the teacher in-service program in malaysia 10 september 2006 putrajaya, malaysia moshe kam...

The Teacher In-Service Program in Malaysia

10 September 2006Putrajaya, Malaysia

Moshe Kam Educational Activities

A Few Words about IEEE

IEEE is the largest professional engineering association in the world

367,000 members in 150 countries A 501(c)3 organization in incorporated in New York

Originally concentrating on power engineering and communications IEEE at present spans technical interests across the spectrum of technology

From nanotechnology to oceanic engineering

In many respects IEEE has become “the steward of Engineering”

It all starts in Philadelphia… AIEE

In 1884 the Franklin Institute organized the International Electrical Exhibition in Philadelphia

The Operator, 15 April 1884 “The…exhibition would be attended by foreign electrical savants, engineers, and manufacturers...it would be a lasting disgrace to American electricians if no American electrical national society was in existence to receive them with the honors due them from their co-laborers in the United States." Thomas Edison, Elihu Thomson, Edwin Houston, and Edward Weston

AIEE’s First Technical Meeting 7-8 October 1884, the Franklin Institute

Early Presidents

Alexander G. Bell Elihu Thomson Charles Steinmetz Frank Sprague

A few more recent Presidents

Leah Jamieson Joseph Bordogna Michael Lightner Wallace Read

AIEE IRE

Established 1884

An American Organization

Representing the establishment

Rooted in Power Engineering

First computers working group Now the Computer Society

Established 1908

An international Organization

Open to students, young professionals

Quick to adopt advances in radar, radio, TV, electronics, computers

Proceedings of the Institute of Radio Engineers (January 1913)

1963: Merger of AIEE and IRE to create IEEE

What is IEEE? A membership organization

A major creator and guardian of technical IP

A mechanism to bring people of common technical interests together

both geographically and disciplinarily

Volunteerism as a core value of IEEE

A guardian of the future of Engineering

An implementer of technology-related public Imperatives

What does IEEE do?

Publishes literature in engineering, technology and computing

Organizes conferences

Develops standards

Gets engineers and technologists from different locales together

Organizes professional activities among engineering students

Educates the public about Engineering

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

What is the Problem?

Flat or declining engineering enrollments in most developed nations

Coupled with disappointing performance of youth in Mathematics

E.g., “free fall” in Scandinavia

Insufficient number of engineers and engineering educational programs in most developing countries

Asia is far behind Europe and the US in number of engineers per capita

What is the Problem?

Women & minority students conspicuously under-represented

Public perception of engineers/ engineering/ technology is largely misinformed Resulting in early decisions that block

the path of children to Engineering

Percentage of Science Degrees Awarded

41.8

36

32.4

18.4

15.6

39.5

31.5

24.2

15.9

15

38.4

31

25.9

15.7

14.9

05

101520253035404550

1999 2001 2002

South Korea

Germany

Czech Rep.

USA

Norway

Science degrees include life sciences, physical sciences, mathematics, statistics, computer sciences, engineering, manufacturing, and building

Source: Organization of Economic Cooperation and Development

BS Degrees Awarded (US)

Source: U.S. Department of Education, National Center for Education Statistics

Higher Education in Malaysia as seen by IEEE-EAB

ObservationsAction items

Moshe Kam

Main sources:

StudyMalaysia.com

Malaysian Educational Statistics 2005, MOE

Government of Malaysia: Education and Social Characteristics of the Population, Population and Housing Census 2000

The Malaysian Engineering Education System at a Glance

13 years of formal schooling 6 years of primary school 5 years of secondary school (SPM

– equivalent to GCE ‘O’ level) 2 years of pre-university (STPM –

equivalent to GCE ‘A’ level)

4 Years Tertiary Education leading to BEng (Hons) degree

Source: presentation by Dr. H T Chuah, EAB workshop Bangkok, 2004

The Malaysian Engineering Education System at a Glance

6 years

5 years

2 years

7 12 17 0

PRIMARY

PRE-UNIVERSITY

SECONDARY

AGE (YEARS)19 23

4 years

University

Source: presentation by Dr. H T Chuah, EAB workshop Bangkok, 2004

Basic Numbers

17 public universities Including 6 with “Technology” or “Engineering”

in the title

11 private universities 11 private university colleges 5 foreign university branches

