1. IEEE Teacher In- Service Program in Region 7 Delta Meadowvale Resort & Convention Centre Mississauga, Ontario 28 – 29 April 2011

2. Agenda – 28 April TIMEITEMPRESENTER 4:30Why We Are HereYvonne Pelham 5:30Working With Wind Energy – Hands On Activity Brad Snodgrass 7:00Networking – Luis’ Corner 7:45Dinner - Brittania

3. Agenda – 29 April TIMEITEMPRESENTER 9:00Formal WelcomeFerial El-Hawary Om Malik Anader Benyamin-Seeyar 9:30Challenges and Opportunities in Canadian Schools Maureen Callan 10:00Using Ohm’s Law to Build a Voltage Divider - Hands-on Activity Brad Snodgrass 12:00Lunch – Regatta Grille

4. Agenda – 29 April TIMEITEMPRESENTER 1:00Alignment with Education Standards, Science & Technology in the Secondary Schools Mars Bloch 1:30How to BeginWitold Kinsner Nancy Battet 2:00Developing a partnership with local pre-university schools and school systems – Panel Discussion Jennifer Ng, Moderator 3:00Action Planning 4:00Adjourn

5. TISP in Region 7 - Why We Are Here?

6. Outline Our Organization: IEEE Why is IEEE interested in promoting engineering, computing and technology to pre-university educators and students? What do we plan to do in this workshop? What are the expectations? 6

7. Outline Our Organization: IEEE Why is IEEE interested in promoting engineering, computing and technology to pre-university educators and students? What do we plan to do in this workshop? What are the expectations? 7

8. 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 127 years ago Operating in 160+ countries Has approximately 400,000 members –The largest technical professional association in the world –$350M annual budget –Headquarters in New York City, NY, USA Employs 1000+ professional staff 8

9. IEEE Today 9 MEMBERS 400,000 COUNTRIES 160 CONFERENCES 1200+ per year SOCIETIES/COUNCILS 38/7 World’s largest technical professional society STANDARDS 1,300 Active Standards Advancing Technology for Humanity

10. IEEE’s Organizational Chart 10 IEEE Members IEEE Board of Directors IEEE Assembly Chaired by the President and CEO Publication Services and Products Technical Activities Educational Activities Member and Geographical Activities Standards Association IEEE USA Technical Societies Local Sections IEEE Major Boards

11. Reflecting the global nature of IEEE, R8 and R10 are now the two largest IEEE Regions R9 – 17,429 R8 – 75,138 R10 95,353 R1 to 6 – 212,754 R7 – 17,209 R1 – 36,558 R2 – 32,718 R3 – 31,412 R4 – 23,859 R5 – 30,050 R6 – 58,157 IEEE Membership By Region 31 January 2011

12. Today's IEEE is not just about Electrical and Computer Engineering The IEEE-designated fields include: Engineering Computer sciences and information technology Biological and medical sciences Mathematics Physical sciences Technical communications, education, management, law and policy 12

13. 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 guided 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 was estimated between $2bn-$3bn 13

14. 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 14

15. IEEE’s principal activities (2) Developing technical standards –Approximately 900 standards at present Developing educational activities for professionals and for the public –Including students and teachers in the pre- university system Improving the understanding of engineering, technology and computing by the public Recognizing the leaders of the profession –Awards and membership grades 15

16. 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 16

17. Sample Activities: Regional Organizations IEEE organizes professionals in its fields of interest into local Sections –There are 333 local Sections worldwide in 10 Regions –In Region 7 – 20 Sections in 3 areas (Western, Central, and Eastern Canada with a total of 14,356 members:  11,030 Higher Grade Members w/o GSM  1383 Student and 1943 Graduate Student Members 17

18. Sample Activities: Standards IEEE develop standards in several areas, including: –Power and Energy –Transportation –Biomedical and Healthcare –Nanotechnology –Information Technology –Information Assurance 18

19. Outline Our Organization: IEEE Why is IEEE interested in promoting engineering, computing and technology to pre-university educators and students? What do we plan to do in this workshop? What are the expectations? 19

20. Why is IEEE interested in pre- university engineering education (1) Because it is in our stated and un-stated mission Because in many IEEE Sections there is a marked decline in the interest of young people in Engineering, Computing and Technology –This is a concern for the future of these communities and would have a negative impact on their standard of living Because we do not believe the problem is going to be tackled effectively without us 20

21. Why is IEEE interested in pre- university engineering education (2) The demands of the 21st century will require technological innovation to deliver advanced technologies in developed countries infrastructure solutions in developing countries Flat or declining engineering enrollments in most developed nations 21

