Globalization of IEEE Education Society

1. GlobalizationofIEEE Education Society Trond Clausen Telemark University College, Norway Chair, IEEE Nordic Education Society Chapter Vice-chair, IEEE Education Society Chapters and Regional Activities Committee 1st CeTUSS/IEEE Education Society Workshop Uppsala, Sweden, December 6-7, 2004

2. IEEE Education Society Number of members, November, 2004: 4660 (worldwide) Who are the members? University and college leaders and faculty members, researchers, industry and research institution leaders, and more

3. Objectives & Fields of Interest • The OBJECTIVES of the Education Society • shall be scientific, literary, and educational in character. The Society shall strive for the advancement of the theory and practice of electrical and computer engineering and of the allied arts and sciences, and the maintenance of a high professional standing among its members and affiliates, all in consonance with the Constitution and Bylaws of the IEEE and with special attention to such aims within the field of interest of the Society... • The Education Society's FIELD OF INTEREST shall be: • Educational Methods, Educational Technology, Instructional Materials, History of Science and Technology, and Educational and Professional Development Programs within Electrical Engineering, Computer Engineering, and allied disciplines.

4. Some other Engineering Education Societies • American Society for Engineering Education (ASEE), HQ in U.S.A. - ca. 14.000 members, mostly in the U.S. Government: democratic. • Internationale Gesellschaft für Ingenieurpädagogik (IGIP), HQ presently in Switzerland – about 400 members, mostly in Central and Eastern Europe. Government: with some difficulties, democratic. • Societé Européenne pour la Formation des Ingénieurs (SEFI), HQ in Belgium - more than 200 individual plus many institutional members. Government: democratic. • UNESCO International Centre for Engineering Education (UICEE), HQ in Australia - about 120 individual plus many institutional members. Government: mostly centralized from Melbourne, Australia. • International Network for Engineering Education and Research (iNEER), HQ in U.S.A. Acts more like a network than a society with registered and paying members. Government: invited and/or appointed board with a strong Secretary General in Washington DC. Members are included and do not, in general, enter iNEER by their own initiative

5. IEEE Education Society ”Tools” • Frontiers in Education Conference in cooperation with ASEE’s Educational Research and Methods (ERM)-group and IEEE Computer Society • IEEE Transactions on Education • The Interface, the joint Newsletter of IEEE Education Society and ASEE Electrical and Computer Engineering Division • Under preparation: IEEE Transactions on Educational Technology & Instruction • Chapters.....

6. Central New England Council, USA Connecticut, USA Mid Hudson,USA St. Louis, USA Los Angeles Council, USA Phoenix, USA Santa Clara Valley, USA Toronto, Canada Winnipeg, Canada France Germany Greece Nordic Chapter Romania Saudi Arabia Spain Argentina Mexico Peru South Brazil Japan Council Taipei 22 IEEE Education Society Chapters ..more to follow.......

7. 8 Chapters under Development • Switzerland • Central & Southern Italy • Croatia • Slovenia • Portugal • Malaysia • Austria • Singapore

8. Structural Changes • IEEE Education Society Chapters and Regional Activities Committee was established in 2003 • Internationalization of the Administratitve Committee (IEEE Education Society’s Board) started in the 90’s; presently three of its twelwe members-at-large are recruited outside the United States • ”IEEE Transactions on Educational Technology & Instruction” will reflect and address international issues like teaching pedagogy, curriculum theory, instruction materials and educational technology

9. Future role of IEEE Education Society (1) IEEE Education Society strengths could include • true internationalism by name and membership distribution • a considerable membership size compared to other globally working engineering education societies • backing and recognition by the largest professional organization for individual membership in the world, the IEEE • the publication of IEEE Transactions on Education • the cosponsorship of the annual Frontiers in Education Conference • member services like ”The Interface” and a constantly improving website • its democratic and increasingly internationalized government • an open door to the professional community to colleagues from developing countries

10. Future role of IEEE Education Society (2) IEEE Education Society weaknesses could include • the fields of interest appear limited to electrical, electronics and computer engineering education • ........???! Let us together try to list a few more! Comment: The discussion indicated that there was no need to worry about IEEE Education Society’s ”electrical” origin

11. Alternative ways into the future • IEEE Education Society strategy could include: • First, consolidation of a flexible organization, government and identity. At the same time, ”opening up” new geograp-hical areas. This should include informal ”strategic talks” and formal cooperation on conferences, etc.? (Rushing slowly) • Immediate and formal cooperation with other engineering education societies, aiming to join forces in forming a ”parachute” organization to meet the challenges of the profession. At the same time, consolidation and building of its own identity? (Showing an open and inviting hand) • .......yes, what are the third (and higher) alternatives? • (Comment: Audience feedback signalled interest in expansion and collaboration.)