Embed Size (px)
Citation preview
Pre-University Education and Women In Engineering
Learning Station
Karen PanettaKapil DandekarDouglas Gorham
Outline
WIE– Women In Engineering (Karen)
EPICS– Engineering Projects In Community Service (Kapil)
TISP– Teacher In-Service Program (Doug)
Apr 10, 20232
IEEE Women In Engineering
www.ieee.org/women
Apr 10, 20233
Who is WIE on the Who is WIE on the Outside?Outside?
Outreach: Empowering young and Outreach: Empowering young and professional women to pursue STEM fields.professional women to pursue STEM fields.
Community resource for utilizing technology Community resource for utilizing technology for healthy living.for healthy living.
Career Development.Career Development.
Public Visibility for IEEE:Public Visibility for IEEE:– Authority on Best Practices.Authority on Best Practices.– Diversity Arm of IEEE.Diversity Arm of IEEE.– Liaison and collaborator with other professional women’s Liaison and collaborator with other professional women’s
organizations around the world.organizations around the world.
Who is WIE inside IEEE?Who is WIE inside IEEE?
Educating the IEEE community on Educating the IEEE community on the best practices to support and the best practices to support and retain women.retain women.
Career development strategies Career development strategies throughout all phases of life.throughout all phases of life.
Promoting Awards and Recognition Promoting Awards and Recognition for Women Members.for Women Members.
Inspiring new members to realize Inspiring new members to realize their potential to help change lives.their potential to help change lives.
Growth and Nurturing of the profession
Professionalism
Service to humanity Peer-reviewed Collaboration and community building Trust and respect
IEEE Core Values
WIE HighlightsWIE Highlights
CommunicationCommunication– IEEE WIE Newsletter.IEEE WIE Newsletter.– IEEE WIE Magazine.IEEE WIE Magazine.– IEEE WIE Website.IEEE WIE Website.– Conferences, Forums and Events.Conferences, Forums and Events.– Affinity group support.Affinity group support.
Encouraging girls to pursue STEM as a career Encouraging girls to pursue STEM as a career choicechoice– STAR Program.STAR Program.– Scholarships.Scholarships.– E-Week/Global Marathon/Introduce a Girl to E-Week/Global Marathon/Introduce a Girl to
Engineering.Engineering.– IEEE TV.IEEE TV.– IEEE WIE/EAB Real World Engineering Projects.IEEE WIE/EAB Real World Engineering Projects.
WIE Magazine Winner of the WIE Magazine Winner of the 2008 APEX Award2008 APEX Award
IEEE WIE InitiativesIEEE WIE Initiatives
88 WIE worldwide events88 WIE worldwide events– Including pre-universityIncluding pre-university– Over 13,000 participantsOver 13,000 participants
Collaborations with over 34 corporations and Collaborations with over 34 corporations and organizations.organizations.
WIE Student EventsWIE Student Events
Region 8300 Students
Region 1-6 4609 Students
Region 9 150 Students
Region 10 2000 Students
IEEE WIE InitiativesIEEE WIE Initiatives
STAR Program.STAR Program. IEEE WIE India Humanitarian Program for IEEE WIE India Humanitarian Program for
Disabled Children.Disabled Children.
Dr. Ramalatha Marimuthu (WIE R10 India)
IEEE WIE InitiativesIEEE WIE Initiatives
IEEE EAB TryEngineering Projects.IEEE EAB TryEngineering Projects. New OrleansNew Orleans
Members as of December Members as of December 20082008
GradeGrade Jan 09Jan 09
Fellow Fellow 44
Life Members Life Members 124
Associates Associates 255
Member Member 2951
Senior Member Senior Member 321
Student Student 7068
AffiliateAffiliate 2
Total Total 10,765
RegionRegion Oct-08Oct-08
US US 3327
Canada Canada 388
Europe, Africa & Middle East Europe, Africa & Middle East 2281
Latin America Latin America 2240
Asia & Pacific Asia & Pacific 2529
Total Total 10,765
GenderGender Oct-08Oct-08
FemaleFemale 6602
MaleMale 3181
Not ProvidedNot Provided 982
TotalTotal 10,765
04/10/2315
Engineering Projects in Community Service (EPICS)
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.
04/10/23
17
EAB and the IEEE Philadelphia and South Africa SectionsEPICS – High School
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
EAB and the IEEE Philadelphia and South Africa SectionsEPICS – High School
Drexel University is working with the Philadelphia Clean Air Council
Philadelphia Clean Air Council: develops and disseminated policies for improving air and water qualityCurrent 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
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
Bus DepotBus DepotParking DeckParking Deck
Market StreetMarket Street
Courtesy of Google MapsCourtesy of Google Maps
What Really Happened: Philadelphia Section
EAB and the IEEE Philadelphia and South Africa SectionsEPICS – High School
Drexel and Philadelphia Clean Air Council preliminary results
• Simulation and measurements of urban air quality• Deployment of an air quality sensor network in Philadelphia
What Really Happened: Philadelphia Section
EAB and the IEEE Philadelphia and South Africa SectionsEPICS – High School
South Africa Section Participation
Who’s involved? 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.
Project Example (1): Grinder
What Really Happened: South Africa Section
Project Example (2): Jungle Gym
What Really Happened: South Africa Section
EAB and the IEEE Philadelphia and South Africa SectionsEPICS – High School
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 community-based non-profit organizations
Teacher In-Service Program
Apr 10, 202329
Why is IEEE interested in pre-university engineering
educationBecause 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 districtsVolunteers of an IEEE Section organize a TISP training eventEAB 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 TryEngineeringPanel of educators provide adviceAn experienced volunteer shares strategies of “how to begin”A “why we are doing this” presentationSmall group discussion to identify next steps
Apr 10, 202336
2006-2007
Boston
Indianapolis
Kuala Lumpur
Cape Town
Piura, Peru*
Rio de Janeiro
Baltimore
Dallas
*= student branch pilot workshop
2008–2009
Los Angeles
San Francisco
Cordoba (Argentina)
Port of Spain
Atlanta
Montevideo, Uruguay*
Montreal
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 ProgramPresentations
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
"This presentation has increased my level of technological literacy"
43.4%
48.1%
5.2%
1.1%
2.2%
Strongly Agree Agree
Disagree Strongly Disagree
No Response
TISP presentations by volunteersSurvey Results
1124 teachers/respondents
"I will use the concepts presented in my classroom instruction"
47.9%
44.9%
3.6%
0.8%
2.8%
Strongly Agree
Agree
Disagree
Strongly Disagree
No Response
TISP presentations by volunteersSurvey Results
1124 teachers/respondents
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
Apr 10, 202343
