Use hands-on activities and visual props to engage students. Several are available here. Additional project ideas are available on the order form in this kit.

Personalize your presentation. Talk about the most interesting projects you've worked on or the hardest problems you've tackled. Discuss engineering in terms of current national and/or local events. Talk about your own interests as a young student.

Be prepared to answer questions, from "How much money do you make?" to "Where did you go to school and was it hard?". Throughout your presentation and while answering questions, show respect to the teacher and students.

Ask the teacher to evaluate your presentation so you'll be able to improve the next one. An evaluation form is included in this kit or you can create your own.

Typically a classroom presentation follows this format:

1. Teacher introduces engineer.

2. Engineer delivers brief opening remarks about his/her background, employment discipline, overview of what engineers do, etc. An outline of talking points for both older and younger students is found in this kit.

3. Engineer conducts hands-on activity and/or shows videotape.

4. Engineer fields questions and leaves mementos of visit.

Remember to send a thank you note to the teacher, principal and others who supported your efforts. If possible, offer to extend your participation. Some students may be intensely interested in what you do and want to meet with you again or visit your office.

National Engineers Week is a perfect opportunity to start a lasting partnership.

How To Start

If you would like to develop and present an Engineers Week program to a local school, perhaps your child's school, determine whether or not the school has local business partners, including your company, that might be making National Engineers Week visits. You should also check with your employer's community or educational affairs office for advice and touch base with any local National Engineers Week Committee that might be planning local outreach programs. If an organization already plans to work with your selected school, offer to participate. If you're on your own, contact your child's math or science teacher. Read below for tips on contacting the school and for developing your presentation.

If you are interested in reaching more than one classroom and one school, and involving a number of local sponsors, organize a Discover"E" committee to plan your program.

Build partnerships with local businesses, universities, and engineering societies to help foster community spirit and increase your leverage. Many successful Discover"E" committees enlist the advice of local educators.

Assemble an "All-Star" team of CEOs, university presidents, high-level government officials, and other prominent engineers to recruit volunteers and visit with students in or out of the classroom.

Make a list of schools to be contacted. If the list is long, divide it among several committee members/organizations. A coordinated approach is very important. Make sure there is only one group contacting any school.

Before contacting schools, be sure you will be able to commit enough volunteers to meet demand. Keep in mind that one engineer is probably not enough to cover one school. A teacher may want him/her to visit with every earth sciences class, for instance, requiring a full day of one volunteer's time for just one teacher.

How will you recruit volunteers? Ask engineers to visit their own children's schools. Contact the local chamber of commerce and engineering societies to ask for help.

Approach local universities to involve faculty and engineering students. Each organization can assign a coordinator responsible for recruiting a certain number of volunteers. Try to involve engineers who reflect the diversity of your community.

Learn about the school(s) you plan to approach. Are students there likely to be on the science and mathematics fast track? Is there a large minority population?

Contacting Schools

Once you have your list of schools and have outlined your program, contact your state and local science and math supervisors, local principals, and teachers to request permission to make a classroom presentation. Be sure to tell them that Discover"E" is a national program endorsed by the National Science Educational Leadership Association and School Science & Mathematics Association. Materials are developed in cooperation with educators. If you plan to use video and interactive projects, say so. (This is especially important to hold the attention of younger students.) They will help sell your proposal. Also, stress the importance of your visit to help stimulate interest in math and science.

If you know which teacher you want to work with, cut through the bureaucracy. Make direct contact by phone and by mail. Copy the principal and department supervisor. Teachers are often hard to reach during the day, so be sure to leave your home phone number. Consider teachers of science, math, computer science, mechanical drawing, technology education (industrial arts), art (engineering design applications), and social studies (expeditions, ethics, and engineering's impact on our society).

Dear Teacher:

You and your students may enjoy participating in a national outreach program called Discover"E" ("E" for engineering) during National Engineers Week, February 17-23.

