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IEEE Technical English Program PowerPoint Presentation
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IEEE Technical English Program

IEEE Technical English Program

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IEEE Technical English Program

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  1. IEEE Technical English Program Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE Educational Activities St. Petersburg, Russia Opening Session Part 1 2 October, 2009 ver002

  2. Why Are We Here? • IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members • …in countries where English is not a native language, nor is it widely used • We organized this event to start an effort in Region 8 toward establishing Technical English Programs (TEPs) in multiple venues

  3. Weekend Program

  4. This afternoon…

  5. Why Are We Here? • IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members • …in countries where English is not a native language, nor is it widely used • At present IEEE has only two such programs: • In the Russia Northwest Section (R8) • In the Uruguay Section (R9)

  6. A Few Words About Existing Programs • The Russia NW program is geared toward Student Members • Started 2005 • The Uruguay program is a pilot study toward a later effort focused on Members • Not necessarily students; started 2009 • The focus of this meeting is English-language for IEEE Student Members.

  7. Who is involved in this weekend event? • IEEE Russia Northwest Section • IEEE Uruguay Section • IEEE Educational Activities Board • IEEE Region 8 • IEEE Volunteers from Regions 2, 8, and 9 • The event is sponsored and narrated by the IEEE Educational Activities Board

  8. IEEE Volunteers have come to this event from… • Croatia • France • Hungary • Iraq • Jordan • Lebanon • R. Macedonia • Morocco • Nigeria • Portugal • Qatar • Romania • Russia • Saudi Arabia • Tunisia • Turkey • United Arab Emirates • United States • Uruguay

  9. Who is involved in this weekend event? • IEEE Russia Northwest Section • IEEE Uruguay Section • IEEE Educational Activities Board • IEEE Region 8 • IEEE Volunteers from Regions 2, 8, and 9 • The event is sponsored and narrated by the IEEE Educational Activities Board

  10. IEEE Members Standards Association Publication Services and Products IEEE Assembly IEEE Board of Directors IEEE-USA Educational Activities Technical Activities Member and Geographical Activities Divisions and Societies Regions and Sections

  11. Educational Activities Board • One of the six (6) major Boards of IEEE • Responsible for IEEE’s activities in pre-university, university-level and post-university (continuing) education • Including accreditation • 15 Board members • Approximately 100 committee members • Staff support of 22 • Educational Activities Department • EAB: SMALL BUT POWERFUL

  12. IEEE Educational Activities Board 2008

  13. IEEE Educational Activities Board 2009

  14. Most recent IEEE Vice Presidents for Educational Activities

  15. Educational Activities BoardSample Activities • Pre-university activities • Teacher In-service Program, TryEngineering.org, Trynano.org • University-level activities • Accreditation, Technical English Program • Continuing education programs • Expert Now, Education Partners programs, Technical English Program, Certification

  16. Educational Activities BoardSample Activities • Pre-university activities • Teacher In-service Program, TryEngineering.org, Trynano.org • University-level activities • Accreditation, Technical English Program • Continuing education programs • Expert Now, Education Partners programs, Technical English Program, Certification

  17. Why are we Meeting in St. Petersburg? Why are we meeting in St. Petersburg? • The Russia NW Section has organized and run a Technical English Program since 2005 • Led by IEEE volunteers Alexander Mikerov and Yuriy Sepp • Conducted in St. Petersburg • Since 2006, an annual or semi-annual event was added • An all-day seminar to student participants

  18. Why are we Meeting in St. Petersburg? • We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8: • To hear about what was done here • To see and take part in the all-day event • To discuss possible new TEPs in other venues in Region 8

  19. Why are we Meeting in St. Petersburg? • We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8: • To hear about what was done here • To see and take part in the all-day event • To discuss possible new TEPs in other venues in Region 8

  20. General Framework (1) • Target Group: • Students of science and engineering, who need to improve their knowledge of English for technical and professional purposes • Upper class undergraduates or graduate students • Entry-level requirements: Above average basic skills in English • just above Level B1 in the Common European Framework of Reference for Languages. • Training objective: • Upper Intermediate Level (C.1.1)

  21. Common European Framework of Reference for Languages

  22. Common European Framework of Reference for Languages A guideline used to describe achievements of learners of foreign languages across Europe. Put together by the Council of Europe part of the project "Language Learning for European Citizenship" (1989-1996). Source: Wikipedia (2009): Common European Framework of Reference for Languages