20 polytechnic institutions (technician level)

More than 500 of colleges Many do not offer degrees but transfer coursework to degree

granting universities (overseas) Models of Twinning, Articulation, and Credit Transfer with

foreign universities

Source: Malaysian Educational Statistics 2005, MOE

Basic Numbers

University-level students: Government and government-assisted university-level

institutions: 312,165 Private universities: 89,664

Development of engineering programs is relatively recent:

Started in the 1970s Universities that offer degrees in engineering

1994 – six (6) 1999 – ten (10) 2006 – approximately 20

Source: Malaysian Educational Statistics 2005, MOE

Footprint in IEEE Xplore: ECE/CS Research

Author affiliation Number of IEEE and IET articles per million people

Number of IEEE and IET articles

Singapore 2957 13166

Australia 979 19140

Japan 799 101515

New Zealand 534 2087

Korea 604 29179

Malaysia 112 2540

Thailand 34 2148

Footprint in IEEE Xplore: Engineering Education

“Engineering education” and…


Australia 238

Japan 108

Singapore 53

New Zealand 27

Korea 26

Malaysia 24

Thailand 10

“Engineering education” and…


France 91

Mexico 79

Italy 76

Turkey 43

Malaysia 24

Greece 22

Hungary 20

Footprint in IEEE Xplore: Engineering Education

Basic observations A growing but still small higher education system

Compared to population size

A growing but still small infrastructure for engineering and technology education

A growing but still small fraction of the 20+ population benefits from higher education (post-secondary, college, university)

8.9% in 1991; 16% in 2000

The role of foreign universities in educating Malaysian engineers and technologists is more important than in many other developing countries

http://recom.org/index.php

What do Malaysians study?(in the higher education system)

First: social science, business and law (35.4%)

Second: engineering, construction and skill training (22.6%)

Third: education (15.4%)

Comment on In Service Training for pre-university teachers

Malaysia has a formal in-service training program for teachers run by the Ministry of Education

A 14-week program Open to education service officers meeting

minimum qualifications By application

Will it be possible to integrate the IEEE TISP program in this official program?

Source: Ministry of Education Malaysia http://apps2.emoe.gov.my/tayang.php?laman=latihan_dalam_perkhidmatan&bhs=en

References A.A. Abang Abdullah et al.: Engineering education in rapidly

industrialising Malaysia, Engineering Science and Education Journal, Volume 3, Issue 6, pp. 291-296 (Dec. 1994)

James D. Stevens: Malaysian Models for Engineering Education in the United States, J. Profl. Issues in Engrg. Educ. and Pract., Volume 125, Issue 1, pp. 25-28 (January 1999)

Education Guide Malaysia, 10th edition (Petaling Jaya: Challenger Concept)

H.T. Chuah” Engineering Programme Accreditation System of Malaysia, IEEE EAB Accreditation Workshop, Bangkok, Thailand (2004): on-line: http://www.ieee.org/organizations/eab/apc/cgaa/presentations/Malaysia-Chuah.ppt

http://www.studymalaysia.com http://www.internationaleducationmedia.com/malaysia/ http://www.SchoolMalaysia.com http://www.mohe.gov.my (Malay only) http://www.moe.gov.my/ (English version)

Pre-university activities in IEEE

Who inside IEEE is active in this area?

The IEEE Educational Activities Board (EAB)

The IEEE Regional Activities Board (RAB)

IEEE-USA

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 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 teachers every year

Objective 2: Engineering Associations, Unite!

