertiary education. It explores student expectations and experiences, as well as reasons for student engagement or disengagement. The document examines challenges in engaging students academically and socially. It also discusses the importance of transition support, belonging, and building community. Interventions discussed include induction programs, formative assessment, and integrating academic and social experiences.
What supports students to stay at university?Sarah_Lawther
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
This document outlines the research process for a project examining the impact of ESL teacher training in Madrasah Tsanawiyah schools in Indonesia. It discusses initial steps like selecting a topic, framing research questions, and choosing a methodology. It describes gaining access to research sites and participants in Indonesia and collecting data through interviews and observations. The document also covers organizing and analyzing qualitative data, revising the research design based on early findings, and final steps for writing up results.
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This document is the syllabus for an ACP 101 First Year Seminar course at Roosevelt University. The course is designed to help first-year students transition to college through exploring skills like reading, writing, oral communication and information literacy. It will also support students' social and academic development. The course is co-taught by an undergraduate student assistant and focuses on the theme of youth activism. It requires students to complete writing assignments, presentations, information literacy activities, and engage with campus resources and the local community. The syllabus outlines the course goals, assignments, schedule, policies and required texts.
The document discusses 5 best practices for creating authentic learning experiences:
1. Engage and discover - Build background knowledge and engage students with relevant problems. Have students take ownership of their learning.
2. Make connections - Help students connect learning to real-world issues and experiences. Facilitate analysis and discussion to help students form opinions.
3. Apply understanding - Have students transfer learning to new scenarios. Reinforce higher-order thinking skills and content knowledge.
4. Share knowledge - Publish student work and have students teach others. Help students contribute to the learning community.
5. Playback and reflect - Use feedback from multiple sources and reflect throughout learning, not just at the end. Student assessment should
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
TIGed Empowering Student Voice in Eduction Session 4 Jennifer Corriero
This document provides an agenda for a session on empowering student voice. It lists the clusters, guest speaker, and agenda items which include the guest speaker presenting, clusters sharing updates on their student voice projects, discussing how to scale up projects and celebrate student voice, and planning for a student voice showcase in June. The document provides details on the guest speaker and agenda items such as examples of student voice projects, tools for documenting projects, and tasks to complete before the showcase.
This document discusses teaching strategies for millennial learners born between 1980-2000. It notes that millennial learners are comfortable with technology, learn better through discovery and collaboration, and expect constant feedback. It provides best practices for teaching millennial learners such as providing clear structure, frequent affirmation, collaborative assignments, and incorporating digital tools. An action plan template is included to help instructors adapt their courses for millennial learners.
The document provides a summer survival guide for high school with the following sections:
I. Part I explores yourself through personality tests, volunteer opportunities, and interest surveys to discover your interests and strengths.
II. Part II prepares you for high school schedules by having you track your current time usage, schedule your time, and reflect on your time management.
III. Part III addresses preparing for high school challenges by explaining when, how, and who to ask for help from if you encounter difficulties socially or academically.
IV. Part IV provides checklists to help you explore yourself, the world, your future, and prepare for high school schedules and challenges.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
This document provides a 10-day curriculum to help high school students write powerful college application and scholarship essays. The objectives are to help students identify their unique stories and qualities, brainstorm counter-narrative essay topics, and develop autobiographical narratives using effective techniques. The curriculum includes activities like preparing a strong resume, reviewing essay examples, identifying core qualities and stories, and writing draft essays. It is designed to help students convey who they are and how they have empowered themselves in a way that will stand out to admissions officers.
This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
Building an engagement toolkit: How you can understand your customers, evalua...Kate Davis
Slide deck for workshop at the Asia Pacific Library and Information Conference #aplic18, presented with Kathleen Smeaton and Lyndelle Gunton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
Similar to Outreach in a Section with Small Arms (20)
Schneider Electric provides connected technologies that ensure energy and automation solutions are available everywhere, for everyone, at every moment. Megatrends like urbanization, digitization, and industrialization are driving a 50% increase in energy demand by 2050. Schneider Electric makes life safe, reliable, efficient, sustainable and connected through their focus on energy management and automation. They have deep expertise across various industry segments like oil and gas, mining, utilities, data centers, and more.
