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IEEE Educational Activities

IEEE Educational Activities. Services & Resources. EAB’s Mandate. IEEE Constitution: Article1-Name, Purpose and Territory Sec.2. Its purposes are: (a) Scientific and eduational…. It shall endeavor to promote understanding of the influence of… technology on the public welfare. By Laws

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IEEE Educational Activities

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  1. IEEE Educational Activities Services & Resources

  2. EAB’s Mandate • IEEE Constitution: • Article1-Name, Purpose and Territory • Sec.2. Its purposes are: (a) Scientific and eduational…. It shall endeavor to promote understanding of the influence of… technology on the public welfare. • By Laws • The EAB shall be the IEEE interface in education-related matters with external bodies

  3. EAB’s Duties • Broad planning of educational activities of the IEEE • Development and delivery of continuing education products and activities • Development of guidelines for the IEEE representatives to accreditation bodies • Monitoring of accreditation activities • Coordination of pre-College programs • Representation of the IEEE in matters regarding engineering education

  4. EAB • 14 members • Main Portfolio: • Accreditation (US and non-US) • Pre-College Education • Public Awareness of Engineering • Continued Education (including XELL) • Education about Standards • Educational requirements for admission to IEEE • Section and Society Outreach • Internal affairs: Strategic planning, N&A

  5. Selected Activities • Accreditation (US and non-US) • Pre-College Education • Public Awareness of Engineering • Continued Education (IEEE Expert Now) • Education about Standards • Educational requirements for admission to IEEE

  6. Accreditation in the US(1) • IEEE is one of the founding societies of ABET • Largest association on ABET and ABET Board • About 250 members are engaged in accreditation on behalf of IEEE • Mostly in Electrical & Computer Engineering and Electrical Engineering Technology

  7. Accreditation in the US(2) • IEEE has established the tightest standards on… • Evaluator qualifications • Evaluator recruiting and mentoring • Training • Feedback and assessment

  8. Some Accreditation Challenges in the US • The emergence of multi-disciplinary programs that require multi-association cooperation. • E.g., Mechatronics • Bioengineering and Biomedical Engineering • ABET activities outside the United States

  9. Accreditation • Until recently IEEE served in a consultative and educational role in accreditation outside the US • Workshops, training, expert assistance • IEEE’s current position: • Help create new accreditation systems and enhance existing ones • Leave the local Section with a seat at the table • E.g. Peru

  10. Pre-College Education • Until about 5 years ago… • Local activities only • Mostly in the US • Many “One-Shot” events • At present… • Mixture of local activities and events for a wider audience • Wider audience: teachers, Counselors, researchers and practitioner forums • Deans Summit

  11. Plans for Pre-College Education Activities • A permanent Center for Pre-College Engineering Education • Several professional associations • Not just IEEE, Not just US-based associations • Participation of teacher and counselor organizations • Web presence • Tryengineering.org in cooperation with IBM • Repository of information on higher-education opportunities • Tie-in national standards

  12. Institutionalization of IEEE’s Teacher In-service Program • IEEE Section engineers develop and present technology-oriented projects to local pre-college educators • Now includes 14 Sections • Piloted by the Florida West Coast Section in 2001 • Lesson plans in English and Spanish for teachers and engineers • Addressed 570 pre-college educators so far

  13. Institutionalize IEEE’sTeacher In-service Program • We plan to increase support for the program and extend its reach • Develop a repository of plans and a coordinated network of volunteers • Significant web support • Standardize some of the projects and provide components/devices • Provide follow-up programs and on-line interaction • Pilot project in Region 3 aiming to reach half of the Sections, 1000 educators/year • If support model is successful we shall export it to the Regions

  14. EAB Pre-College Educator Award • For pre-college classroom teachers who… • Have inspired an appreciation and understanding of mathematics, Science and technology and the engineering process in students • Have encouraged students to pursue technical careers • Teachers nominated by a Section, Chapter, or Affinity Group

  15. Continuing Professional Education Coming Soon • On-line learning modules • 1 hour each • Voice over animated graphics • Based on best IEEE Conference Tutorials • Highly engaging/interactive • CEUs available for completion • Can be used for Section C.E. Activities • Available early-mid 2006

  16. Education about Standards wasRequested by… • Interviewed corporations • The Membership project-corporate partnership • IT Healthcare professionals • Hospitals administrators • Broadcasters and multimedia specialists • The Membership Project-segment initiative • We already have a pilot project for universities

