After only 2 1-2 days, the team presents the working prototype and an oral report to a review board of experts. Teachers then work to create a plan to implement this problem-solving methodology into their present curriculum. By tackling an open-ended problem, students learn scientific inquiry and critical thinking. They use initiative to find resources, and integrate knowledge from other disciplines to create a working device. They present oral reports to review boards made up of local university professors and industry experts.
Students get very enthusiastic about their projects.
Over 185 teachers from 37 U.S. states and two other countries have participated in the program since 1990. This program will train teams of high school, university and industry representatives from different geographical areas to replicate the Dartmouth TEPS project throughout the U.S. Teams from California, Pennsylvania, New York, Massachusetts and Georgia are expected this year. IEEE members can help by spreading the word about TEPS, PEPS and similar programs to local educators. We can volunteer as mentors, team advisers or review board members, as well as donate resources such as library services, computer access or financial support. By becoming involved in our local schools, IEEE members can strive to reach interested students like Andrea and provide them with information and firsthand experience about what engineers do.