More than three million engineers, teachers, and students will participate nationwide. Engineers will sponsor extracurricular activities and visit classrooms to show students how math, science, and engineering create the world around them and to introduce them to technical careers. Discover"E" has been endorsed by the National Science Educational Leadership Association and School Science & Mathematics Association.

I would like to invite you and your students to participate in the local Discover"E" program. An engineer from (organization) would be glad to visit your classroom. He/she would present an introduction to engineering using a videotape and hands-on activity. There would be time for questions. The engineer would be glad to tailor the presentation to your specific curriculum needs. Background information is enclosed. I hope you will consider (organization) a classroom resource. I look forward to talking with you in more detail. I can be reached at (include daytime and evening phone numbers).

(Be sure to follow up your letter with a telephone call.)

Dear Counselor/Director:

February 17-23 is National Engineers Week. In conjunction with this program, (organization) will be visiting (school) to talk with students about math, science, and technology and to introduce them to technical careers. Engineers will be visiting (list teachers) on (dates).

To coincide with our visit, I thought it would be helpful for your office to have copies of the enclosed brochure, "Engineering & You". This publication gives students general background information on engineering careers. You might be interested to know that a recent survey by the National Society of Professional Engineers shows that, in 1996, the median salary among experienced engineers was $65,800. By discipline, petroleum engineering was the highest-paying at $80,500.

If you or your students have additional questions about engineering careers, please contact me at (phone).

Meet The Teacher

Once the teacher invites you to make a presentation, try to meet at the school. This personal contact is an important element in being sure your presentation is on target. A teacher may have a specific need you could help fill. For example, an earth sciences teacher may plan to introduce the topic of protection of groundwater supplies during the week of your visit. You could offer some real-world examples. Provide the teacher with a brief written description of the kind of engineering projects you've handled and your educational background.

At this meeting confirm your visit date and time and discuss any requirements you have, such as a video monitor, overhead projector, copies of handouts, etc. Teachers must order equipment in advance. You should also visit the room where you will be speaking.

Many engineers visit individual classrooms, talking with groups averaging from 25-50 in attendance. An intimate setting will allow a lot of give-and-take. Tell the teacher if you prefer to visit a classroom, rather than to address an assembly.

Discuss how the teacher might prepare students for your visit and the possibility of inviting parents to be present during your presentation. Parents can be key to holding their child's interest after you've gone.

What to Expect

You're going back to school! Be sure to arrive early enough to set up your presentation. Find out in advance if you need to sign in at the main office. Once you're in the classroom, test your equipment, be sure your props and notes are in order, and get ready. Distribute the Engineering & You brochure (see Product Catalog) to explain various engineering disciplines. Following are some tips on what you can expect in the classroom and what students and teachers will expect of you:

• Help students understand your expectations. Suggest you will take questions throughout your presentation and state how you will respond, i.e., "When you raise your hand, please tell me your name."
• Don't expect students to be impressed by a title. They'll judge you by how you act and what you say.
• Show respect to the teacher and students. Students won't respect someone who doesn't respect them. You can address your audience as ladies and gentlemen.
• When you ask for participation, try to encourage everybody. Work in teams and assign roles when possible. Don't appear to exclude anyone.
• Remember that the younger the age group the more activity you'll need to keep their attention. It is critical to show photographs, engage students in hands-on projects, etc.
• Don't use jargon, and be sure the information you present is at an appropriate level for the age group.
• Dress as you would for a day on the job. Kids want the total image.
• Be enthusiastic and make the presentation fun. Smile. It's important for these kids to know engineers are doing what they love to do.
• Be sure to pace yourself to accomplish your program within the time allotted (allowing time for questions and answers).
• Get students involved with the presentation. Have student volunteers help hand out materials, hold models, etc.
• Don't be heavy-handed on a career pitch.
• Follow appropriate safety precautions while conducting activities.
• If you plan on using a student video provided by the National Engineers Week Committee (see the order form in your Planning Kit or the online Product Catalog) be sure to review it in advance. It will stimulate student questions.