  17. Education about Standards • A new initiative for 2006 • A series of seminars and workshops on popular standards • Friday-Sunday • Introduction to Standards and Standardization • Introduction to a specific standards: Objectives, structure, primary areas of coverage • In-depth coverage of specific sections • Panel discussion with authors and users of the Standard • This activity can be done in alliance with a Region, Section, Society, Chapter • Or a combination of these OUs

  18. Educational Requirements for Admission to IEEE • In the past… • An elaborate process of field of interest, program, and school “recognition” • Recently • Broadcasting of the IEEE fields of interest • Elimination of program “ recognition” • Still…an elaborate process

  19. Educational Requirements for Admission to IEEE • In the near future… • Simplification of the membership application • On-line forms with clear paths to candidate class • Reliance on candidate self-declaration on credentials • Based on a series of qualitative and quantitative questions • Abolishing the REP process as we know it

  20. Additional Areas of Activity and Expansion • Partners in Education-Continued education opportunities for members • IEEE Certification • IEEE model curricula • Strengthening the History Center and the Virtual Museum • Finding a home to pre-university educators in IEEE • Simplifying IEEE Renewal • Following simplification of admissions

  21. Section Outreach Committee Charter GENERAL • The Educational Activities Board (EAB) Section Outreach Committee (SEOC) reports to, and is a Standing Committee, of the EAB. MISSION • To identify and facilitate the educational needs of the public, the profession and IEEE members. SCOPE • The SEOC will have the lead responsibility within EAB of building and maintaining strong working relationship with IEEE Regions, Sections and Chapters in order to work with these entries as partners.

  22. SEOC Areas of Focus for 2005 “One Stop Shop” for educational activities within IEEE • Work with CPEC • Ensure that the needs of “consumers” from the Sections and the Regions are addressed and met Region 7 need-continuing professional competency • Work with CPEC • Develop a plan to meet these needs Section participation in XELL • Identify sections such as the Boston Section that have considerable continued education activity • Explore and develop with them a model of participation in XELL CEUs at the Section Level • Develop a mechanism that would facilitate and promote the awarding of CEUs to participants in section-initiated courses and seminars

  23. SOOC Functions • Work with the leaders of IEEE Technical Societies and Councils to: • Establish & support programs/initiatives that will deliver timely & effective educational products to the: • General Public • Profession • IEEE members • Share information to strengthen relationships with Societies/Councils so that educational services can be provided more effectively. • Work with Societies/Councils to develop new educational services. • Example: Working with AESS to help supports its Continuing Education Program

  24. SOOC 2005 Objectives • Work with EXPERT NOW Task Force to: • Optimize Society/Council participation in EXPERT NOW in 2006 & beyond • Assess the feasibility of developing a series based on Cyber-security to be included in EXPERT NOW • If feasible, develop an implementation plan • Work with the Continuing Professional Education Committee (CPEC) to: • Optimize the use of Continuing Education Units (CEUs) in Society-organized conferences • Assist in the development of a “one stop shop” website for EA • Ensure that all Society/Council offerings are available to members & Customers

  25. IEEE Members & Their Thoughts on Continuing Education • Findings cited in the Membership Segmentation Study (2004) • Conducted by Michael Binder, Director, IEEE Membership & Elena Gerstmann, Ph.D., Director, IEEE Research • Nearly half of IEEE members (49%) indicate continuing education opportunities are important • Members feel strongly that IEEE should be proactive in the continuing education arena • identifying courses, recommending courses, offering courses.

  26. Members Thoughts (continued) • When asked about the likelihood of taking continuing education, members are more receptive towards technical courses than to soft skills courses • 72% vs. 51% • As expected, continuing education courses that are free for members are most desirable • with 86% indicating a willingness to participate • However, when asked if they would pay, 57% still indicated a willingness to participate.

  27. Who is Interested in Continuing Education Resources? • The demand for more educational opportunities via the Internet &/or CD-Rom/DVD is particularly strong among the following group of members • Younger members-aged 30 and Younger • Lower-grade members-Associate level members • Region 9 members • Members with baccalaureate degrees or master’s degrees • Unemployed members

  28. E-learning Market Observations • Companies are opting for E-learning over more traditional learning due to: • Increasing mobility of the workforce • Need to save on training costs • Greater acceptance of Web-based training • Better interoperability of systems (Source: EContent, Nov.2004) • The most successful forms of E-learning are the courses delivered on the Internet that: • Teach a particular subject • Are part of a degree program most often at the graduate or professional level • Offer certification in vocational or technical skill (Source: Thwarted Innovation, by Robert Zemsky and William F. Massy)

