This document outlines an IEEE workshop on promoting engineering education in pre-university systems in Uruguay. It provides background on IEEE as an international professional organization and describes its educational activities including the TryEngineering website and Teacher In-Service Program (TISP). It notes that Uruguay scored below OECD averages on science assessments, and that IEEE aims to enhance technological literacy among Uruguayan educators and students through collaborations with local education systems.
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IEEE and IEEE Education Society - IEEE and LACCEI Manuel Castro
Meetings in the IEEE Florida Council (North and Central Florida / South Florida) in August 2015, for the formation of the IEEE Florida Council Education Society Chapter
IEEE and IEEE Education Society at exp.at'15 conferenceManuel Castro
Presentation of the IEEE and IEEE Education Society activities inside the 3rd Experiment@International Conference 2015 (exp.at'15) in the University of Azores - http://www.fe.up.pt/exp.at2015 in the Keynote Session of June, 2nd, 2015
This contains the benefits of Institute of electrical and electronics engineers (IEEE) , its membership, IEEE explorer
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Presentation delivered at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaquil, Ecuador, July 24th 2014
Transnational engineering education requires teachers that are able to merge the unique engineering needs of their local country with best practices and techniques for fostering global awareness and preparedness in engineering students. Rapid computerization and the opening of previously closed markets helped the large multi-national corporation become a common model for engineering in the twenty-first century. Graduates must understand that social, cultural, economic, and political differences will affect and shape their careers in ways that previous generations of engineers may not have faced. Mandatory requirements help ensure that students receive opportunities for transnational study or, at the least, exposure to transnational topics. Engineering educators, however, must also be prepared. Engineering professional societies provide substantial continuing education, peer-networking, reference literature, and humanitarian opportunities to help educators stay current and prepared to talk about topics and trends in global engineering. In this paper, the IEEE and the IEEE Education Society are presented as examples of such transnational cooperation
About Jamie Moesch:
Jamie joined IEEE in December 2007, and was appointed Managing Director of Educational Activities in January 2016. Jamie leads the staff team of Educational Activities to achieve the shared vision of success built with partners on the IEEE Educational Activities Board, and other education stakeholders throughout IEEE. Prior to joining Educational Activities, Jamie was the Senior Director of the Member Experience. In this role he was responsible for the overall IEEE member experience across the globe.
This contains the benefits of Institute of electrical and electronics engineers (IEEE) , its membership, IEEE explorer
for more details visit
http://ieeexplore.ieee.org
Region 10 section Islamabad.
It is a non profit organization.
IEEE Grant Opportunities for Young Scientists and StudentsYSF-2015
Presented by Ievgen Pichkalov,
Open International University of Human Development "Ukraine", at the Workshop of Opportunities, the satellite meeting of the International Young Scientists Forum on Applied Physics YSF-2015
A general introductory session about IEEE WIE for new comers conducted in IEEE UAF , Lahore Section , Region 10 (about-to-be-approved IEEE Student branch) by 16th March 2015 as Chair IEEE Pakistan WIE Forum.
Anyone who want to deliver a general session for IEEE WIE can use it . Happy Volunteering :)
This is the plenary session of the ICEUTE 2010 Workshop held in Burgos September, 24th, 2010 about "International Professional (Engineering) Societies and their Role in Transnational Education – the example of IEEE"
IEEE EMB- What is it and its Benefits to a Biomedical Engineer.Brian Matovu
I made this presentation on 6th September 2016 at the launch of the 2016 fresh man's challenge at the pharmacy auditorium of ,Makerere University Kampala. It was aimed at inspiring the freshmen and women of biomedical engineering to join IEEE EMB and be part of the world's largest professional body of engineers for not only electrical and electronics but also for biomedical engineering..
Academia, Government and Industry Collaborations - PANEL (IEEE Education Soci...Manuel Castro
Presentation delivered at the Twelfth LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2014) in Guayaquil, Ecuador, July 24th 2014
Transnational engineering education requires teachers that are able to merge the unique engineering needs of their local country with best practices and techniques for fostering global awareness and preparedness in engineering students. Rapid computerization and the opening of previously closed markets helped the large multi-national corporation become a common model for engineering in the twenty-first century. Graduates must understand that social, cultural, economic, and political differences will affect and shape their careers in ways that previous generations of engineers may not have faced. Mandatory requirements help ensure that students receive opportunities for transnational study or, at the least, exposure to transnational topics. Engineering educators, however, must also be prepared. Engineering professional societies provide substantial continuing education, peer-networking, reference literature, and humanitarian opportunities to help educators stay current and prepared to talk about topics and trends in global engineering. In this paper, the IEEE and the IEEE Education Society are presented as examples of such transnational cooperation
About Jamie Moesch:
Jamie joined IEEE in December 2007, and was appointed Managing Director of Educational Activities in January 2016. Jamie leads the staff team of Educational Activities to achieve the shared vision of success built with partners on the IEEE Educational Activities Board, and other education stakeholders throughout IEEE. Prior to joining Educational Activities, Jamie was the Senior Director of the Member Experience. In this role he was responsible for the overall IEEE member experience across the globe.
IEEE an OUTLOOK - Its Covers About IEEE, Membership, Society, IEEE Membership by regions, IEEE Conference, Technical Society, Members Activation Glance, Membership connection, Member Benefits, IEEE Student congress, All India Student Congress, Branch Counselor, Women in Engineering (WIE), WIE History, WIE Strives, Join WIE, WIE Benefits, Women Engineering award, IEEE WIE Awards, IEEE Scholarships, Grants and Fellowships, Contribution to Society. Etc.,
Region 10 SAC Goals and Objectives compiled and presented by Region 10 Student Activities Coordinator Professor Mini Shaji Thomas(Professor, Jamia Millia Islamia, New Delhi, India).
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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
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)
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
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
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
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
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
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