TEACH Staff Lisa Hanrahan manages teach's promotion and event activities and the Governor's Wisconsin 608.266.1597. Electronic Project engineer. Darrell Klimke works on teach's Wiring http://www.teachwi.state.wi.us/teachstaff.html
Extractions: Information Technology Management Consultant. Gordon Hanson works as a staff collaborator with public and nonpublic schools and libraries in various areas, including developing and writing technology plans, the Federal E-rate program, and distance learning techniques. He is involved with the Governor's Reading Literacy Web Site Initiative and the Foreign Language Competitive Grant Program. Darrell Klimke
Inter-Society Activities: Mentoring EMC Engineers InterSociety activities. Mentoring EMC engineers. In other words, teach the tricksthat make an average test engineer an above average tester, or an http://www.ieee.org/organizations/pubs/newsletters/emcs/sprng01/intersoc.htm
Extractions: "We need to review our skill sets and determine not only what skill sets we need to pass on to those who work for us, or eventually will occupy our chairs, but what tricks can we teach them. In other words, teach the tricks that make an average test engineer an above average tester, or an exceptional compliance engineer." Education has always been a key in EMC and a very important key. More and more I find myself in situations where I must do impromptu training even when I am not planning on it. Sometimes it is fun, other times it is annoying. As the field of EMC expands, the greater need for training as our ranks grow. One thing I have noticed is that some of the basic skill sets are not actually being taught. For example, last year while at a test lab that was qualifying one of our radios, the tester observed that we had a failing frequency below 100 MHz. However, he was surprised when I explained it was channel three audio and was not our product. Since I did not know the ambient of the test lab, how could I know it was an ambient? I explained that when you work in RF, you learn at what frequencies the various services operate in so as to avoid problems. He was more surprised when I proved that I was correct by locking on the signal and demodulating it to hear the audio. It seemed no one had taught him to do that before. Basically what is required is mentoring. My own skill set was greatly enhanced by having worked with, or even now working with, skilled practitioners in the field whose breadth of knowledge covers areas in which I am not as well versed.
Extractions: David Fong has served as a Verification Design Manager at S3 Graphics for the past four years. He manages a group in Fremont, CA, and in Shanghai, China. After having seen too many projects fail due to insufficient quality of testing, he made the switch from design to verification. In the previous thirteen years, he worked as a Project Lead Engineer and ASIC Design Engineer for various "fabless" semiconductor companies in Silicon Valley. His BSEE was completed at San Jose State University and he completed several graduate courses at Santa Clara Universi ty. After reading about the needs of schools in newspapers, and watching news reports, he became convicted to share his interests in education and technology. City Technology Involvement and Responsibilities The majority of David's time is spent in reading and understanding the postings from the teachers across the nation. He checks to see if there are specific questions for the engineers. He is sometimes asked for the engineer's perspective - how engineers might see or examine a given problem. Educational Outreach Experiences
Engineer Activity Badge Last Update 9/16/01 Boys have a natural interest in how things work. The engineer Activity Badge gives an introduction to how the big things in our lives work, such as things that we take for granted in our houses and our communities. for engineering activities which are used.". Divide audience into eight groups and have a Webelos teach each group http://www.wtsmith.com/rt/webactbadge/engineer.html
Extractions: Boys have a natural interest in how things work. The Engineer Activity Badge gives an introduction to how the big things in our lives work, such as things that we take for granted in our houses and our communities. Engineer is in the Technology group. OBJECTIVES To introduce Webelos to a variety of engineering careers. To give the Webelos some insight into the kinds of problems engineers solve. Keep in mind that an engineer's job is to apply the laws of physics and chemistry to solve a variety of problems in construction, manufacturing, and other areas.