  23. Proficient User Independent User Basic User

  24. Proficient User End here Independent User Start here Basic User

  25. General Framework (2) • Teaching unit period: school term • Courses for a semester or quarter • Length of the program: 2-3 semesters • 3-5 quarters • Students move gradually to higher level courses • Typically three types of courses will be available • Organizing unit: • IEEE Section in cooperation with an academic program • IEEE Student Branch in cooperation with an academic program • IEEE Section

  26. Basic logistics • A regular weekly event • 2-3 hours in one or two weekly installments • Program is meant to be delivered face-to-face in class • Focusing on student interaction and conversation skills • Frequent discussions in groups and oral presentations

  27. Typical tasks that we want a TEP student to perform (1) • Read an article in IEEE Spectrum and be able to translate a few paragraphs to his/her native language • Prepare and deliver an oral presentation, using PowerPoint slides about • A technical project the student is engaged in • A technical paper in English that the student has read

  28. Typical tasks that we want a TEP student to perform (2) • Engage in a discussion in English about a technical task that the student is performing as part of a group • Prepare an article for the IEEE Region 8 newsletter describing activities of an IEEE student branch

  29. Typical tasks that we want a TEP student to perform (3) • Write an English summary of a technical report or article written originally in the student’s native language • Perform library and web literature search and provide a report on findings

  30. Typical Tasks that we want a TEP student to perform (3) • Participate in an interview as a candidate for a graduate program • in a graduate program that uses English as instruction language • Participate in an interview for an entry level job with a multinational corporation

  31. TEP is a Three-level Program • Elementary or Pre-intermediate • Intermediate • Advanced or Upper-Intermediate

  32. TEP Elements • Listen/Speak/Write/Read/Grammar/Vocabulary ====================================== • Listening and Writing • Listening and Speaking, Exercises in Pronunciation • Vocabulary Presentation and Exercises • Reading Comprehension and Text Analysis • Listening Comprehension (Audio/Video) • Grammar Presentation and Exercises • Terminology Training

  33. Additional Elements of the Program • Administered in a university atmosphere as an extracurricular activity • Conducted weekly during the school term • Requires attendance • Discussion group element is central • Requires homework, midterm and final examinations • Possibly oral exams

  34. Additional Elements of the Program • Material studied by students is adapted to their areas of technical interest • IEEE Section would run an annual conference and competition • Written reports; oral presentations • Possible participation of winners in regional competitions • Requires tuition payment by students

  35. Why require tuition? • To cover some of the expenses • To communicate the value of the program • To enhance attendance • Students tend to drop activities that they do not pay for when pressed for time

  36. Exams and Certificates • Entrance exam is held to determine participant level • Program is likely to be run at three levels simultaneously • Assessment of level and attainment continue throughout the duration of the program • IEEE certificates are given • indicating level of achievement • Provided by Section and Region, possibly EAB

  37. TEP is an IEEE Member Benefit • Participants should be bona fide Student or Graduate Student Members of IEEE • Non-participants should be encouraged to join • Attempts to undermine bona fide membership should be discouraged • Students should not be encouraged to join just for the duration of the program • Students should not be encouraged to take advantage of 6-month memberships

  38. Entrance exams (Russia NW program) Exams take place once a year and classify candidates into one of the following categories

  39. Elementary (Pre Intermediate) Level

  40. Intermediate Level

  41. Advanced (upper-Intermediate) Level

  42. Participation of other organizations and sponsors • Local industry • Private Donors • IEEE Section and Region • IEEE Educational Activities Board • IEEE New Initiatives Committee • IEEE Life Member Committee • IEEE Foundation

  43. Suggestions for Class Content (accompanied by appropriate homework and oral presentations) • Participants describe their background and technical interests • A session on a fundamental technical area is provided to enhance terminology • Power systems • Circuits • Communications – antennas and transmission • Communications – wireless and networks • Fundamentals of computing

  44. Class Content • Students perform web and library search of a technical subject and provide a literature survey • Students write on and present a project or a subject of their technical interest/focus • Students translate paragraphs from technical articles in their fields of interest to and from English • Student present short PowerPoint aided reviews of history of a sub-discipline

  45. Class Content • Students listen to clips from IEEE.tv and youtube and answer questions • Listening comprehension • Students undergo mock job interviews and entrance interviews to graduate programs • Students prepare and present technical papers for Section paper contest