09.09 How to Share Your Love for Engineering
with the Spongebob
Crowd
By Robin PeressNo matter
how old you are, September has a way of sending
you back in time to memories of new classmates,
new notebooks, and powdery boxes of blackboard
chalk.
For Larry Nelson, a consultant
in microprocessor design, September still
prompts him to go back to classrooms — these
days as a professional engineer who loves
talking to kids about his work.
Nelson, president of his own
consulting firm in Webster, Mass., and a recent
Pre-College Education Committee representative
for Region 1, belongs to a small legion of
engineers who have heeded the call “to keep
alive the innate curiosity of young children
about science as they move into middle school
and high school,” as the Committee’s goal
states.
The drive to place more science,
technology, engineering and math studies in
school curricula continues to pick up steam.
Virtually all engineering societies have their
own educational outreach programs or belong to
joint endeavors. Magazines like Go For It
and Web sites such as
TryEngineering.org
have sprung up to appeal to kids.
Find your niche
The IEEE’s own programs include
the
Teacher In-Service
Program (TISP) and the
Teacher Reward/Grant Program. TISP trains
IEEE volunteers on how to collaborate with
teachers in order to best demonstrate the use of
STEM disciplines in the classroom. The grant
program provides small grants of up to $500 to
fund unique projects that introduce students to
engineering; teachers must work with IEEE member
to qualify for the grant.
Some members prefer working
behind the scenes this way, but others seek a
niche working with the ultimate consumer. If
you’re driven to feed a child’s intellect,
and you can put ideas like nanotechnology in
everyday words, and you possess a bit of
Captain Kangaroo’s showmanship, the obvious
choice is to take engineering to the front — the
front of an elementary- or middle-school class.
As IEEE-USA President Gordon Day
observed, engineers who volunteer in classrooms
“enjoy explaining what they do.”
Translating arcane terms for
pre-teens is motivation enough, but there’s
another timely reason to share your knowledge
with schools right now: to help patch holes left
by budget cuts.
Bonnie Maur, science coordinator
for the Monroe, Conn., school district, says
recent faculty layoffs have led to the shelving
of some plans
for new science curricula. With fewer teachers
on hand, staff in supervisory roles are being
pressed back into service as classroom
instructors, and away from critical planning.
“Budgetary issues have reduced
[the number of] teachers as well as support for
teachers,” says Maur, who will find herself back
in classroom teaching this fall. “Volunteers are
always welcome, and mentorships assist students
in better preparing for life. Engineers could
assist students in learning problem-solving
strategies, which is the key to scientific
inquiry.”
Volunteers need mentors,
too
Even as volunteers are
mentoring kids, they need mentors of their own
to help ensure a successful classroom visit.
From dreaming up cool demonstrations to
politicking with the school principal,
volunteers need guidance from someone who’s done
it before — as Nelson calls it, a champion.
“By champions, I mean someone
who will provide the continuous pull or push to
keep things moving. Many volunteers will be
willing to give their time but will walk away at
the first push back [from the school].
Individuals like myself will not take no as an
answer and will find ways around the roadblocks.
Some teachers and administrators will fight
within the system to get any resources they can
get. When I am talking to companies on other
topics, I often feel them out for donations in
materials, cash, or other resources to push
things along. A champion is anyone that does
that little bit extra to help make it work.”
There’s another kind of
champion, too. It’s someone whose contribution
is more that of a muse — someone so impassioned
about teaching children, he kindles this feeling
in others.
It’s easy to get swept up this
way when talking to Gabriel Robins.
Dr. Robins is a professor of
computer science at the University of Virginia,
with an exceptional number of articles and
recognitions to his name, among other academic
distinctions. For years he has served the IEEE’s
precollege education mission by showing kids
what engineers do. He is earnest and
entertaining, and his No. 1 tip is: Make it fun.
Mesmerize Them
“The most important thing is to
get kids engaged,” he says. “You have to get
their attention in a matter of seconds. You
don’t want to drone on and on, like the teacher
in Ferris Bueller’s Day Off. When I was
in school, the best teachers went out of their
way to inspire students. I made a point of
becoming one of those teachers.”