Talking With Students

Engage students in conversation. For instance, ask if anyone knows an engineer. "Can you guess what TV personality Bill Nye The Science Guy and the head of NASA have in common?" (Both are engineers.)

Students are not at a loss for words. Be prepared to answer the following questions from junior and senior high school students:

"If I can make more money with a business degree than with an engineering degree, why should I become an engineer?"

"What do you do in a typical day?"

"What do you like most/least about your job?"

"Where did you go to school and was it hard?"

"Why did you become the type of engineer you are instead of another kind?"

"What kind of job can you get as an engineer?"

"In your job, are there any hazards to you or the environment?"

"Do I have to be a math or science whiz to become an engineer?"

"Why should I become an engineer?"

"How much money do you make?"
(Students will want to know whether or not engineering is a lucrative field. According to a 1996 National Society of Professional Engineers survey, the median salary for experienced engineers is $65,800. Compare that with other 1995 salaries, reported by the U.S. Bureau of Labor Statistics: accountants, $32,188; reporters, $32,084; and lawyers, $58,500.)

"Why did you become an engineer?"

"What colleges offer engineering?"

(Contact your professional society or the Accreditation Board for Engineering and Technology, Inc., 111 Market Place, Suite 1050, Baltimore, Maryland 21202.)

"What kinds of engineers are there?"

Younger students may ask anything from "Do you have any children?" to "How do bridges stand up?" to "Do you drive a train?" Keep your answers simple and straightforward. Click here for special tips on working with younger students.

Working through school counselors is another way to reach students. Go to the "Visiting A School" section to review a sample letter.

Engineering: A Girl Thing

"Introduce a Girl to Engineering Day" was launched during National Engineers Week 2001 and was quickly embraced by groups across the country, reaching an estimated one million girls annually. When you are working with young girls, keep the following tips in mind. This advice is provided by the National Academy of Engineering’s Celebration of Women in Engineering.

Have additional resources: use the Internet! Have a sheet of good kids’ interactive sites (teacher tested, kid approved). For example, there's www.discoverengineering.org and www.nae.edu/cwe. (At this site, try "Engineer Girl" for student interaction or the "Resources and Links" section for information and rated websites for adult mentors.)

• Remember that girls are more likely to understand the basic math and science principles underlying the engineering demonstration, especially while the students are in middle and early high school. Boys, however, are more likely to be adept at manipulating technologies. Encouraging the girls to strut their intellectual stuff will help them conquer their techno-shyness. Consciously giving girls a chance to try the technology or application will help them overcome their tendency to step back and let the boys do it all.
  
  
• Be a myth-buster! Common misconceptions are technology is boring; math, science and engineering are for guys; boys do better with numbers - girls do better with people; and scientists and engineers are geeks. Engineering makes the world a better place to live, is exciting, and helps people. Engineering is a girl thing!
  
  
• Girls are less likely to be interested in the technology itself than in its application. Girls connect to the world through emotions and will respond warmly when they see a positive aspect of an engineering application. This does NOT mean that they are not capable of logical thought! Boys are likely to enjoy the technology or application for itself, but will also enjoy an emotional connection to the application.
  
  
• Girls are less likely to have familiarity with engineering as a career, but will be very interested in the many things that engineers do (not only kinds of engineering, but range of available career choices).
  
  Talk about the kinds of careers that an engineer can have: research, development, design, construction/production, sales, management, and other careers. People that like to work with people (girls do!), people that want to do something to make the world a better place (girls do this too), and people who are curious about the world around them (very girl thing) all make excellent engineers.
  
  
• Talk about the engineering process, and place your information within context of science principles, engineering application, and social benefit. It's not just the application, it’s the problem you are trying to solve, and how it benefits people.

Working With Younger Students

Every age group has different needs, expectations, and abilities. While junior and senior high school students have reasonable attention spans and have had some preparation in math and science that will help them relate to your presentation, holding the interest of students in sixth grade and below requires a bit more simplification and hands-on activity. Lower elementary students are learning concepts and becoming independent learners.

