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Transcript of 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
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…
Number of IEEE and IET articles
Australia 238
Japan 108
Singapore 53
New Zealand 27
Korea 26
Malaysia 24
Thailand 10
“Engineering education” and…
Number of IEEE and IET articles
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
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
It helps to be… Are you ready to…
sharp of mind and quick of tongue
learn how to find and interview sources?
From Collegeboard.com: Civil Engineering
It helps to be… Are you ready to…
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: Civil Engineering
It helps to be… Are you ready to…
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: Civil Engineering
It helps to be… Are you ready to…
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
It helps to be… Are you ready to…
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
It helps to be… Are you ready to…
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
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
IEEE Section engineers develop and present technology-oriented projects to local pre-university educators
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)
IEEE Section engineers develop and present technology-oriented projects to local pre-university educators
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
Why Participate in a Teacher In-Service Program?
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.
Why Participate in a Teacher In-Service Program?
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?