5G will provide significantly higher speeds, greater network capacity, and lower latency compared to previous generations of wireless networks. It will be capable of supporting billions of connected devices and enabling technologies like autonomous vehicles that require real-time connectivity. To realize the full potential of 5G, network intelligence must be distributed throughout the system and open source standards adopted.
The document outlines a transformation roadmap for a company to innovate or risk being disrupted by competitors. It discusses developing a culture of inclusion to empower innovation, aligning innovation with business strategy, and playing a key role in enabling transformation. Bold visions are presented, such as being leaders in additive manufacturing and meeting aggressive growth targets through innovation, including printing a vehicle by 2020 and an engine by 2018. The roadmap first involves proving technologies and processes through demonstration projects before pursuing these bold visions.
This document discusses artificial intelligence and its progression from narrow to general to super intelligence. It notes that most current AI is narrow intelligence focused on specific tasks. There are concerns about how rapidly AI could evolve and whether it could become superintelligent and pose risks to humanity. The document also discusses how companies like Cummins are beginning to implement narrow AI applications but that widespread adoption is still in the early stages. It stresses the importance of establishing ethical and regulatory standards as AI capabilities continue to advance.
AI for HI discusses how Google is using artificial intelligence to help those who are hearing impaired. The talk was given by Aleksandra Faust, a Ph.D. from Google Brain, Google's AI research division. Dr. Faust explained Google's work using AI to provide captions and transcripts for those with hearing loss.
CAE is recognized as a center-of-excellence with expertise in engineering technologies valuable to BD. Automating processes saves time and ensures data integrity for quick decisions by BD associates worldwide, enabling the successful launch of a product platform with a new safety feature through hundreds of intelligent iterations. The future involves utilizing trained neural networks, self-healing scripts, past conversations, and machine learning watching human problem solving to build recommended new algorithms, with the ability to sense user emotions and pass conversations to humans or tweak algorithms to improve user sentiment.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Alaina G. Levine gave a presentation on how to become a challenge agent and foster innovation within organizations. She discussed collecting data to understand pain points, having guts to disrupt systems, and organizations providing top-down permission and safe harbors for employees to take on challenges. Levine argued that diversity, cross-functional teams, and developing challenge agents are critical for stimulating new ideas and should be explicitly rewarded. Organizations should create pathways for sharing ideas across divisions and support employees who see problems and want to create solutions.
The document discusses keys to achieving a perfect work day which include managing your energy by treating your body like an athlete with rituals for recovery, practicing mindfulness through taking breaks, and curating your life by focusing on your strengths. It advocates managing your different types of energy, building your capacity, and asking what you can be mediocre or great at to find balance and live in the moment.
This document lists over 100 values and traits. It encourages the reader to discover and list 3-4 truths they have found about themselves, including their values, skillset, entrepreneurial profile, and stamina. The document suggests reflecting on what is most important and true for the reader from among the extensive list provided.
This document discusses personality types and wellness. It identifies four main personality types - NF Blues, SJ Golds, NT Greens, and SP Oranges. Each type has core values, needs, possible blocks, and suggestions for improvement. The document provides guidance on identifying one's own personality type and recognizing key values. It emphasizes creating a wellness balance by making small changes regularly to improve life.
This document provides guidance on developing corporate relations for a student section of the Society of Women Engineers (SWE). It outlines a corporate relations cycle that involves defining objectives, creating an information packet about SWE, communicating and cultivating relationships with companies, and expressing gratitude while gathering feedback. The document recommends thinking like a CEO by focusing on return on investment when defining objectives. It also provides tips for compiling relevant information to include in the SWE packet, such as contact details, sponsorship requests, and event calendars. Finally, it discusses following up with corporate contacts to cultivate relationships and show companies their impact through recognition and thank you messages.
This document outlines an 8-step succession planning approach for finding a section's next officer. The steps include: 1) identifying strategies and priorities; 2) assessing culture; 3) determining leadership needs; 4) identifying potential candidates; 5) matching candidates to needs; 6) asking candidates to take on roles; 7) developing and coaching candidates; and 8) reassessing regularly. The goal of succession planning is to develop members for future leadership roles, ensure continuity of leadership, and avoid problems during leadership transitions.
The document discusses how software engineering (SWE) experiences can complement careers in various ways. It provides examples of members who have used SWE to gain geographic exposure, improve leadership and public speaking skills, and prepare for promotions. The document also notes that SWE involvement can help fill gaps during periods of unemployment, breaks from work after having children, or retirement. It highlights the various volunteer opportunities within SWE at the local and society levels, including leadership positions, committees, and conferences. The document encourages taking advantage of SWE's resources to complement one's career.
