1 IEEE Teacher In-Service Training Program Region July 2007 Dallas, Texas

2 Program Background and Scope

3 The Immediate Objectives l Train IEEE volunteers to train pre- university teachers, so that the teachers can be more effective in bringing engineering and engineering design into the classroom. l Train IEEE volunteers to approach the school system in order to make the teacher training possible. l Make this activity sustainable and long- term.

4 The Long-term Goals l Empower Section “champions” to develop or enhance collaborations with their local pre-university community to promote applied inquiry-based learning. l Enhance the level of technological literacy of pre- university educators. l Encourage pre-university students to pursue technical careers, including engineering. l Increase the general level of technological literacy of pre-university students for many years.

5 Just What Is In-Service Training? l “Pre-service education” - Training teachers receive before beginning their teaching careers. l “In-Service education” - Training teachers receive after entering the classroom. l In Florida, teachers must accumulate 120 in-service points every five years to renew their teaching certificates. l An in-service point is similar to the professional development hours (PDH’s) many states require for renewing PE licenses.

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

7 Why Participate in a Teacher In-Service Program? Cont’d l Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students. l Promote engineering as a program of study and career choice. l Encourage IEEE member participation.

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

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

10 Metrics To Date l 54+ presentations to date l More than 1400 pre-university educators have participated l Science, technology and mathematics educators l These educators represent 150,000+ students

11 Metrics To Date Cont’d Over 90% of the respondents agreed: l They would use the concepts presented in their instruction l Doing so would enhance the level of technological literacy of their students

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

13 Re-useable materials and hardware. Counting the Cost

14 Counting the Cost Expendables

15 Design and Build a Better Candy Bag Region 5 Dallas, TX Brad Snodgrass, Central Indiana Section Douglas Gorham, Educational Activities

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

17 National Science Education Standards Standard E: Science and Technology l Abilities to distinguish between natural objects and objects made by humans l Abilities of technological design l Understandings about science and technology l Communicate the process of technological design

18 Standards for Technological Literacy Students will develop an understanding of… l Standard 8. the attributes of design. l Standard 10. the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Students will develop… l Standard 11. the abilities to apply the design process. l Standard 20. an understanding of and be able to select and use construction technologies.

19 Outline and Procedures l Divide into pairs l Brainstorm and create a sketch of your design l Build a model of your design with given materials: a limit of 3 feet of tape per team l Calculate the approximate volume of the bag l Predict how much weight the bag might hold l Test the strength of your bag l Discuss and agree upon a redesigned bag l Rebuild your prototype bag l Retest the strength of your bag l Answer reflection questions as a team

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