Play And Teach Teaching Tools The Fantastical engineer A Thrillseeker's Guide to Careers teach Your Children WellDescribes the two Little Lemon (activities for Developing Motivation and http://www.playandteach.com/ateaching.htm
Extractions: buttons shows items that can be bought directly from Play And Teach. We are looking for teachers to evaluate new products. Please click here to sign up. Start a hands-on science program. Includes safe, easy and inexpensive experiments and activities. PLUS guidelines and resources for starting and maintaining school science programs. Creative ideas for planning and implementing a Year-Long Theme for your class. For Multi-Age and Single-Age Classrooms. Innovative Approach for Shaping the K-3 Curriculum to Address the Ohio Learning Outcomes in Mathematics, Citizenship, Reading, Writing, and Science. Improve Student's Writing Skills using Graphic Organizers and Writing Prompts for all Modes of Writing and to Prepare Students for Ohio's Writing Proficiencies. The most comprehensive, self-study aid available for the Ohio Graduation Test! It includes over 300 practice questions and numerous sample tests.
OMSI Engineer It! For Teachers engineer It! activities have been created to apply to different skill levels and canbe adapted for your students whether you teach kindergarten, 8th grade http://www.omsi.edu/visit/physics/engineerit/teachers.cfm
Extractions: What's Happening Exhibits and Labs OMNIMAX Planetarium ... printable view Engineer It! is a great way to introduce your students to the process of experimentation and problem solving. Each component is designed around an engineering challenge that encourages you to Think, Build, Test, and Do It Again. Engineer It! also meets Project 2061 Benchmarks for Science Literacy developed by the American Association for the Advancement of Science (Oregon Benchmarks to come soon!) and activities have been tested in the classroom. Before you visit the exhibit, check out this teacherís guide and classroom activities . Identify which benchmarks relate to your grade level, learn how to prepare your students for a visit, and give your students a design or engineering challenge that can be built in class and tested at the exhibit. Activities have been created to apply to different skill levels and can be adapted for your students whether you teach kindergarten, 8th grade, or a grade in-between. If you plan on bringing projects to be tested during your fieldtrip, please notify your science center or museum staff prior to your visit. There are three thematic areas in Engineer It!Wind, Water, and Structures.
The Ch Ildr En S Engineer Ing Jour Nal cur everyday. Some teach. ers have no engineer-. ing or design technology. Childrens engineering is. a Best Practice. This pro-. cess links my curriculum. with activities http://www.vtea.org/ESTE/Journal.pdf
Extractions: Activities Roundup Founded in 1951 by the National Society of Professional Engineers, National Engineers Week is celebrated annually by thousands of engineers, engineering students, teachers, and leaders in government and business. The National Engineers Week consortium includes more than 100 engineering, scientific, and education societies, and major corporations dedicated to increasing public awareness and appreciation of engineering. Co-chairs for 2002 are the American Society of Civil Engineers, celebrating its 150 th anniversary, and DuPont, celebrating its 200 th anniversary. Increasingly, National Engineers Week has focused on sharing the importance of engineering with young people. The National Engineers Week Committee believes that the sooner young people consider engineering as a viable career option, the earlier they can begin to make educational choices such as taking sufficient math and science courses in middle and high school that will allow them to pursue engineering and technical studies in college. As part of that effort, National Engineers Week 2002 activities feature two exciting youth initiatives.
SFTE Job Opportunities Project engineer responsible for coordinating mechanical and avionics engineering isexpected to carry out research related activities; teach and supervise http://www.sfte.org/jobs.html
Extractions: Flight Test Related Job Opportunities Job announcements found here are flight test related only and are for the convenience of our Members. These listings are not to be construed as an endorsement of either the advertiser or the position. Except for links to established job opportunity web pages, announcements will remain for approximately 60 days (unless extended by the advertiser) or until such time as the SFTE WebMaster is notified that the position has been filled. Those wishing to place advertisements are welcome to contact us by e-mail, or through the Society Office shown on the HomePage. Air Force Flight Test Center
Cases Teach Engineering view going to work as an engineer as a Design includes practical activities relatedto situations that could be course is much easier to teach and therefore http://www.civeng.carleton.ca/ECL/workshop/hen.html
Extractions: while gaining experience with engineering practice throughout their undergraduate years. Using engineering case studies - accounts of actual engineering in practice - can bring much-needed realism to the classroom. In this article we treat the use of engineering cases as we would approach any significant engineering design problem: we define the problem; identify alternative ways to solve it; pick the best method; and finally, carry it out. The purpose of an undergraduate engineering education is to prepare people to practice engineering. Most of us agree on what engineering is, though we may argue about curricula and faculty roles. Faculty and others often use the term "good student" to mean a student with a high grade point average (GPA). The GPA, while a useful indicator of a student's academic ability, is not, however, as reliable at predicting engineering ability. During interview season students are often referred to as a college's product. To make a point, we will pursue this impersonal image a little further. When companies come to campus to buy a product, what do they want? What are they actually buying and what should they be buying? We have observed that industry considers, in order of importance
Intel.com/education: Navigating The Design Process Handson activities teach them how to wire electrical camps, youth groups, or after-schoolenrichment activities. excitement of being an engineer who solves http://www.intel.com/education/projects/news/vol_03/article1.htm
Extractions: When it's time to create their own working prototypes, students take their ideas for new products through the same process that professionals use. They learn to keep a design notebook, recording their observations as they gather input from focus groups, put prototypes through field tests, and make design modifications.