This document provides guidance on having a difficult conversation with an underperforming software engineering (SWE) leader. It recommends preparing for the conversation by checking your preconceptions, understanding the other person's perspective, and focusing on common goals. During the conversation, discuss specific facts and examples while remaining open-minded. Afterward, strategize solutions together and avoid defensiveness, reaching out for help from other resources if needed. The overall goals are to have an open and constructive discussion to work towards improving performance.
The document discusses how to host a SWEek of Welcome, which is a week of daily events held within the first month of school by a collegiate Society of Women Engineers (SWE) section. A SWEek of Welcome benefits sections by reaching new students early, getting them involved, solidifying leadership teams, and gaining campus visibility. It recommends limiting participation to the executive committee, finalizing plans before summer, and forming partnerships. Examples provided include sample flyers, schedules from past SWEeks at the University of Florida, and sample activity lists.
The document discusses how members of the Society of Women Engineers can get the most out of their Leadership Coaching Committee Coach. It provides an introduction to the author and overview of what LCC Coaches do, including presenting modules on topics like leadership, strategic planning, and inclusiveness. Members are encouraged to contact their assigned Coach or LCC leadership to request modules, consulting, or assistance with new sections or vitality surveys. In closing, it emphasizes that members should just ask their Coach for help.
The document discusses the Mars Ice Challenge competition hosted by NASA's Revolutionary Aerospace Systems Concepts - Academic Linkage (RASC-AL) division. The competition challenges university teams to design and build systems to extract water from a simulated Martian surface, with a $10,000 budget. A senior mechanical engineering student formed a team from the University of Tennessee, Knoxville to compete, despite challenges such as it being the school's first entry and lack of experience. The team worked to design and build a system to extract water for the competition.
The document discusses the transition to digital business models and the concept of "digital cohesion". Digital cohesion refers to applications and services connecting and self-assembling to provide comprehensive, predictive services that enhance users' lives. It notes several barriers to achieving digital cohesion, including economics, performance, scaling, interoperability, trust, and security. The document argues that overcoming these barriers will require automation, open standards, and "software-defined secure networks".
Software Engineering and Project Management - Software Testing + Agile Method...Prakhyath Rai
Software Testing: A Strategic Approach to Software Testing, Strategic Issues, Test Strategies for Conventional Software, Test Strategies for Object -Oriented Software, Validation Testing, System Testing, The Art of Debugging.
Agile Methodology: Before Agile – Waterfall, Agile Development.
Tools & Techniques for Commissioning and Maintaining PV Systems W-Animations ...Transcat
Join us for this solutions-based webinar on the tools and techniques for commissioning and maintaining PV Systems. In this session, we'll review the process of building and maintaining a solar array, starting with installation and commissioning, then reviewing operations and maintenance of the system. This course will review insulation resistance testing, I-V curve testing, earth-bond continuity, ground resistance testing, performance tests, visual inspections, ground and arc fault testing procedures, and power quality analysis.
Fluke Solar Application Specialist Will White is presenting on this engaging topic:
Will has worked in the renewable energy industry since 2005, first as an installer for a small east coast solar integrator before adding sales, design, and project management to his skillset. In 2022, Will joined Fluke as a solar application specialist, where he supports their renewable energy testing equipment like IV-curve tracers, electrical meters, and thermal imaging cameras. Experienced in wind power, solar thermal, energy storage, and all scales of PV, Will has primarily focused on residential and small commercial systems. He is passionate about implementing high-quality, code-compliant installation techniques.
Software Engineering and Project Management - Introduction, Modeling Concepts...Prakhyath Rai
Introduction, Modeling Concepts and Class Modeling: What is Object orientation? What is OO development? OO Themes; Evidence for usefulness of OO development; OO modeling history. Modeling
as Design technique: Modeling, abstraction, The Three models. Class Modeling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, and UML diagrams
Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based Modeling, Creating a Behavioral Model.
Discover the latest insights on Data Driven Maintenance with our comprehensive webinar presentation. Learn about traditional maintenance challenges, the right approach to utilizing data, and the benefits of adopting a Data Driven Maintenance strategy. Explore real-world examples, industry best practices, and innovative solutions like FMECA and the D3M model. This presentation, led by expert Jules Oudmans, is essential for asset owners looking to optimize their maintenance processes and leverage digital technologies for improved efficiency and performance. Download now to stay ahead in the evolving maintenance landscape.
