The Teacher InService Program in Malaysia

1
The Teacher In-Service Program in Malaysia

• 10 September 2006
• Putrajaya, Malaysia
• Moshe Kam
• Educational Activities

2
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

3
It all starts in Philadelphia AIEE

• In 1884 the Franklin Institute organized the
  International Electrical Exhibition in
  Philadelphia
• The Operator, 15 April 1884 Theexhibition
  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
• AIEEs First Technical Meeting 7-8 October 1884,
  the Franklin Institute

4
Early Presidents
Alexander G. Bell
Elihu Thomson
Charles Steinmetz
Frank Sprague
5
A few more recent Presidents
Leah Jamieson Joseph Bordogna Michael
Lightner Wallace Read
6
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
7
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

8
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

9
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

10
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

11
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

12
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

13
Percentage of Science Degrees Awarded
Science degrees include life sciences, physical
sciences, mathematics, statistics, computer
sciences, engineering, manufacturing, and building
Source Organization of Economic Cooperation and
Development
14
BS Degrees Awarded (US)
Source U.S. Department of Education, National
Center for Education Statistics
15
Higher Education in Malaysia as seen by
IEEE-EAB Observations Action items
Main sources StudyMalaysia.com Malaysian
Educational Statistics 2005, MOE Government of
Malaysia Education and Social Characteristics of
the Population, Population and Housing Census
2000
Moshe Kam
16
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
17
The Malaysian Engineering Education System at a
Glance
University
PRE- UNIVERSITY
4 years
2 years
SECONDARY
5 years
PRIMARY
6 years
AGE (YEARS)
7
12
17
0
19
23
Source presentation by Dr. H T Chuah, EAB
workshop Bangkok, 2004
18
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
19
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
20
Footprint in IEEE Xplore ECE/CS Research
21
Footprint in IEEE Xplore Engineering Education
22
Footprint in IEEE Xplore Engineering Education
23
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

24
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)

25
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?lamanlatihan
_dalam_perkhidmatanbhsen
26
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/pre
  sentations/Malaysia-Chuah.ppt
• http//www.studymalaysia.com
• http//www.internationaleducationmedia.com/malaysi
  a/
• http//www.SchoolMalaysia.com
• http//www.mohe.gov.my (Malay only)
• http//www.moe.gov.my/ (English version)

27
Pre-university activities in IEEE
28
Who inside IEEE is active in this area?

• The IEEE Educational Activities Board (EAB)
• The IEEE Regional Activities Board (RAB)
• IEEE-USA

29
IEEEs Pre-University Initiative

• 2005-2006 New Initiative
• Launching Our Childrens 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

30
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

31
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

32
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

33
On Line Portal

• TryEngineering.org
• Strong On-line presence

34
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

35
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

36
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

37
From Collegeboard.com Law
38
From Collegeboard.com Broadcast Journalism
39
From Collegeboard.com Civil Engineering
40
From Collegeboard.com Civil Engineering
41
From Collegeboard.com Civil Engineering
42
From Collegeboard.com Mechanical Engineering
43
From Collegeboard.com Electrical Engineering
44
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45
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

46
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

47
TryEngineering.org

• A portal for students, parents, school
  counselors and teachers

48
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50
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

51
The Teacher in Service Program

• Engineering in the classroom

52
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

53
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

54
Rotational Equilibrium A Question of Balance

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

55
Build working models with household items
56
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

57
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

58
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)

59
What will we do in 2007?

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

60
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 Malaysias 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?lamanlinksb
  hsen and on www.schoolmalaysia.com,
  www.doctorjob.com.my/, www.studymalaysia.com

61
Questions and comments
62
TISP Background and Scope
63
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.

64
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

65
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

66
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 (PDHs) many
  states require for renewing PE licenses.

67
Why Participate in a Teacher In-Service Program?

• Enhance the level of technological literacy of
• Teachers
• Students
• The local school community

68
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.

69
Why Participate in a Teacher In-Service Program?

• Have fun.

70
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

71
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

72
Metrics To Date Contd

• 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

73
Counting the Cost

• Re-useable materials and hardware.

74
Counting the CostExpendables
75
Counting the Cost

• Reproduction costs
• Often donated in kind.
• Refreshments.

76
How to Begin?

• Two pronged approach
• Build relationships with school districts.
• Build interest in members.

77
Mobilising volunteers
78
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

79
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 childrens school
• the IEEE - your professional society
• your HR department
• Convince your employer and others of the
  importance to help education departments

80
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 - CFLs

81
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

82
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.

83
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.

84
Sample Teacher In-service Presentation Topics

• Rocket Cars and Newtons 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,

85
Sample Teacher In-service Presentation Topics
Contd

• How Do We Communicate Using Radio Waves
• Get Connected With Ohms Law
• Effective Lighting
• Build Your Own Robot Arm
• Simple Machines
• Light Waves and Spectroscopes

86
Plan Times and Places

• Special Events
• USF Engineering EXPO, all day, February, prelude
  to Engineers 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

87
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

88
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.

89
Teacher In-service Presentations
90
Design and Build Your Own Robot Arm

• Putrajaya, Malaysia
• Nico Beute, South Africa Section
• Douglas Gorham, Educational Activities
• Yvonne Pelham, Educational Activities
• September 2006

91
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

92
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

93
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.

94
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

95
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?