Transcript Pre-University Education and Women In Engineering Learning Station Karen Panetta Kapil Dandekar Douglas Gorham Outline WIE– Women In Engineering (Karen) EPICS– Engineering Projects In Community Service (Kapil) TISP– Teacher.

Pre-University Education and
Women In Engineering
Learning Station
Karen Panetta
Kapil Dandekar
Douglas Gorham
Outline
WIE– Women In Engineering (Karen)
EPICS– Engineering Projects In
Community Service (Kapil)
TISP– Teacher In-Service Program
(Doug)
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IEEE Women In Engineering
www.ieee.org/women
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Who is WIE on the
Outside?
Outreach: Empowering young and
professional women to pursue STEM fields.
Community resource for utilizing technology
for healthy living.
Career Development.
Public Visibility for IEEE:
– Authority on Best Practices.
– Diversity Arm of IEEE.
– Liaison and collaborator with other professional women’s
organizations around the world.
Who is WIE inside IEEE?
IEEE Core Values
 Growth and Nurturing of the
profession
Educating the IEEE community on
the best practices to support and
retain women.
Career development strategies
throughout all phases of life.
 Professionalism




Service to humanity
Peer-reviewed
Collaboration and community building
Trust and respect
Promoting Awards and Recognition
for Women Members.
Inspiring new members to realize
their potential to help change lives.
WIE Highlights

Communication
–
–
–
–
–

IEEE WIE Newsletter.
IEEE WIE Magazine.
IEEE WIE Website.
Conferences, Forums and Events.
Affinity group support.
Encouraging girls to pursue STEM as a career
choice
–
–
–
–
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STAR Program.
Scholarships.
E-Week/Global Marathon/Introduce a Girl to Engineering.
IEEE TV.
IEEE WIE/EAB Real World Engineering Projects.
WIE Magazine Winner of the
2008 APEX Award
IEEE WIE Initiatives

88 WIE worldwide events
– Including pre-university
– Over 13,000 participants

Collaborations with over 34 corporations and
organizations.
WIE Student Events
Region 1-6
4609
Students
Region 8
300 Students
Region 9
150 Students
Region 10
2000 Students
IEEE WIE Initiatives


STAR Program.
IEEE WIE India Humanitarian Program for Disabled
Children.
Dr. Ramalatha Marimuthu (WIE R10 India)
IEEE WIE Initiatives


IEEE EAB TryEngineering Projects.
New Orleans
Members as of December
2008
Grade
Fellow
Jan 09
44
Life Members
124
Associates
255
Member
Senior Member
Student
2951
321
7068
Affiliate
Total
Region
US
Canada
2
10,765
Oct-08
3327
388
Europe, Africa & Middle East
2281
Latin America
2240
Asia & Pacific
2529
Total
Gender
10,765
Oct-08
Female
6602
Male
3181
Not Provided
Total
982
10,765
Thank you!
Email: [email protected]
WIE Committee Meeting April 29, 2008
Engineering Projects in
Community Service (EPICS)
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Engineering Projects in
Community Service (EPICS)
Performed by EAB and the Philadelphia and South Africa Sections
EPICS-High (http://epics-high.ecn.purdue.edu/)
– Organizes University and high-school students to work on
engineering-related projects for local area non-profit
organizations
Purpose of the New Initiative is to bring EPICS-High to IEEE
– Uses IEEE student branches in the Philadelphia and South Africa
Sections to mentor EPICS-high teams
– Focused on recruitment and retention of students, particularly
women and under-represented minority students, to engineering
programs
– Provides context to students who do not know what engineering is
– Earlier access to real engineering problems
– Mentoring by undergraduates or local area professionals
Relationship with IEEE Strategic
Goals
IEEE will improve the professional competencies of students
and professionals through education.
IEEE will increasingly be valued by the global community as
a catalyst for a balanced dialogue on technology-related
issues.
The public will increasingly value the role of IEEE and
technical professionals in enhancing the quality of life and
the environment.
IEEE members will increasingly find value and enjoyment
through their involvement in the organization.
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EPICS – High
School
EAB and the IEEE Philadelphia and South Africa Sections
What Really Happened: Philadelphia
Section
Philadelphia Section EPICS High IEEE Pilot Program is
underway
EPICS Projects are conducted with…
– Philadelphia Clean Air Council
 Development of an air quality sensor network for
monitoring residential areas in South Philadelphia
– Philadelphia Urban Farms
 Development of a soil quality sensor network for
monitoring urban farms in Philadelphia
Participation of Philadelphia-area high schools:
– Science Leadership Academy
EPICS – High
School
EAB and the IEEE Philadelphia and South Africa Sections
What Really Happened: Philadelphia
Section
Drexel University is working with the Philadelphia Clean Air Council
Philadelphia Clean Air Council: develops and disseminated policies
for improving air and water quality
Current focus is on port activities on the Delaware River
– Uses 10,000 gallons of diesel fuel per day (not including fuel
from ships)
– Diesel emissions from port equipment corrupt air quality
– Impact on residential areas in south Philadelphia is severe
Residential air quality sensor network
– Determine air quality in various Philadelphia neighborhoods to
determine a “first screening” for EPA standards
What Really Happened: Philadelphia Section
Drexel and Philadelphia Clean Air Council preliminary results
– Designed/ manufactured wireless interface
– Designed/ manufactured sensor
– Deployed sensor network in the city
What Really Happened: Philadelphia Section
Market Street
Parking Deck
Bus Depot
Courtesy of Google Maps
EPICS – High
School
EAB and the IEEE Philadelphia and South Africa Sections
What Really Happened: Philadelphia Section
Drexel and Philadelphia Clean Air Council preliminary results
• Simulation and measurements of urban air quality
• Deployment of an air quality sensor network in Philadelphia
EPICS – High
School

South Africa Section Participation
Who’s involved?