Mechatronics is a multidisciplinary field that refers to the skill sets needed in the contemporary, advanced automated manufacturing industry. At the intersection of mechanics, electronics, and computing, mechatronics specialists create simpler, smarter systems. Mechatronics is an essential foundation for the expected growth in automation and manufacturing.
Mechatronics deals with robotics, control systems, and electro-mechanical systems.
DEEP LEARNING FOR SMART GRID INTRUSION DETECTION: A HYBRID CNN-LSTM-BASED MODELijaia
As digital technology becomes more deeply embedded in power systems, protecting the communication
networks of Smart Grids (SG) has emerged as a critical concern. Distributed Network Protocol 3 (DNP3)
represents a multi-tiered application layer protocol extensively utilized in Supervisory Control and Data
Acquisition (SCADA)-based smart grids to facilitate real-time data gathering and control functionalities.
Robust Intrusion Detection Systems (IDS) are necessary for early threat detection and mitigation because
of the interconnection of these networks, which makes them vulnerable to a variety of cyberattacks. To
solve this issue, this paper develops a hybrid Deep Learning (DL) model specifically designed for intrusion
detection in smart grids. The proposed approach is a combination of the Convolutional Neural Network
(CNN) and the Long-Short-Term Memory algorithms (LSTM). We employed a recent intrusion detection
dataset (DNP3), which focuses on unauthorized commands and Denial of Service (DoS) cyberattacks, to
train and test our model. The results of our experiments show that our CNN-LSTM method is much better
at finding smart grid intrusions than other deep learning algorithms used for classification. In addition,
our proposed approach improves accuracy, precision, recall, and F1 score, achieving a high detection
accuracy rate of 99.50%.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
Accident detection system project report.pdfKamal Acharya
The Rapid growth of technology and infrastructure has made our lives easier. The
advent of technology has also increased the traffic hazards and the road accidents take place
frequently which causes huge loss of life and property because of the poor emergency facilities.
Many lives could have been saved if emergency service could get accident information and
reach in time. Our project will provide an optimum solution to this draw back. A piezo electric
sensor can be used as a crash or rollover detector of the vehicle during and after a crash. With
signals from a piezo electric sensor, a severe accident can be recognized. According to this
project when a vehicle meets with an accident immediately piezo electric sensor will detect the
signal or if a car rolls over. Then with the help of GSM module and GPS module, the location
will be sent to the emergency contact. Then after conforming the location necessary action will
be taken. If the person meets with a small accident or if there is no serious threat to anyone’s
life, then the alert message can be terminated by the driver by a switch provided in order to
avoid wasting the valuable time of the medical rescue team.
Applications of artificial Intelligence in Mechanical Engineering.pdfAtif Razi
Historically, mechanical engineering has relied heavily on human expertise and empirical methods to solve complex problems. With the introduction of computer-aided design (CAD) and finite element analysis (FEA), the field took its first steps towards digitization. These tools allowed engineers to simulate and analyze mechanical systems with greater accuracy and efficiency. However, the sheer volume of data generated by modern engineering systems and the increasing complexity of these systems have necessitated more advanced analytical tools, paving the way for AI.
AI offers the capability to process vast amounts of data, identify patterns, and make predictions with a level of speed and accuracy unattainable by traditional methods. This has profound implications for mechanical engineering, enabling more efficient design processes, predictive maintenance strategies, and optimized manufacturing operations. AI-driven tools can learn from historical data, adapt to new information, and continuously improve their performance, making them invaluable in tackling the multifaceted challenges of modern mechanical engineering.
Open Channel Flow: fluid flow with a free surfaceIndrajeet sahu
Open Channel Flow: This topic focuses on fluid flow with a free surface, such as in rivers, canals, and drainage ditches. Key concepts include the classification of flow types (steady vs. unsteady, uniform vs. non-uniform), hydraulic radius, flow resistance, Manning's equation, critical flow conditions, and energy and momentum principles. It also covers flow measurement techniques, gradually varied flow analysis, and the design of open channels. Understanding these principles is vital for effective water resource management and engineering applications.