22. OECD Program OECD = Organization for Economic Cooperation and Development –Established 1961 –30 Countries OECD Directorate for Education devotes a major effort to the development and analysis of quantitative indicators for the review of education systems and performance

23. OECD PISA Programme PISA = Programme for International Student Assessment PISA –Canada has participated in PISA on each occasion since its inception in 2000. 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

24. PISA Assessment Data Canada’s mean science score in the OECD table was 529 –8 th on the list; 1 st : Shanghai-China: 575; 2 nd : Finland: 554 –Similar scores in New Zealand, Estonia, Australia, Netherlands Canada’s mean math score in the OECD table was 527 –10 th on the list; 1 st : Shanghai-China: 600; 2 nd : Singapore: 562 –Similar scores in Switzerland, Japan, Netherlands, Macao-China Source: PISA2009

25. Enrollment Data Tertiary school enrollment data(2008):  Social Sciences, business, law and related services - 37%  Humanities, arts and education – 25%  Mathematics, computer science, engineering, manufacturing, and construction – 17%  Health and welfare – 14%  Life sciences, physical sciences and agriculture – 7%  Unspecified –.06% 1- OECD Education at a Glance 2010 – A2.6 Indicator 25

26. Graduation Rates 90% of students completed secondary schooling, while 33% earned a Bachelor’s Degree or equivalent and 8% earned a postgraduate degree.

27. WHAT IS IEEE DOING? 27

28. Pre-University Education Overall objective: –To increase the propensity of young people to select engineering, computing and technology as a program of study and career path –Increase the level of technological literacy 28

29. The Challenge and Approach Challenge: –Public perception of engineers/engineering/ technology is often misinformed resulting in early decisions that block the path of children to engineering Approach: –Reach major groups of influencers who impact students and their decision  Teachers, counselors, parents, media,.. –Online Presence – TryEngineering.org –Engineering in the Classroom – Teacher In- Service Program 29

30. Discover the Creative Engineer In You! 30

31. Available in English Chinese French Spanish German Russian Japanese Portuguese 31

32. www.TryEngineering.org IEEE’s pre-university education portal –For teachers, school counselors, parents and students ages 8 -22 Visitors learn –about careers in engineering, –understand how engineers impact our daily lives, –discover the variety of engineering, technology and computing programs, –find free classroom activities that demonstrate engineering principles A joint project of IEEE, IBM, and the New York Hall of Science 32

33. Unique Features of TryEngineering.org Robust search engine for accredited programs –side by side comparisons, interactive maps, links to university web site Lesson Plans focused on engineering and engineering design –Reviewed by IEEE volunteers and teachers Discipline descriptions –40 engineering, computing and technology disciplines Engineering Games –2 nd site listed in Google search results for “engineering games” 33

34. 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 34

35. TryEngineering Progress –6.2 million page hits in 2010, an 18% increase over 2009 –Currently averages 65,000 unique visitors per month –About 3.7 million lesson plan downloads since launch in all languages –Visitors average about 24 minutes on the site –Visitors come from the US, China, India, Canada, Japan and scores of other countries 35

36. OTHER ACTIVITIES 36

37. Establishing IEEE Pre-University Education Exhibits in Science and Technology Museums EA is looking for enthusiastic IEEE Volunteers with interest in partnering with local science and technology museums to facilitate the expansion of E-Scientia in their Region. 37 eScientia Around the World Symposium 6-8 July 2011 Montevideo, Uruguay

38. Establishing IEEE Pre-University Education Exhibits in Science and Technology Museums EA is looking for enthusiastic IEEE Volunteers with interest in partnering with local science and technology museums to facilitate the expansion of E-Scientia in their Region. 38 eScientia Around the World Symposium 6-8 July 2011 Montevideo, Uruguay Deadline 15 May

39. Share your Knowledge, Shape the Future of Computing Do you want to help pre-university students all over the world learn computing fundamentals in creative, fun ways? Are you interested in developing a pre- university lesson plan that aids the teaching and learning of computing 39 Enter the TryComputing.org Lesson Plan Competition Outlines Due:15 May Calling all Student and Grad Student Members

40. 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 40

41. The Teacher In Service Program Train volunteers –IEEE Section Members –IEEE Student Members –Teachers and Instructors …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 41 IEEE Volunteers Teachers Students

42. Our Overall TISP Goals Empower IEEE “champions” to develop collaborations with local pre-university education community to promote applied learning Enhance the level of technological literacy of pre-university educators 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 42

43. Why TISP in Canada? The program has the potential to become a new resource for many teachers who have limited exposure or experience with engineering, computing or technology TISP introduces teachers to hands-on inquiry- based activities that support the teaching of science, technology and mathematics IEEE members represent an important repository of knowledge and experience, otherwise unavailable to the pre-university education system –A bridge between the technical community and the school system can be built 43

