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 2016 TADS program and worked with Thomas Milligan, the technology education teacher at Johnston Senior High School, Johnston, RI.
Tell us a little about yourself.
I am married with two children, sophomore in high school and sophomore in college. I hold a B.S. from URI in Business management, a B.S. from RIC in Technology Education and an M.E. from RIC. My hobbies include woodworking and auto restoration (I drive a restored 1974 VW THING on nice days and sit at a steampunk inspired desk).
Why were you interested in becoming a TADS teacher?
TADS was brought to my attention via my principal and superintendent who met folks at DS and believed it would be a great opportunity for me and my students. I have been credited with bringing back technology education to JSHS and felt this would bolster the program having some firsthand experience working with professional in the technology/ design/engineering fields.
Describe your project and how you chose it.
I was given plenty of freedom on what to choose as a topic. My final activity was titled “Eccentric Energy.” I teach an Engineering Technology class in conjunction with CCRI (students can get 3 college credits for the class). They want us to perform a wind generator activity, Pico-Turbine. I felt it was a bit boring and simple. As a Rube Goldberg fan, I combined the electricity generation material into a problem based activity following the zany principles of Rube Goldberg.
What do you hope your students learn from this project?
I hope my students learn to think and problem solve. We study several design processes throughout the course and this activity culminates most of that learning.
What did you learn from this project?
I found the students to be very responsive and accepting to new technologies including SolidWorks, 3-D printing, and cnc cutting. Secondly, I found it to be very exciting to see the imagination and problem solving unfold into working models. I feel they learned more by creating and testing than being “taught.”
What would you say the value of simulation is?
Simulation is very important. Students designed parts and pieces in SolidWorks and were able to simulate their actions virtually before physically building and/or printing, hence make changes and improvements immediately saving valuable time. I enjoyed my TADS experience. I met some great people who have helped enhance our educational processes and produce great students.
This article was originally published in the May 2017 issue of SIMULIA Community News magazine.