2. Contact Information
• DubuqueSWE@gmail.com
• Facebook.com/DubuqueSWE
• Presenters:
o Amy Jones
o Erin Ralph
o Rachel Le Vély
o Susan Rodríguez
3. Agenda
• Introductions and Welcome
• History of Our Section
• How To
o Finding and building relationships with your community
o Designing an event
o Scaling an activity
o Encouraging members to volunteer
• Successes / Impact of our Section
• Sustaining the Impact
5. New Professional Section
Formation
5 Step Process
New Section coordinator receives an inquiry
Proposed section’s contact person determines feasibility
Proposed section begins chartering process
BOD approves proposed section’s charter
Section meets all section requirements
6. Dubuque Area Core Team
Erin Ralph, Jenna Walsh, Rachel Le Vely, Sandra Schultz
7. 2010 Activity – Initial
Planning Phase
August 2010
Initial
Conversation
September 2010
Core Team
Organized
October 2010
Started
Chartering
Process
November 2010
1st Chartering
Meeting
“What is SWE?”
8. 2011 Activity
January - September
2011
Monthly Chartering
Meetings
Monthly Section Events
October 2011
Chartered @
Annual
Conference
November 2011
Outreach Kickoff
(15)
December 2011
Chartering
Celebration (77)
9.
10. DBQ Area SWE Org Structure
President
Vice President
Membership
Chair
Awards
Coordinator
Professional
Development Chair
Outreach Chair
Networking
Chair
Treasurer
Finance Chair
Audit Chair
Fundraising
Chair
Secretary
Publicity
Coordinator
Webmaster
Newsletter Editor
Social Media
Coordinator
Section
Representative
Collegiate
Counselor
11. Dubuque Area
Membership Growth
July 2014
52
June 2013
35
March 2012
33
December
2011 - 27
February
2011 - 10
Oct
2010 - 2
13. General Notes
• You can’t do it alone
• Don’t try to reinvent the wheel
• Look for partners who can handle some of the time-intensive
parts of outreach event planning
14. Finding partners – Some ideas
• Chamber of Commerce
• Girl Scouts, FIRST LEGO League
• Schools – Science Coordinator / Gifted and
Talented Coordinator
• After school programs (Community Center,
Multicultural Center)
• Local attractions (library, river museum, you can ask
what groups visit them)
• Local Colleges – Community Colleges, etc.
• Other professional organization (Women’s
Leadership Network, SAE, SHPE)
15. Building relationships with
partners
• Reach out to them to learn more about them
o You want to make sure that they’re a good fit for SWE and your section
• Add them to your distributions list/Facebook page
• Consider holding an outreach kickoff
o Introduces partners to your section
o Lay out a plan for outreach over the year
• Allow your network to grow – please forward my
information
16. Sample Email
Dear X,
I am the outreach chair for the X section of the Society of
Women Engineers. I found your contact information through X, who
let me know that you are involved with outreach.
Our section consists of engineering and science professionals
with a passion for educational outreach. I’d love to meet with you to
discuss opportunities for our organizations to work together. Please
let me know if you have any availability during the week of the 10th.
In the meantime, I hope that you’ll keep me aware of any outreach
opportunities that I can pass along to the SWE membership.
If there are other organizations in the community that you
think might be interested in partnership with SWE, please don’t
hesitate to pass along my contact information.
Warm regards,
Your Name
17. Best Practices
• Designate an outreach chair, as a single point of
contact
• Meet Face to Face at least 2x/year
• Establish clear expectations of volunteers and
numbers of volunteers EVERY TIME
• Know who’s going to take the lead for each event.
o Consider establishing this in writing
• Reach out and offer what you have (volunteers),
but don’t overpromise
19. Types of events
• Level 1: Just show up
o Classroom presentations
o Career Fairs
• Level 2: Present an activity as part of a larger event
o STEM fair
o Summer camps
• Level 3: We plan and organize the entire event.
o SWE “Event in a Box” activities
o Loras Career Panel
20. Step 1 – Define the Parameters
• Event Goals
o Build confidence in math and science skills
o Improve attitudes (“This is kind of fun!”)
o Expose students to career opportunities
• Event Audience
o Age / Gender
o Mixed vs. One group
• Event Resources
o Type of room, amount of time
o Cost/budget
o Timing of event, how long do you have to recruit volunteers
o Supplies available
21. Step 2 – Define what you need
• Resources
o Ratio of Volunteers: Students
• Elementary School 1:4
• Middle School 1:6
• High School/College 1:10
o Materials
• Usually 110-125% of what is recommended
• Always add paper towels
• Reuseable
o Reoccurring events are great for sustainability
22. Step 3a – Define the details
• Types of Events
o Presentation
• (What is engineering, design process, etc.)
o Activity
• Hands on
o Discussion / Processing
• What did you see?