Extractions: The Gateway SIGCHI site contains a simulation of a vehicle clock. It's a good example of how unusable some products can be. Try to figure how the set the clock on your own and then read the instructions. This is a great little interactive example that can help you teach others about the importance of design. (1999-09-05) Pick A Number
Spring2000 energizers/getto-know each other activities; group problem Professional engineer(PE) Review faculty and local practicing engineers will teach this course. http://www.utc.edu/~conteduc/pe/Spring2000.htm
Learn And Teach - Hands On At The Museum principles through construction, water, sound and light ideas and activities, thatwill In The Secret Life of the Home, cartoonist, engineer and TV presenter http://www.sciencemuseum.org.uk/education/families/handson.asp
Extractions: search visiting exhibitions online let's talk ... downloadable resources Families Fun Stuff Online School Stuff Online Hands on at the Museum ... Visit the Museum Our educational facilities offer students and their teachers unparalleled opportunities for hands-on experience of science and technology. The Museum has a range of interactive galleries designed for specific age groups (3- to 6-year-olds, 7- to 11-year-olds, and older students), together with a range of activities and support materials designed to complement the UK National Curriculum and provide fun for families. The interactive galleries include: The Garden There are no plants in this garden. It is a place of exploration and discovery in an exciting environment. Children under the age of six are introduced to simple scientific principles through construction, water, sound and light ideas and activities, that will sow the seeds of science in the minds of the very young. Gallery Guide> Things What does it do? How does it work? Who uses it? How was it made? In Things, everyday questions about everyday objects can be explored in a totally new way, while some more unusual objects can be investigated using a variety of questioning techniques and technological devices. 7- to 11-year-olds have a cat-like curiosity about the world in which they live: the emphasis in Things is on encouraging a 'brains-on' as well as a hands-on experience of the made world.