  29. Observations (continued) • 60% of future jobs will require training that only 20% of the current U.S. work force possesses. (Workforce 2020: Work and Workers in the 21st Century) • The global market for corporate E-learning will grow nearly 27% compounded annually over the next four years (Source: IDC) • The E-learning market, which was about $ 6.5 billion in 2003, will increase to more than $ 21 billion by 2008. (Source: IDC)

  30. IEEE EXPERT NOW • EAB’s answer to the rising need for online continuing professional development resources • Offers a collection of one-hour long interactive online learning modules • Based on the best tutorials given at IEEE conferences • Focus on emerging technologies or seminal technical content • Individuals can take courses at their own pace 24x7

  31. Continuing Education Units(CEUs)Purpose • Measure quality of non-credit continuing education • Assure value through application review by IEEE EAB • Meet licensing board and employer CE requirements

  32. Value of CEUs • Increase attendance due to added quality and perceived value • Help engineers meet state requirements to maintain their Professional Engineer (PE) license • Generate revenue for Sections, Societies, Chapters, or Regions • Document continuing education requirements of industry

  33. CEUs and PDHsWhat do they measure? • CEU-One CEU equals ten contact hours of instruction in a continuing education activity. One CEU=Ten PDHs • PDH (Professional Development Hour)-One contact hour of instruction or presentation.

  34. To Offer IEEE CEUs. . . • Complete application and submit with back-up course materials to CEU Administrator • Comply with IEEE procedures per IACET guidelines • Provide names and Contact information of participants for CEU record retention • All paperwork done via email • Questions-Contact CEU Administrator

  35. CEU Fees • Course Application Fee: • $25 per single course OR • $10 per course, when applying for multiple courses at one venue, submitted at the same time • Participants Fees: • $10.00 per individual/per course

  36. Links and Contacts • Visit the IEEE CEU website at www.ieee.org/eab/ceus/for links to the following: • National Council of Examiners for Engineering and Surveying (NCEES) • National Society of Professional Engineers (NSPE) • Continuing Education Requirements by U.S. State • Reference Guide for Instructional Design & Development www.ieee.org/eab/tutorials/refguide/mms01.htm • Contact: c.torres@ieee.org OR s.strock@ieee.org

  37. CPEC ActivitiesFive Unique Projects as of May 2005 • IEEE Expert Now (Formerly IEEE XELL) • Educational Partners Program • CEU Database • The One-Stop Shop IEEE Learning Opportunities Web Portal • Standards Courses, Including Standards in Education Task Force Site(SETF)

  38. IEEE Expert Now (Formerly IEEE XELL) • 23 One-Hour Short Courses Completed • Hosted on Thomson Platform • 10 Additional in Development • Quality Review Process Underway • Society Liaison Recommended SME Reviews • CEU Award Process Being Refined • Corporate Partners Evaluate Favorably

  39. Educational Partners Program • Providers are Reputable Corporations and Universities (e.g. Stevens Institute of Technology, Mindleaders, MBA PowerPak) • Revenue Sharing Contracts with IEEE Continuing Education Courses • Credit and Non-Credit Courses • Discounts for Members on Prices • Delivery is Traditional and E-learning • Meets Licensing Requirements

  40. The One-Stop-Shop (TOSS)IEEE Learning Opportunities Web Portal • Goal: Simplicity and Ease in Locating Continuing Education Resources • All EAB and EAD Audiences Served by the Portal • Continuous Site Maintenance

  41. SETF • Tutorials: One –Hour in Length Delivered Online • Baseline Tutorial-Introduction to Standards • Domain Turtorials-Exploration of the History, Purposes, Words, and Phrases for a Domain of Technology • Case Illustrations • Associated with Each Domain Tutorial • Glossary • Words, Phrases and Acronyms Used in the Tutorials and Case Illustrations • Reference Guide • Listings will include Brief Commentaries on or Abstracts of Most of the References

  42. Members Non Members Industry Parents Students K-12 Higher Education Faculty & Administrators Libraries & Museums Government Managers and Leaders Staff IEEE Volunteers EAB Volunteers Other Engineering Groups(e.g. ASME, ASCE) IEEE Partners Societies & Technical Committees Engineers Looking for Con Ed Members or Not Librarians Museum Curators EPIC Partners and Potential Partners Corporate Managers Leadership from IEEE Regions, Sections, Student Chapter New Media Consultants Suppliers Conference Sponsors and Attendees Education Portal ‘Audience’

  43. IEEE Education Portal Clusters

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