• Why do you think that is?
• What if…?
• What would you have changed?
24. Step 3b – Scale the activity
For the same basic activity, change the difficulty level
by:
• Add/remove some of the materials
• Add a “cost” criteria for design activities (the fewer
the materials, the better)
• Allow time to iterate/discuss what students would
have changed
• Add processing questions
• Introduce a real world application based on the
underlying STEM concept
25. Example
• Penny Boat
o For 10 first grade students with 3 volunteers
• Presentation is high level about problem solving
• Volunteers stay with a group and ask leading questions to help
• Emphasis on trying things out and successfully moving pennies
o For 20 high school sophomores with 2 volunteers
• Presentation changes to incorporate more “real world”
• Story adapts to something more feasible, but connected to a higher
purpose. (Moving food to refuges)
• Challenges are added (wider variety of materials, more complicated
challenges, additional time allocated for design phase)
• Volunteers “float” between groups, listening and answering questions
• Focus on accomplishing a goal efficiently and applying principles to
real world type activity.
27. Encouraging members to
volunteer
• Set clear expectations
o I need someone to help plan
o I need someone to present
o I need someone to work with a group of 4-6 students on activity A
• Give them a safe space to learn
o An experienced volunteer will go with you to X event
• Reach out individually with a clear Ask.
• Give plenty of notice and respond promptly
o 4-6 weeks tends to be the best window of time to introduce an event
• Advertise what skills they gain
o Practice presenting, etc.
• Connect them with higher purpose
29. Why Outreach?
Bachelor Degree by Gender
Female
Male
To make matters worse, the number of women who STAY in engineering
fields declines to 9%....
30. Why Outreach to Women?
Studies have shown that increases the number of women also increases diversity
overall. Looking at the numbers….
Bachelor Degree by Ethnicity
White
Black
Asian American
Hispanic
Unknown
Other
31. Decline in # of Students
pursuing STEM
• Recent decline of students pursuing engineering
degrees
– For decades there has been a shortage of female students
who pursue STEM careers and the # has been declining
in the US since 1991 (Forssen, 2011)
• One strong contributing factor to this is that high
school girls feel they don’t have strong enough
mathematical or computing background to pursue a
STEM career – Lack of Confidence! Lack of Role
Models!
32. How can we change this?
With Outreach!
• Outreach can give students
information about engineering
disiplines and careers, the basics of
engineering education, and details
about becoming a professional
engineer (Goonatilake, 2012)
33. How to Impact Female Students –
Know Your Audience!
• Two ways to to impact the rate at which female students pursue
STEM careers: (Forseen, 2011)
– Need to increase students knowledge and confidence towards the STEM fields
with early classroom exposure to these fields
– Need to expose the students (and their teachers) to the exciting career
opportunities within STEM
• One study found that female students may find the
communication and creativity aspects of engineering appealing
while male students may find the problem solving aspects
appealing (Forssen, 2011)
• Another study found that high school girls prefer human/human interaction
with the computer as an enabling device as opposed to computer/human
interaction only (Hanor, 1998)
35. Best Practices
• Build a “library” of activities
o Available online (DiscoverE.org, etc.)
o Scale activities based on audience / volunteers – talk through during
activity
• Create a volunteer handout
o See Sample “Penny Boat Volunteer Handout”
• Spend one day bundling materials with activity
o Volunteers can grab a kit and go
o Reusing materials
37. Career Fairs
• SWE presents at 4 career fairs annually
o 2 local high schools
o Fall/spring 8th grade events
• Pre-made “Engineering 101” PowerPoint for
volunteers to use
• Time commitment
o Chair planning time: 1 hour
o Volunteer time: 2 hours each
o 4 volunteers per event
• Impact: >100 students each time!