Fun can also act as a conduit
for an under-the-radar message. “We need more
engineers,” says Dr. Robins, emphatically.
“There are only a few hundred people in the
world who actually know how to build a jet
engine from scratch or build a computer from
scratch. The rest are foot soldiers who carry
out the actual construction from the
blueprints. But somebody has to know how
to build these things from scratch. The
aim is to create value and push technology into
the future. New technology propels the human
species forward.”
Dr. Robins created an informal
computer science museum in the hallways by his
office at UVa — a series of large glass-front
display cases housing artifacts from the dawn of
computers and other technologies. Inside are
antediluvian circuit boards, punch cards and
vacuum tubes arrayed like so many fossils. (See
www.cs.virginia.edu/brochure/museum.html).
Before visiting a class, all he has to do is
scoop up some of these objects for a ready-made
talk about the history of computer science.
“Kids find that mesmerizing,” he
says.
Sharing this view is Tanya
Kaufman, Deputy Superintendent, School District
2, of the New York City Public Schools. With
more than 30 years’ experience in K-12
education, Kaufman says presentations should be
less technical, and more practical. “It’s all
about the ‘how’,” she says. “Young kids love
taking apart computers to see how they work.”
The National Engineers Week
Foundation encourages volunteers to meet with
teachers at the school before they face the
children; the personal contact is important,
they say, and it will help position your
presentation to be on target with the class’s
needs. You should give the teacher a brief
description of the kind of engineering projects
you’ve handled, and discuss any aids, such as a
video monitor or overhead projector, that you’ll
need to help illustrate your talk.
My P.R. Consultant is 9
Years Old
This is probably a good point at
which to pause and rewind the story a bit.
There’s still the matter of finding a classroom
to visit, and your success has something to do
with the adage about “who you know,” not “what
you know.”
As Larry Nelson succinctly puts
it: “Get a child.” Volunteers who have a son,
daughter, niece or nephew in an elementary
school are more likely to be invited to come and
work with a classroom of children.
“Engineers are usually
encouraged to come to classrooms if they have a
kid in the school,” says Sandra Kim, IEEE-USA’s
Program Manager, Member and Professional
Activities. “There’s no across-the-board way to
make this overture to a teacher or principal,
but one thing that works is if you have a vested
interest there. It makes you a known quantity.”
If you offer to teach a lesson
but are not a parent, some security precautions,
like a background check, may be in store. This
requirement can differ from state to state. “It
depends on the school, and whether or not you
plan to visit more than once,” says Nelson.
Congratulations, you’ve now been
vetted, and you’re fired up to give a rousing
talk on anemometers or charge polarization.
A primer on connecting
with kids
Before you go, take a few
minutes to review some basic dos and don’ts that
can help you relate to your young audience.
Ellen Robinson, outreach
coordinator for
EngineerYourLife.com,
says, “Do share how your work makes a difference
in the lives of others, and don’t use dense
technical language.”
The National Engineers Week
Foundation Web site,
www.Eweek.org,
recommends very pointed things: volunteers
should dress as they would for a day on the job;
refrain from using jargon; ask students to help
hand out materials; pace the presentation to
allow time for questions and answers; and make
the presentation fun because it’s important for
kids to know engineers are doing what they love
to do. In fact, all of Eweek.org is a trove of
must-read how-tos on developing presentations
for young students. Click on the tab “Get
Involved!” for many ready-to-use ideas. The
foundation is supported by a coalition of
engineering organizations, including IEEE-USA.
See
www.eweek.org/GetInvolved/GetInvolved.aspx.
“Sharing Science with Children:
A Survival Guide for Scientists and Engineers,”
produced in the 1990s by the North Carolina
Museum of Life and Science, is perhaps the most
comprehensive booklet for classroom-bound
volunteers. Its Get Ready, Get Set, Go section
features dozens of simple yet sound pieces of
wisdom, including:
-
Be prepared for student
reactions and behavior
-
Assemble your notes and
materials in advance
-
Prepare the students for the
unexpected, if appropriate (such as loud
noises or bright lights in your demo)
-
Praise attentive or helpful
behavior because this is the behavior you
want to encourage
-
Share yourself — your
hobbies, your pets, your typical workday.
