EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe

EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe 2005-2008

Managing team • O. Bonnaud (Rennes) • M. Hoffmann (Ulm) • G. Jervan (Tallinn) • J. Ligus (Kosice, excused) • M. J. Martins (Lisbon, excused) • A. Ward (York) • BEST representative • T. Dimitrova • N. Wojewoda • H. Yahoui (Lyon) • D. Genon-Catalot (Valence) • G. Gimenez (President of Club EEA) • Account manager (M. Robert, Nancy) • Coordination (JM Thiriet, Grenoble)

Agenda • 1) - Presentation of the projects Organisation of activities, outcomes, Identification of tasks, Planning of works, - Discussion on the Financial aspects - Discussion on the general organisation of the project, splitting of some tasks among the members of the managing team - Reflection on the setting-up of the monitoring work 2) - Discussion with BEST representants (Tzveta DIMITROVA and Nicolo Wojwoda) on the BEST participation, and activities which can be proposed in partnership with groups of students + participation of BEST in the monitoring. - Reflection-discussion on the external contacts (societies (associations), industrial companies, accreditation organisms, other TNs...) - Organisation of the meetings for the first year (2005-2006), reflection on the second year. - Any point you think interesting to add, many thanks ! - A.O.B.

Content • Description 4-9 • Organisation and monitoring 10-12 • Website and logo 13-24 • Tasks 25-52 • Other actions 53-55 • Outputs 56-59 • Workplan 60-61 • Partners (repartition, new) 62-63 • Financial aspects 64-67 • Expert comments and recommendations 68-70 1. Description

Objectives • Reflection on generic competences and subject-specific competences in Electrical and Information Engineering (EIE), • Implementation of quality assessment methodologies on some educational resources available in EIE, • Reflection and proposition of a methodology for accreditation, in order to enhance comparability and common certification procedures, • Proposition of a census of the existing curricula in EIE in Europe, the multinational degrees, and the situation of the implementation of the Bologna-process in EIE, at the bachelor, master and PhD levels 1. Description

Target groups • Professional engineering associations, Life Long Learning institutions, • Students, teachers and learners, • Accreditation boards 1. Description

Main activities • Application of the TUNING methodology to EIE, to identify competences, • Observatory on the degrees available in EIE in Europe, and state of the implementation of the Bologna-process, • Quality assessment of some resources in EIE available through internet, • Analysis of existing accreditation procedures, proposition of a methodology 1. Description

Expected outputs • Update of the monograph on the degrees and international degrees available in EIE in Europe, • Guidelines for contents as generic competences and subject-specific competences in EIE, • Guideline for a proposition for an accreditation methodology, together with a census on existing accreditation boards and methodologies, • Mediatheque of selected pedagogical resources available in EIE, with a quality assessment 1. Description

EIE-Surveyor • Nancy (coordinating institution) & Grenoble (coordinator institution) • 2 European organisations • AT (2), BE (5), BG (4), CY (1), CZ (5), DE (6 or 7), DK (1), EE (1), ES (9), FI (2), FR (20 or 22), GR (3), HU (1), IE (1), IS (1), IT (5), LV (1), LT (1), MT (1), NL (1 ?), NO (1), PL (6), PT (7), RO (5 or 6), SE (1), SI (2), SK (1 or 2), TR (4), UK (1 or 2) • 108 members • 3 companies (CZ, DE and PL) • 3 national associations: IEEE educ. Chapter DE and FR, Club EEA • 2 European associations : BEST, EAEEIE • Missing: LU, FL 1. Description

Actions (1st round) • T1: Competences, jobs, accreditation • T1.1(1). "Tuning" approach in EIE (A.4) (A. Ward) • General competences • Specific competences • T1.2(3). Jobs in EIE (A.6) (O. Bonnaud and A. Ward) • T1.3(4). Methodology for accreditation (A.7) (M. Hoffmann) • T2(2). Internet as educational resource for EIE education (A.5) (A. Ward) • Benchmark ? • T3: Survey, BMD-process in Europe • T3.1(8). Bologna process in EIE at the bachelor, master and PhD levels (A.1) (O. Bonnaud & M.J. Martins) • T3.2(6). Multinational multilingual curricula in Europe (A.2) (JM Thiriet) • Update of the monograph (J.M Thiriet) • Portal on EIE curricula (H. Yahoui & J. Ligus) (connection with BEST) • T4(5). Advertise EIE European curricula (A.8) (JM Thiriet) • Connection with « jobs » • T5(7). "Excellence" regions in EIE and applications (A.3) (G. Jervan) 1. Description