• First session to fill up at most recent fair
38. Girl Scouts DREAM Event
• Run by Girl Scouts of Eastern Iowa and Western
Illinois
• Event for middle school girls to learn about various
career paths
• Rachel noticed a lack of STEM activities in 2013 and
contacted Girl Scouts
• Volunteers led Brush Bots activity
• Invited to participate again in 2014
• Time commitment
o Chair planning time: 2 hours
o Volunteer time: 1.5 hours
39. SHPE Noche de Ciencias
• First year event held in Dubuque
• Partnered with Dubuque SHPE and St. Anthony
Elementary School
• STEM activities for children pre-K through 12th grade
o Pinwheels, penny boat, tillage, marshmallow challenge, FIRST robotics
• College & financial aid info sessions for parents
• Mini college fair
• SWE volunteers: 4
• Impact: >100 students! Registration had to be
closed down
40. STEM Festival
• Dubuque Family STEM Festival
• 4,000 attendees, 50 exhibitors
• Target 3rd-8th grades, parents
• 4 volunteers to run the booth
• Penny boats activity
• Brochures for parents
41. Loras Career Panel
• Local college with engineering program
• 5 panelists, 25 students
• Very little planning time and cost
42. Impact (since Oct. 2013)
• 9 events
• 30 volunteers
• 70 volunteer hours
• More than 600 students
600+ students
30
volunteers
1 Outreach
Chair
44. Use of Surveys
• Survey Monkey / Doodle Poll
o Surveyed members to try to get input on
• Day/time of day to have events
• Type of event our membership is most interested in
• Surveys to quantify the impact
o Pre-Survey and Post-Survey should share questions, to show the change
caused by the event
o Ask for surveys to be completed AT the event, not afterwards
o See handout for sample survey
45. Evaluate events
• Impact is more than just numbers. It may be a
connection with an organization, or a personal
connection with a student
• It’s okay to cut things. You can’t do everything.
o Events should relate to (and support) SWE’s mission and the need of your
members.
• Event Recap forms gather the information that you
need
o See handout for an example
46. Recognizing volunteers
• Newsletter
• Hand written thank you
note
• SWE “Be That Engineer” in
frame (~$2/each)
• Highlight what they
specifically brought to the
activity
• Ask for feedback and use it
• Lunch/dinner recognition
events
48. Managing the transitions
between volunteers
• Transitioning Leaders / Outreach Chairs:
o Create forms/templates for emails, thank you’s, and event planning
o Keep contacts current and introduce new people to the partner
organizations
o Organize and keep documentation of past events
o Ask clearly for what you need from the outgoing person
o When possible, complete planning for events around the transition time
(+/- 2 months) WITH the new person.
o Try not to transition everybody (Executive Board members, chairs, and
volunteers) at the same time.
• If possible, transition Executive Board members first.
o Transition in the summer. It tends to be slower for outreach events.
Editor's Notes
You may have all three of these in the same event.
Bibliography
Forssen, A., Lauriski-Karriker, T., Harriger, A., & Moskal, B. (2011). Surprising Possibilities Imagined and Realized through Information Technology: Encouraging High School Girls' Interests in Information Technology. Journal of STEM Education, Volume 12(Issue 5 & 6), 46-57.
Goonatilake, R., & Bachnak, R. A. (2012). Promoting Engineering Education Among High School and Middle School Students. Journal of STEM Education, Volume 13(Issue 1), 15-21.
Hanor, J. H. (1998). Concepts and Strategies Learned from Girls' Interactions with Computers. Theory and Practice, 37(1), 64-71.
Rogers, C. (2012). Engineering in Kindergarten: How Schools are Changing. Journal of STEM Education, Volume 13(Issue 4), 4-9.
Bibliography
Forssen, A., Lauriski-Karriker, T., Harriger, A., & Moskal, B. (2011). Surprising Possibilities Imagined and Realized through Information Technology: Encouraging High School Girls' Interests in Information Technology. Journal of STEM Education, Volume 12(Issue 5 & 6), 46-57.
Goonatilake, R., & Bachnak, R. A. (2012). Promoting Engineering Education Among High School and Middle School Students. Journal of STEM Education, Volume 13(Issue 1), 15-21.
Hanor, J. H. (1998). Concepts and Strategies Learned from Girls' Interactions with Computers. Theory and Practice, 37(1), 64-71.
Rogers, C. (2012). Engineering in Kindergarten: How Schools are Changing. Journal of STEM Education, Volume 13(Issue 4), 4-9.