Center for Pre-University Engineering Education

Ideally, the resource of choice for pre-university education cooperation with Engineering Associations

Ideally, a multi-association organization With partners such as ASCE, ASME, IEE, SEE It is about ENGINEERING, not Electrical Engineering

Objective 3: Strong On-line Presence

New on-line portals for students, teachers, school counselors, and parents

Educational and entertaining Focused on the audience

From lesson plans for teachers to games for students

Ideally, the premier on-line resource on engineering for pre-university students, school counselors, teachers and parents

On Line Portal

TryEngineering.org

“Strong On-line presence”

The Web provides us with high potential for reachability

A successful portal can become a major resource for students, parents, school counselors, and teachers

But success is difficult in an ever-crowded medium

Effort needs to be coupled with more modern tools

Instant messaging, podcasts

What information is needed on line?

We met with school counselors and Engineering Associations

Need on line tools for identifying formal and informal engineering education opportunities

Engineering associations that participated in our discussions

ACM, AIChE, AIAA, ASME, ASCE, IEE, JETS, SAE, SEE, Sloan Career Cornerstone Center

What information is available on line?

We conducted a comprehensive review of engineering education resources

By EAB and consultants

Conclusions: Many “Engineering Resources” are actually

focusing on Science and Mathematics Resources for teachers are largely inadequate Wrong message is sent about the nature of

engineering and the life of engineers

From Collegeboard.com: Law

It helps to be… Are you ready to…

fascinated by the relationship between law and society

engage in intense discussion of thorny legal problems ?

From Collegeboard.com: Broadcast Journalism


sharp of mind and quick of tongue

learn how to find and interview sources?

From Collegeboard.com: Civil Engineering


A problem-solver who’s creative, curious, logical, and a fan of math.

Spend hours and hours working on problem sets and design projects?

From Collegeboard.com: Mechanical Engineering


A fan of science and math, a creative problem solver, and someone who likes to take things apart to find out how they work.

Rely on your math skills? Master difficult scientific concepts? Take on a heavy course load? Spend five years as an undergrad…

From Collegeboard.com: Electrical Engineering


A fan of science and math who’s curious about the way things work

Spend hours building detailed, complicated systems

Try, try, and try again when at first a project doesn’t succeed

Good existing model

Tryscience.org “Your gateway to experience the excitement of

contemporary science and technology through on and offline interactivity with science and technology centers worldwide.”

Science is exciting, and it's for everyone!

Partnership between IBM the New York Hall of Science the Association of Science-Technology Centers Science centers worldwide

Next step – TryEngineering.org

Companion site to tryscience.org

Comprehensive

Ultimate Audience: young people ages 8-18

Designed to convey excitement about engineering and design

Can-do attitude Hands-on experience Positive image of the engineering process and engineering

“Discover the creative engineer in you”

TryEngineering.orgA portal for students, parents, school counselors and teachers

School searchBy location, program, environment

Day in the life of an engineer

Hands-on and virtual projects

Lesson plans for teaching engineering design

Ask an engineer:Brought to you by SAE

Ask an undergraduate student:Brought to you by JETS

Games Summer camps, internship opportunities

http://www.elearning.ph/conference2/logos/ibm.logo.jpg

Current status TryEngineering.org is on line

Please visit and provide us with feedback We are having a “quiet launch” between June

and early September Some statistics (as of 23 August 2006)

6248= average # of visitors per month 40 minutes= average time a visitor spends on the

site 41,404= average # of page hits per month 1761= average number of university searches per

month 120= questions submitted to Ask an Expert 131= number of visitors from Malaysia (.64%)

Advertising campaign in mid-September

The Teacher in Service Program

“Engineering in the classroom”

Basics


Started at the Florida West Coast Section in 2001

Lesson plans in English and Spanish for teachers and engineers

Lesson plans matched to educational standards

Basics (2)


Started at the Florida West Coast Section in 2001

Lesson plans in English and Spanish for teachers and engineers

Lesson plans matched to educational standards

Rotational Equilibrium: A Question of Balance

Demonstrate the concept of rotational equilibrium, by building and testing a Mobile

Build working models with household items

Design and Build a Better Candy Bag

Lesson Focus

Demonstrate how product design differences can affect the success of a final product

in this case a bag for holding candy.