MANAGING BOARD general co-ordinator + account manager 1st strategic board, composed of 6 people 8 tasks coordinators (tasks A.1 to A.8 ?) Organisation 1st Strategic Board O. Bonnaud (FR) M. Hoffmann (DE) J. Ligus (SK) MJ Martins (PT) G. Jervan (EE) A. Ward (UK) 2. Organisation And monitoring national coordinators

Organisation • The general co-ordinator level,that is the general co-ordinator, which will be helped by an account manager. • The strategic board, composed of 6 people (active people, for the management of the project, these people may represent also the EAEEIE or other partner associations…). The managing board will be also responsible for contacts with other projects we will be related with, notably for the actions in connection with other thematic networks, for instance the "archipelago" or "tuning" transversal actions. • The tasks will be managed, each with a task coordinator. • The general co-ordinator, the strategic board and the task coordinators will form the Managing Board. • Last point: for some operations or actions which are organised on a national basis, there will be national coordinators, which could be different as a function of the tasks. 2. Organisation And monitoring

Monitoring • Inner monitoring: each semester a new inner monitoring board will be defined, in order to be dynamic, to make constructive critics on the advance of the project. This inner monitoring group will interact with the general coordinator, the strategic board and the task coordinators (that is, the Managing Board). • External monitoring: Associations such as SEFI, IEEE education, BEST (student association) could participate in an external monitoring. BEST is a member of the project, as well as the French and German "education" chapters of IEEE. To be more concrete, we have invited five people to act as external monitor of the project. • J. GONZALES (Tuning project), who will be represented by Hendrik FERDINANDE • V. De KOSINSKY • Virginia CANO • Eduardo CORREIO (CENELEC) • Jorge ESTEVES (Entidade Reguladora do Sector Eléctrico" (ERSE)) All these persons accepted to be external monitor of our project. Other institutions will be contacted, mainly at the end of the project, such as ESN (Erasmus Student Network), FIEE… 2. Organisation And monitoring

Web site : public zone: Main page 3. Website And logo

Public zone: events 3. Website And logo

Public zone: description of the project • Not available yet 3. Website And logo

Public zone: liste of partners+contact persons (project) 3. Website And logo

Private zone: users groups 3. Website And logo

Private zone: permissions to users and groups 3. Website And logo

Private zone: forms, tasks, events 3. Website And logo

Private zone: fora 3. Website And logo

Private zone: documents 3. Website And logo

Logo for EIE-Surveyor ??? 3. Website And logo

Work with Club EEA • Commission for Education • Commission for Research • Commission for International Relationships 4. Actions

T1.1. "Tuning" approach in EIE (A4) • Complementing the work done in other disciplines by other thematic networks • Competences (broader concept than skills) • General competences (Line 1 of the tuning approach) • Specific competences (Line 2 of the Tuning approach) • Pedagogical approaches • Problem Based Learning • Project Based Learning approaches • Preliminary works done during the THEIERE project: • a frame for a bachelor in Electrical and Information Engineering • System of credits, both for initial degrees and LLL (Life Long Learning) • Diploma Supplement (DS). In the field of EIE and for the various levels (BMD), a template could be designed • Contact with the Tuning Project: Pr. Hendrik Ferdinande (Tuning project) will be our "conseiller" • outputs will be some frames and guidelines for the development of contents, at the bachelor and master level • http://www.relint.deusto.es/TuningProject/index.htm 4. Actions

T1.1. "Tuning" approach in EIE: Calendar 4. Actions

T1.1. "Tuning" approach in EIE: Preliminary work (THEIERE) • Frame for a bachelor in EIE 4. Actions

Tuning

T1.2. what are the jobs in Electrical and Information Engineering? (A6) • Constatation: there is certain disaffection of students for scientific studies in many European countries. • In order to enhance the attractiveness of our disciplines, we propose communication tools to advertise on our disciplines and their interests • to identify what are the concrete links (and what are the kinds of links) existing between industry and the EIE curricula in the various European countries • concrete links such as participation of employers into the curricula or participation of students in professional periods in industry • indirect links such as the participation of representative of the industrial field into the definition or accreditation of curricula… • This work could be achieved with other thematic networks in the same field* ARCHIPELAGOS( and also scientific and engineering associations (for instance some activities are presently on the way within the French Club EEA, an EIE Association at the national level, EAEEIE, IEEE education chapter (region 8) at the European level). 4. Actions

T1.2. what are the jobs in Electrical and Information Engineering? Calendar 4. Actions

T1.2. what are the jobs in Electrical and Information Engineering? Preliminary work • Not relevant (new action) 4. Actions

T1.3. Methodology for accreditation (A7) • Preliminary study of the existing accreditation procedures done during the THEIERE project. • Completion of the study • Study the American Board functions • Output: • Guidelines of good practices of accreditation based on the required competences and industry needs. 4. Actions

