Introduction

It is important that Chapters understand the purpose and goals of this Initiative. We seek the development of interventions which will increase the number of students in the K-12 system who will be adequately equipped to pursue careers in various computational fields upon graduation. A solid background in mathematics is essential for this to be accomplished. Our Tau Beta Pi Initiative seeks to develop interventions which embody the kinesthetic or hands-on approach to instruction and learning. This would be used in the classroom for general instruction, and in engineering labs for demonstration of math and science concepts.

For classroom instruction delivery, math and science teachers would be trained and supported in the use of this tool. Engineering projects designed by Tau Beta Pi members would be used for engineering lab demonstrations.

Our K-12 Defining Statement

Tau Beta Pi, the national engineering honor society, seeks to impact the pursuit of careers in computational fields in the USA, through enhanced preparation of students in the K-12 system, in mathematics and science. This will be accomplished by a dedicated thrust to work with students in school systems within our local communities through Tau Beta Pi chapters.

Core Components of Each Program

1. Teacher development and support in hands-on math and science delivery;
2. Parent development through offering of targeted workshops and interactive sessions;
3. Student development through hands-on classroom instruction and engineering laboratory sessions;
4. Assessment utilizing established evaluation criteria;
5. Sustainability

Delivery Instrument

The Initiative will embrace the use of kinesthetic or hands-on approach to the delivery of math and science in the classroom and concept demonstration sessions in hands-on lab sessions utilizing projects designed by members of our Tau Beta Pi chapters.

Guidelines for Tau Beta Pi Chapters

1. Each participating chapter is required to establish a K-12 Initiative committee.
2. The committee must be capable of providing the leadership needed for design and implementation of a sustainable program.
3. During program development, the committee must seek to collaborate with its college of engineering administrators.
4. At the outset, the chapter must make connection with administrators of the school districts in which the program will be established. This must start at the level of district superintendent and staff, moving down to school principal and math and science teachers within the target schools.
5. Teachers at the target schools should be involved in the design of programs as their input will provide the necessary elements of a successful program. A teacher will be needed to act in the capacity of school liaison/coordinator.
6. Determine the best times for the engineering demonstration lab sessions, after school or on Saturdays. Each situation will be different.
7. Have in place a mechanism for data collection and submission to the central data bank.
8. Program design should:
1. be focused on the goals of enhanced math and science preparation;
2. incorporate lots of fun and "wow" factors in the activities;
3. not be burdensome to those responsible for program implementation;
4. capture the imagination of the chapter's membership;
5. be fully embraced by the schools with which the chapters are working;
6. be capable of attracting local funding from the chapter's college administrators, local corporations, and the school district;
7. have a strong marketing plan;
8. provide an opportunity for involvement of the entire chapter membership;
9. incorporate engineering labs in which the math and science concepts being taught are clearly defined and easily identified by student participants;
10. built-in flexibility for expansion and long-term sustainability.

Developing the Program

In developing the program plan for the local community, chapters should consider the needs of the entire school district, but should start with a small project within the district. The initial project should comprise one, or at most two, high schools (grades 9-11), the middle schools which feed into the high schools, and the elementary schools which feed into the middle schools.

A program plan, along with identification of the initial project, should be the basis of a proposal which should be prepared and submitted to the National Management Committee for review and recommendation to the Executive Council for approval and funding.