The TADS (Teachers at Dassault Systèmes) program, established in 2013, is part of a corporate engagement commitment to promote Science, Technology, Engineering, and Math (STEM) education. The three main goals of the program are to Educate Teachers by providing first-hand knowledge about STEM careers, to Educate Students by enabling teachers to create learning modules for the classroom, and to Educate Communities by increasing awareness of Dassault Systèmes within the local public school communities. During a 6-week internship at SIMULIA, TADS teachers create curriculum modules that can be used in their classrooms and shared with other teachers. David Duke, SIMULIA R&D QA Manager, managed the 2017 TADS program and worked with Brian DeLaire, a Pre-Engineering Teacher and Allied Arts Curriculum Leader at Barrington High School in Barrington, Rhode Island.
Tell us a little about yourself.
I have been teaching for 21 years in the Barrington School Systems. Prior to my teaching career, I worked in Industry, mainly in Management and Trades Training. I obtained my Masters in Education from Rhode Island College. As a teacher, I believe that we must provide an environment for 21st century learning by encouraging student learning outside of the classroom. I believe that the students are our customers and I must deliver a superior product every time I enter the classroom.
Why were you interested in becoming a TADS teacher?
After hearing about the TADS program from parents, I felt that I could return to the classroom with new and exciting content while forming connections with Dassault Systèmes in order to bring the future into the classroom today.
Describe your project and how you chose it.
Understanding the need for a Deeper Learning experience, we tasked ourselves with bringing a truly real world experience back to our programs. Understanding the need for sources of clean and inexpensive energy in many parts of the world, the task at hand is to build a Stirling Engine (External Combustion or Gas Engine) from mostly recycled parts. This would allow an inexpensive way for people worldwide to provide electricity in order to solve many problems including the purification and the delivery of clean drinking water.
What do you hope your students learn from this project?
Students will be immersed in the entire experience of solving real world problems through the use of Critical Thinking while Problem Solving through a Project Based experience. The students will also learn about other cultures and the problems that they face in accessing even the most basic of needs.
What did you learn from this project?
I learned that Dassault Systèmes does care about today’s student and remains committed to providing a method for teachers to improve the total learning experience.
What would you say the value of simulation is?
The use of simulation allows today’s students to become immersed in the entire design experience. It reaches parts of the brain that excites the students and the entire process becomes authentic. Today’s students are learning at a rapid pace and we must provide them with as many hands-on learning experiences as possible.
Any final thoughts on your time here at Dassault Systèmes?
I am very impressed by the professionalism and constant collaboration witnessed at Dassault Systèmes. Through the relationships developed during the short time spent in the TADS program, partnerships and the sharing of resources, will allow both teachers and Dassault Systèmes to become a winning team.
This article will be published in the November 2017 issue of SIMULIA Community News magazine.