Students work in pairs to evaluate, design, and build a better candy bag

What have we done in 2005? Pilot study in Region 3 (Southeastern US)

65 participants, from 23 Sections, in Atlanta, GA

Whole day workshop on lessons, association with educational standards and working with schools

Plus half a day of a simulated TISP session

Feedback: multiple groups organizing training sessions in Southeastern US and Jamaica

What are we doing in 2006?

A Region 3 refresher

Expand to Region 1 (Boston, MA)–held in March Region 4 (Indianapolis, IN)—held in

June Region 8 (South Africa)– held in August Region 10 (Malaysia)

What will we do in 2007?

Expand to

Region 2 (Baltimore) Region 5 (Dallas) Region 9 (Peru and Argentina) Region 8 (Slovakia?)

What do we want to achieve in Malaysia?

Establish TISP as a permanent program run by the IEEE Malaysia Section

Reach 400 pre-university teachers in one year From across the country 800 teachers in the next two years

Investigate the incorporation of TISP in the formal program of the Malaysia’s Ministry of Education In Service Program

Make TryEngineering a popular resource among teachers, school counselors and students in the primary through university level communities in Malaysia

Augment the TryEngineering University Search with school information in Malaysia

Create a page on university accreditation in Malaysia Ask to add links on Ministry of Education website links page

www.moe.gov.my/tayang.php?laman=links&bhs=en and on www.schoolmalaysia.com, www.doctorjob.com.my/, www.studymalaysia.com

Questions and comments

TISP Background and Scope

Workshop Goals

Empower Section “champions” to develop or enhance collaborations with their local pre-university community to promote applied inquiry-based 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 for many years.

Short-Term Benefits Participating teachers will acquire additional

knowledge and materials necessary to enhance their science, math and technology curricula

Participating teachers will be able to add practical, applicable content to their curricula

Engineers and educators will be able to meet and learn about each other

Participating teachers will have a greater understanding of technical careers such as engineering, which they can impart to their students

Long-Term Benefits

The overall level of technological literacy of educators and their students will be positively impacted for many years

There will be the potential for future enhancements in school curricula

Engineers and educators will be given opportunities to meet and develop future collaborative relationships

Minority and female students will be exposed to engineering and other technical professions

Just What Is In-Service Training? “Pre-service education” - Training teachers receive

before beginning their teaching careers.

“In-Service education” - Training teachers receive after entering the classroom.

In Florida, teachers must accumulate 120 in-service points every five years to renew their teaching certificates.

An in-service point is similar to the professional development hours (PDH’s) many states require for renewing PE licenses.

Why Participate in a Teacher In-Service Program?

Enhance the level of technologicalliteracy of:

TeachersStudentsThe local school community


Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students.

Promote engineering as a career choice.

Encourage IEEE member participation.

Have fun.


TISP Presentations by Section

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

Metrics To Date Forty presentations to date

More than 890 pre-university educators have participated

Science, technology and mathematics educators

These educators represent 90,000+ students

Metrics To Date Cont’d

Over 90% of the respondents agreed:

They would use the concepts presented in their instruction

Doing so would enhance the level of technological literacy of their students

Re-useable materials and hardware.

Counting the Cost

Counting the CostExpendables

Counting the Cost

Reproduction costs Often donated in kind.

Refreshments.

How to Begin?

Two pronged approach:

Build relationships with school districts.

Build interest in members.

Mobilising volunteers

Recruiting Volunteers

Articles placed in Section newsletters

Announcements At chapter meetings At section executive committee meetings

Informal contacts with members

Members can choose to be presenters or coaches

GOLD & Life members are good candidates

How do I get involved* the mindset

Be proud of what your profession does Be aware of the importance of engineering for

the development of our country and make it known

Get involved in educational issues your children’s school the IEEE - your professional society your HR department

Convince your employer and others of the importance to help education departments

My experience - promoting my profession

Employer we need engineering students

IEEE, conferences etc met similar minded people

Gateway Discovery Centre having a vision fundraising practical implementation

Industry Energy efficiency - CFL’s

Contact with educationalists

Join forces with your education department

listen to them and heed their advice Keep in contact with fellow engineers

who share your vision Always evaluate what you are doing

and ask for feedback

Qualities Needed

Tactful communicator. Willing to play the role of classroom assistant.