Students are bound to ask why
and how you became an engineer, and what
engineers really do. This is your opening to
talk about engineering’s impact on everyday
life, preferably with concrete examples they can
relate to. But let the kids broach this.
Engineers are advised to avoid heavy-handed
career pitches or discussion of the profession’s
public image, especially vs. that of other
professions.
Dr. Robins says image is a
non-issue, especially in this setting.
“Portraying engineers as movers and shakers is
not the goal. That is a myopic point of view.
‘Image’ is a side effect of the value and impact
of what you do; image is not something you set
out to create. Classroom talks should be
educational, not promotional.”
Sharing Science With Children
(online in printable form at
www.noao.edu/education/tguides/scitxt.html)
also features a section called Thinking and
Learning Characteristics of Young People, which
gives brief, highly readable descriptions of
children’s stages of development as thinkers and
learners, divided into early elementary, late
elementary, and middle grades. This powerful
material is worth reading even if you think you
know what makes young folks tick.
The gender connection
Although age clearly divides
children into different groups, there’s no such
divide between girls’ and boys’ grasp of science
and math. In other words, as you’re speaking to
children, just assume that the boys are as smart
as the girls.
In Dusty Fisher’s experience,
however, the interest and aptitude girls show in
younger grades must be followed up in middle
school by giving them “the strength and
conviction to stay the course.” The IEEE member
says that girls face heavy peer pressure in
middle school to become something glamorous like
a beauty queen or celebrity. Ms. Fisher is the
current chair of the Pre-College Education
Committee and an engineer who travels to Japan
to consult on merging technologies of hand-held
and online devices. “When you ask them if they
like to take things apart, remind them that
they’re being engineers.” Girls see engineering
as a way to be a better doctor or lawyer, not as
a field of its own, she says. This is worth
keeping in mind as you talk with them.
For encouragement’s sake, many
organizations have developed Web sites, videos,
publications, special activity groups and other
vehicles created specifically for girls up to
high school age. Among these are the Society of
Women Engineers’ Aspire; the National
Academy of Engineering’s Engineer Girl;
and Eweek’s Introduce a Girl to Engineering
Day. More subtly, the American Society of
Civil Engineers uses female figures throughout
its “ASCEville” web pages to guide kids through
a career-oriented (and clever) feature called
“Civil What?”
Although girls have the same
capacity as boys to learn science and math, they
can benefit from a unique teaching approach. Dr.
Robins saw this with the creation of Alice,
a software environment that teaches computer
programming by letting users manipulate 3D
figures in various scenarios using a
drag-and-drop interface
(see
www.alice.org). Alice is the
brainchild of Dr. Randy Pausch, the Carnegie
Mellon University professor who gained renown
for his “Last Lecture”; he died of cancer in
2008 at age 47.
When it was introduced in the
early 1990s,
Alice caught fire with middle-school girls, who
responded to the storytelling power and creative
control it offered. Where once girls were
believed to be less interested than boys in
programming, Dr. Robins says, “Alice’s virtual
wonderland turned that theory on its head.”
Benefits to your career
When you do things for a good
cause, a sense of accomplishment is not far
behind.
With schoolroom volunteering,
you are helping your career from the moment you
walk in.
Ms. Fisher says one immediate
benefit is in the way it helps you polish your
presentation skills when speaking to peers,
which is hugely important. “In today’s economic
times, we all have to self-promote. This
volunteering helps you gain confidence to walk
into a roomful of strangers, regardless of their
age. It’s a great learning process.”
It’s also a boon to networking.
“Many schools have boards, superintendents and
bankers who want to know who’s coming into the
school,” she says. Having that exposure is
helpful to you. “If you’re with a big company,
it’s good p.r. for them, too. And it gives you
something to talk about at your next networking
event.”
Robin Peress is a freelance
writer living in Manhattan. For more
information, visit
www.robinperess.com.
Comments may be submitted to
todaysengineer@ieee.org.
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