44. TISP in Canada 2009 training workshop conducted with X attendees from X sections participated Region 7 approved the formation of a TISP committee to oversee the activities; 13 Sections currently participate 44 MontrealOttawa Sarnia OntarioToronto HamiltonCanadian Atlantic New FoundlandSaskatchewan CalgaryEdmonton Kitchener/WaterlooNew Brunswick Vancouver

45. TISP in Canada – Section Champions Chair : Anader Benyamin-Seeyar Newfoundland : Brian Kidney Canadian Atlantic : Dirk Werle Montreal : Hamadou Saliah-Hassae, Geoffrey Alleyne Ottawa : Jennifer Ng, Raed Abdullah Toronto : Patrick Finnigan, Dennis Cecic Hamilton : Dave Hepburn Kitchener/Waterloo : Derek Bennewies 45

46. TISP in Canada – Section Champions Cont’d Sarnia Ontario : Maike Luiken, Murray MacDonald Saskatchewan : Ian Sloman Calgary : Anis Haque Edmonton/Northern Canada : Rossitza S Marinova, Shauna Rae, Mooney Sherman Vancouver : Lilliana Trykovitch, Dave Michelson, Kouros Goodarzi Winnepeg – Witold Kinsner 46

47. Outline Our Organization: IEEE Why is IEEE interested in promoting engineering, computing and technology to pre-university educators and students? What do we plan to do in this workshop? What are the expectations? 47

48. How is the training workshop conducted? Volunteers gather for a day and a half of training –With teachers and school administrators Volunteers spread the program in their school districts Volunteers work with the Ministry of Education to organize TISP professional development/in-service presentations 48

49. 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 49

50. 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 participates in supporting the program –In the first year, EAB will cover the costs for materials and supplies for TISP sessions lead by IEEE volunteers for teachers –In subsequent years, funding is the responsibility of the local IEEE Section/sub- Section 50

51. Training Workshops: 2005-Present 51 22 Workshops - 1767 Participants 51

52. A Decade of Success In 2001, the first event was held by the Florida West Coast Section in conjunction with the University of South Florida College of Engineering In 2005, the program was institutionalized as part of EAB’s budget In 2007, a pilot Student Branch Workshop was held in Peru (105 attendees) In 2009, the largest TISP event was held with 185 teachers in Uruguay By 2009, at least one training workshop was held in every IEEE region 52

53. Teacher In-Service Program Presentations Over 148 TISP presentations have been reported by IEEE volunteers TISP presentations have reached over 3380 pre-university educators –This reach represents more than 368,000 students each year 53

54. Teacher Feedback 91.2% of the teachers polled responded positively to the statement: “This presentation has increased my level of technological literacy.” 1661 Respondents (24% Primary Teachers) 54

55. Teacher Feedback 94.2% of the teachers polled responded positively to the statement: “Today's topic will increase my student's level of technological literacy.” 1661 Respondents (24% Primary Teachers) 55

56. Sample Outcomes Houston Section, Texas cooperating with the Harris County Department of Education to do the alignment matrix for the Texas Education Agency curriculum requirements for students ages 5-18 for the TryEngineering.org lesson plans. The South Africa Section partnered with the South African National Department of Education to develop lesson plans relating to the South African Technology General Education and Training (GET) curriculum. 56

57. Meeting the Goals Empower IEEE “champions” Technological literacy of pre- university educators Technological literacy of pre- university students Understanding of the needs of educators School systems assisted by IEEE 1821 Trained Volunteers 91% agreed that program enhanced technological literacy 94% believe that student’s technological literacy would increase Sustained programs in several sections 148 presentations reported 57

58. Outline Our Organization: IEEE Why is IEEE interested in promoting engineering, computing and technology to pre-university educators and students? What do we plan to do in this workshop? What are the expectations? 58

59. What do we expect after the meeting? We hope that participants will get organized to provide TISP training to pre-university educators –A team of 3-5 volunteers can be very effective IEEE-EAB will support such activities by paying for materials and supplies for documented TISP activities lead by IEEE volunteers for one year after this session 59

60. Expectations for IEEE Volunteers Organize TISP sessions throughout the pre- university education system Communicate with EAB for guidance, information exchange, and support Participate in the Region 7 TISP Committee to make TISP a permanent program Arrange for budgeting through the Section, Region, and IEEE Boards (MGAB, EAB) 60

61. Expectations for Teachers Use the TISP approach in your classroom Work with the IEEE volunteers to organize TISP training sessions for teachers –Report to IEEE volunteers what lessons have been learned from the program –Indicate what lesson plans were or were not successful, and what additional lesson plans would be required 61

62. 62 HAVE FUN!!!