New methods of teaching - with less telling and more doing.

Enjoy immediate gratification.

Choose Topics

Tie to national education expectations.

Choose topics of interest to section members.

Emphasize “hands-on” activities.

Think low cost

While working with school departments simply ask teachers, curriculum supervisors, curriculum specialists, etc., what topics are needed.

“Rocket Cars and Newton’s Laws”

“Build Working Models With Household Items”

“The Orbit of Planet Gamma” “Learn to Program and Test Robots For

Classroom Use” “Everything You Wanted To Know About

Electric Motors But Were Afraid To Ask”,

Sample Teacher In-service Presentation Topics

Sample Teacher In-service Presentation Topics Cont’d

“How Do We Communicate Using Radio Waves”

“Get Connected With Ohm’s Law” “Effective Lighting” “Build Your Own Robot Arm” “Simple Machines” “Light Waves and Spectroscopes”

Plan Times and Places Special Events

USF Engineering EXPO, all day, February, prelude to Engineer’s Week

Teacher Conferences, e.g. technology, mathematics and science teacher conventions by province or nationally

National teacher organizations that happen to meet nearby

Places College Campuses, school lab

Follow-up Activities/Metrics

Count the number of educators who participated in your teacher in-service program

Be sure that teachers complete the 12 item questionnaire

EAD will tabulate the results Follow-up with teachers to determine the level

of implementation of the concepts and activities

Consider a sign in sheet to include an email address

Consider sending a follow-up postcard to attendees

Lessons Learned

Have telephone or cell phone numbers for at least two contacts at the school.

If possible, visit the presentation location several days before the session.

Use a cart for moving materials from volunteers’ cars to meeting rooms.

If your presentation requires electric power, bring several extension cords and multi-outlet power strips.

Exchange cellular telephone or pager numbers among all the section member volunteers.

Provide each section member volunteer with good directions to the meeting location.

Teacher In-service Presentations

Design and Build Your Own Robot Arm

Putrajaya, Malaysia

Nico Beute, South Africa SectionDouglas Gorham, Educational ActivitiesYvonne Pelham, Educational Activities

September 2006

Principles & Standards for School Mathematics

Geometry: Use visualization, spatial reasoning, and geometric

modeling to solve problems Analyze characteristics and properties of two- and three-

dimensional geometric shapes and develop mathematical arguments about geometric relationships

Problem Solving: Recognize and apply geometric ideas in areas outside of

the mathematics classroom Apply and adapt a variety of appropriate strategies

Communication: Communicate mathematical thinking coherently and

clearly to peers, teachers, and others

National Science Education Standards

Standard E: Science and Technology Abilities to distinguish between natural objects

and objects made by humans Abilities of technological design Understandings about science and technology Communicate the process of technological design Interactions of energy and matter Motion and force

Standards for Technological Literacy

Students will develop an understanding of… Standard 7. the influence of technology on history. Standard 8. the attributes of design. Standard 9. engineering design. Standard 10. the role of troubleshooting, research and

development, invention and innovation, and experimentation in problem solving.

Students will develop… Standard 11. the abilities to apply the design process. Standard 19. an understanding of and be able to select

and use manufacturing technologies.

Outline and Procedures Divide into teams of 2 Brainstorm and create a sketch of your

design Build a model of your design with given

materials Test your model Discuss and agree upon a redesign, if

needed Rebuild your robot arm Retest your model Answer reflection questions as a team

Reflection What was one thing you liked about your

design? Did you use all of the materials provided?

Why, or why not? Are there algebraic principles that can be

applied to this activity? What is one thing you would change about

your design based on your experience? How might you incorporate this activity into

your classroom instruction?

the teacher in-service program in malaysia 10 september 2006 putrajaya, malaysia moshe kam...

Documents

communications ieee

steward of engineering

respects ieee

power engineering

oceanic engineering

spectrum of technology

501c3 organization

new york