IEEE-USA Careers And Education Page IEEE Educational activities. University strives to increase awareness of the engineer'sprofessional and engineering Ethics Cases are used to teach ethics to http://www.ieeeusa.org/careers/
Extractions: IEEE-USA has the goal of developing and discovering, publicizing and presenting career development activities and organizational practices and policies that will assist engineers, engineering managers and their employers. The has responsibility for these activities, and works in cooperation with several other IEEE-USA Committees and other IEEE entities such as the IEEE Educational Activities Board On this page: More resources: Career-Related Publications Continuing Education Employment Assistance Career Resources ... Help for Unemployed or At-Risk Members Career-Related Publications 2002 IEEE-USA Employment Survey
IEEE-USA Staff Profiles writer for IEEEUSA Today's engineer, The Institute Top. Sandra Kim is IEEE-USA'sAdministrator, Professional activities. and was certified to teach history and http://www.ieeeusa.org/volunteers/profiles.html
Extractions: Profiles of IEEE-USA Principal Staff Chris J. Brantley Sandra Kim W. Thomas Suttle Christopher Currie ... Christopher Currie , Manager of Product and Development, is responsible for overseeing development of new products and services for IEEE-USA. Previously, he handled public and media relations, and supervised our external advertising and marketing efforts. He has a philosophy degree from Georgetown University, and his past experience includes work in non-profit management, television production and political communications. He also spent a year as a Dominican religious novice. Before joining our staff as external communications coordinator in 1995, Chris worked as a public-relations consultant to IEEE-USA and the American Society of Civil Engineers. Top Svetlana Durkovic Top Scott Grayson ... Greg Hill , Member and Electronic Communications Coordinator, carries out a number of functions as a member of the IEEE-USA communications team. Greg manages the content for the IEEE-USA Today's Engineer Web site and the IEEE-USA home page, as well as a variety of internal communications to U.S. IEEE members concerning IEEE-USA activities. He has been a contributing writer for
Progressive Engineer - Career & Business Topics museum groups, educational forums, and other related activities. even your alma materto teach something in Progressive engineer Editor Tom Gibson RR3, Box 356 http://www.progressiveengineer.com/PEWeb 12 JanFeb 01-2/12career.htm
Extractions: Teaching Students and Teachers - An Opportunity for All Engineers By Harry Roman O ne of the best decisions I ever made came early in my engineering career. I joined my company's speakers' bureau and learned how to give oral presentations to a wide variety of civic, fraternal, professional, and educational groups. The experience gained helped me speak with confidence in public, improve my presentation skills, and sell new ideas in my company. And it enabled me to lead a variety of professional organizations and serve as a public official in my town. But perhaps most of all, it helped me get involved with the teaching community. Speaking to teachers and designing technology education seminars has given me enormous professional enjoyment. Now is a good time to join forces with the educational community, as educators are striving to integrate more real-world problem-solving skills into curriculums by writing them into state standards for teachers and administrators. You may have heard such efforts in your local schools referred to as "teaching across the curriculum," "school to work," or "cross-content curriculum standards." This reflects the fact that to survive in today's globally competitive world, where the knowledge on the planet will soon double every seven months, one must constantly learn, unlearn, and relearn as dynamics dictate. For most companies, what they know will become as important as what they own. Employees will become the fundamental units of productivity in the Information Age, not machines. Creativity, imagination, and know-how will provide the competitive advantage for a company to stay abreast in an increasingly complex and interconnected world.
Progressive Engineer - Profiles Contents with the profession extends far beyond his consulting activities. I consider it tobe an engineer's responsibility to which made it easier to teach and easier http://www.progressiveengineer.com/PEWeb 05 SepOct 99-2/gagnon.htm
Extractions: Fire Protection Engineer by Accident M ost people who become engineers follow a traditional path. They decide to pursue the profession while in high school, and then they trudge off to engineering college. Some stick it out, others transfer after a few weeks to an easier major like business. And then there's folks like Robert Gagnon, who has taken a back-door approach in carving a niche as a sought-after fire protection engineer. "It's really amazing that I fell into it by accident," muses the resident of Ellicott City, Maryland. After getting a math degree from Western Maryland College in Westminster, Gagnon hired an employment firm to find a job where he could use his degree. "They came up with an opportunity at Automatic Sprinkler Corporation of America, and I went to an interview thinking I would be designing nozzles for lawn sprinklers. When I got there, I found it was for fire sprinklers." He went to work at Automatic Sprinkler in 1970 in Baltimore designing and calculating things like wet pipe, dry pipe, preaction, and antifreeze systems. "As soon as I got into it, I knew this was something I was going to do the rest of my life." The company later transferred Gagnon to Philadelphia, where he worked on explosion suppression, deluge, high speed, foam, halon, and dry chemical designs. Then he went to Cleveland, where he performed the same functions. But, as the Washington, D.C.-born Gagnon, recalls, "The first opportunity, I made my way back to the Baltimore-Washington area. I really missed it when I was away." He later became district design manager in the Arlington, Virginia office, where he hired, managed, and trained design personnel. In 1983, he came back to the Baltimore office to manage and train special hazards technicians, design and manage projects involving nuclear power, teach seminars and write handbooks for regional engineering managers, and perform consulting services.