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
EAB and the IEEE Philadelphia and South Africa Sections
IEEE Student Branch: University of Pretoria
IEEE Student Branch: University of Cape Town
GOALS
(1) Community related projects aimed at achieving a beneficial impact on a
chosen section of society
• by engagement with a section of society which is different from the
student’s own social background.
(2) Development of an awareness of personal, social and cultural values,
an attitude to be of service
• and an understanding of social issues, for the purpose of being a
responsible professional.
(3) Development of important multidisciplinary and life skills
• communication, interpersonal and leadership skills.
What Really Happened: South Africa
Section
Project Example (1): Grinder
What Really Happened: South Africa
Section
Project Example (2): Jungle Gym
EPICS – High
School
EAB and the IEEE Philadelphia and South Africa Sections
Assessment of project’s results(planned)
Outcomes assessment includes the following
components:
1. Quality of the project reports
• in written and oral forms
2. Student demographics and diversity
3. Peer assessment of project quality
4. Satisfaction of the non-profit community partner
5.Fraction of projects invited by community partners to
return for a subsequent project
EPICS Lessons learned
Vertical integration of projects in EPICS-high will be
increased over traditional EPICS implementations:
– High school students
– Freshman/senior undergraduate students
– IEEE student members
– Graduate students
Challenges
– Different curricular timetables for high school students
and undergraduates
– Different Academic Year calendars in Philadelphia and
South Africa
– Large physical distance between participants in
Pretoria and Cape Town
EPICS Summary
Through development of an EPICS-High model,
IEEE will strengthen its position as a leader in
pre-university student education and recruitment,
while performing a public service to communitybased non-profit organizations
Teacher In-Service Program
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Why is IEEE interested in
pre-university engineering
education
Because it is in our stated and un-stated mission
Because in many IEEE Sections there is marked decline
in the interest of young people in Engineering
– This is bad 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
– Industry does not appear to be able to address the
problem directly
– Governments do not appear sufficiently concerned (yet)
– Other engineering associations look up to us
IEEE’s Pre-University Initiative
2005-2006 New Initiative
– “Launching Our Children’s Path to Engineering”
Objectives
– Increase the propensity of young people worldwide
to select Engineering as a career path
– Build a sustained public awareness program, led by
IEEE, with broad support of corporations and
professional associations
Objective 1: Engineering in
the pre-university
classroom
Institutionalization of the IEEE Teacher In
Service Program
– IEEE Section engineers develop and present
technology-oriented projects to local pre-university
educators
– Emphasis on volunteer-teacher interaction as
opposed to volunteer-student interaction
– Ideally: a sustained program involving several
thousand schools every year
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
Aligned with Education Standards
Designed to highlight engineering design
principles
– The cost is $50--$100 for a class of 30
Inception
February 2001
IEEE Florida West
Coast Section
In conjunction with
the University of
South Florida College
of Engineering
How does it work?
Volunteers gather for a day and a half
of training
– With teachers and school administrators
Volunteers spread the program in their
school districts
Volunteers of an IEEE Section organize
a TISP training event
EAB provides logistical support and
instructors
– And pays for materials and supplies for
one year
TISP Training Workshop
Components
At least 2 hands-on activities are included
to simulate a TISP presentation, taken
from TryEngineering
Panel of educators provide advice
An experienced volunteer shares
strategies of “how to begin”
A “why we are doing this” presentation
Small group discussion to identify next
steps
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2006-2007
Boston
Piura, Peru*
Indianapolis
Rio de Janeiro
Kuala Lumpur
Baltimore
Cape Town
Dallas
*= student branch pilot workshop
2008–2009
Los Angeles
Atlanta
San Francisco
Montevideo, Uruguay*
Cordoba
(Argentina)
Montreal
Port of Spain
Shenzchen, China
Guayaquil, Ecuador*
*= student branch members
Attendance at 2008
TISP Training Workshops
Venue
Attendance
Cordoba, Argentina
125
Trinidad & Tobago
67
Los Angeles
41
San Francisco
84
Teacher In-Service Program
Presentations
To date, over 84 TISP presentations
have been conducted by IEEE
volunteers
TISP presentations have reached over
1885 pre-university educators
– This reach represents more than 210,000
students each year
TISP presentations by volunteers
Survey Results
1124 teachers/respondents
"This presentation has increased my
level of technological literacy"
2.2%
1.1%
5.2%
43.4%
St r ongl y A gr ee
A gr ee
Di s agr ee
St r ongl y Di s agr ee
No Res pons e
48.1%
TISP presentations by volunteers
Survey Results
1124 teachers/respondents
"I will use the concepts presented in my
classroom instruction"
2.8%
0.8%
3.6%
47.9%
44.9%
Strongly Agree
Agree
Disagree
Strongly Disagree
No Response
What’s Next for TISP?
Expand the reach of the program
Find corporate sponsor(s) to finance the
TISP training workshops
Assess the impact of the use of TISP
concepts and activities in the classroom
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