The National Engineers Week Committee encourages you to reach out to younger students. Use your imagination.

For instance, challenge them to have an in-class invention convention. Have the teacher present a problem, such as designing a product to help a disabled person, in advance of your visit, and see what they create. Talk with them about their inventions and about how engineers help people. Award certificates to everyone. Or, develop your own hands-on demonstration to do in class.

To give you some background on what these younger students will be able to understand, here are some tips from "Sharing Science with Children: A Survival Guide for Scientists and Engineers," prepared by the North Carolina Museum of Life and Science.

Some typical science and technology topics in younger grades:

• Electricity & Magnetism

  5th and 6th grades--Static electricity, nature of electricity, simple circuit, batteries, series and parallel circuits, safety.

  3rd & 4th grades--Magnets, simple compass, uses of magnets.

  Earth & Space Science

  5th & 6th grades--Ecology, pollution, recycling, constellations, space travel, flight, oceans, water cycle, properties of water.

  3rd & 4th grades--Heat and light, seasons, day, night, year, tides and eclipses, solar system, gravity, inertia and orbit, comets, meteors and meteorites, space exploration.

For more information from "Sharing Science," write Director of Education, North Carolina Museum of Life and Science, PO Box 15190, Durham, North Carolina 27704.

Your Report Card

Be sure to have the teacher evaluate your presentation. Evaluation forms are in the National Engineers Week kit. You might create your own forms. Some points to consider:

• Would it have been helpful to spend more time with the teacher in advance of the presentation?
• Were the support materials (brochures, slides) effective?
• What was not so interesting?
• What could have been improved?
• Would there be an opportunity to work with students again this year or next?

Remember to write thank-you notes to teachers, principals, and others at the schools who supported your efforts.

Don't end your contact with students and teachers when you leave the classroom. Some students may be intensely interested in what you do and want to meet with you again. They may want to visit your office to learn more. The teacher may be eager to work with you to develop a field trip or judge a science fair in the spring. Ask students to write to you with any questions. Leave paper and self-addressed, stamped envelopes for them.

National Engineers Week is a perfect opportunity to start a partnership. It's up to you to keep it going. If your organization is willing to establish an ongoing partnership with a local school here are some tips:

• Evaluate the level of commitment—in time, personnel, money, and hardware—your organization is willing to make. Consider whether a school already has business partners and whether your organization can make a unique contribution.
  
  
• Discuss the most prominent student needs with a teacher or principal. Be specific about the level of commitment your organization can provide.
  
  
• Together with the teacher, research a one-year lesson plan, detailing projects your organization can participate in, i.e., judge science fairs, mentor individuals, etc.
  
  
• For more information about partnership programs around the country, contact the Triangle Coalition for Science and Technology Education, 1201 New York Ave., NW, Suite 700, Washington, DC, 20005, tel: 202-289-2911.

Promoting Your Program

Your contributions to local education are worth telling to the community. Following is a sample news release that can be adapted, printed on your letterhead, and sent to your local newspapers. You might invite reporters to attend a classroom program but be sure to check with the school first. 

Contact: (Name and daytime phone)

(Organization) Helps Local Students Discover Engineering

"(City, State)--(Date)--(Organization) will send engineers into area classrooms during National Engineers Week, February 22-28. The national effort is led by Honorary Chair Alan L. Boeckmann, Chairman and CEO of Fluor Corporation, and Chair Joseph V. Lillie, Institute of Electrical and Electronics Engineers. The outreach effort is part of the 14th annual Discover"E" campaign, sponsored nationwide by the engineering profession.

Some 40,000 engineers throughout the U.S. will reach more than five million students and teachers. Their goal is to help bring practical applications of math, science, and technology to the classroom and to increase student interest in those subjects. (Here insert quote from local sponsors about the importance of the profession's outreach to young people.) National Engineers Week is an annual event to help raise public awareness and appreciation of engineers and their work.

In (City) the program is sponsored by (name sponsors).

National Engineers Week was founded in 1951 by the National Society of Professional Engineers