T1.3. Methodology for accreditation: Calendar 4. Actions

T1.3. Methodology for accreditation: Preliminary work (1/3) 4. Actions

T2. Internet as educational resource for EIE education (A5) • to incorporate Internet-based educational resources (e-learning) for EIE education • web available specific materials, covering the required EIE topics, • computer supported tools to use these materials in a suitable way for attaining specific learning objectives • Two actions • to set up a mediatheque of pedagogical resources available through internet in EIE • census of existing resources. • implement Quality in education to pedagogical resources in EIE available via Internet. This means to select and classify educational materials for EIE in the basis of: • the quality of content in relation with the concepts, models and competences required in EIE. • the potential effectiveness as teaching-learning tools for EIE education, • AND to make them available to the EIE community. The work will be a continuation of the activities related in Task 2 of the THEIERE project and completed with the selected resources. 4. Actions

T2. Internet as educational resource for EIE education (A5) • to design tools implemented in web-based environments • Individual tools, in order to allow the user to evaluate their learning process • group work tools in order to foster the collaboration among different users. • Some learning activities will be designed to be implemented during the last year in the dissemination phase of the project. Students connected from different countries will use the material available in virtual classes throughout Europe. They will be guided by one tutor that can be a professor member of the TN. The use of these materials in the context of specific learning activities will be monitored in order to evaluate their quality as educational materials as well as learning fostering resources (validation with end users: teachers, learners).

T2. Internet as educational resource for EIE education: Calendar 4. Actions

T2. Internet as educational resource for EIE education: Preliminary work • Mediatheque • http://www.eaeeie.org/theiere/pedagogical_resources.html 4. Actions

to implement a survey of the Bologna process in EIE at the bachelor level, at the master level but also at the PhD level (relations with the TNP "Teaching and Research in Engineering in Europe TREE" for example). • The activities will be the finalisation and update of the maps of European undergraduate and postgraduate studies: a monograph[1] has been achieved during the THEIERE project (2000-2003), but some countries remain to be completed, some information needs to be updated because the situation is always evolving and the PhD studies should be added, together with the identification of the existing links between masters and PhDs, taking into account the master courses which will prepare the students for PhD studies. The completion and updating of the data of the portal (see prototype at www.eaeeie.org/theiereyp) will be achieved at the same time. The main outputs will be the update and completion of the monograph (1st version available end 2003) and of the portal. • We are in contact with TREE thematic network within the frame of the "Archipelago" working group (participation of four persons from our previous Thematic Network THEIERE in the techno-TN 2004, in Brussels, even if THEIERE was not granted in 2003-2004…). • [1] THEIERE project: "Monograph: Towards the harmonisation of Electrical and Information Engineering Education in Europe" - Ed. EAEEIE, August 2003, 350 pages, (ISBN, book version: ISBN 972-97738-2-3, ISBN: CD-ROM version: ISBN 972-97738-3-1) 4. Actions

T3.1. Bologna process in EIE at the bachelor, master and PhD levels: Calendar 4. Actions

T3.1. Bologna process in EIE at the bachelor, master and PhD levels: Preliminary work • Monograph • http://www.eaeeie.org/theiere/THEIERE_monograph_CD.htm • + document on PhD studies, prepared by MJ • Portal • http://www.eaeeie.org/theiereyp/ • For the moment, THEIERE YP works with the following countries: • Austria, Bulgaria, Czech Republic, Estonia, Spain, Finland, France, Greece,Ireland, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Norway, Poland, Portugal, Slovenia, Slovak Republic and Ukraine 4. Actions

T3.1 Monograph 4. Actions

T3.1 View of the portal: www.eaeeie.org/theiereyp 4. Actions

T3.2. Multinational multilingual curricula in Europe (A2) • The aim is : • to identify how are organised the studies • how are managed the lingual and cultural aspects • what is the part dedicated to distant learning. • The main outputs will be available in the monograph and the portal described • We propose to contribute as the proposition of a guideline of good practices in the development of multinational curricula in EIE 4. Actions

T3.2. Multinational multilingual curricula in Europe: Calendar 4. Actions

T3.2. Multinational multilingual curricula in Europe: Preliminary work • Not relevant (new task) 4. Actions

T4. Advertise EIE European curricula (A8) • Objective: to attract students coming from outside Europe. The monograph and the portal proposed in TASK T3.1 should be a good tool for this purpose; • To identify various organisations which can be helpful for this "advertisement". • Related to this task, some countries are suffering due to the unbalanced flow of students in the framework of international exchange projects (e.g. Erasmus): the number of students going out is >> than coming in. We should identify reasons for such a situation and devise means to improve the balance. • So the main aim of this action is to increase the attractiveness of European higher education area, both for students from outside Europe to come in and for students inside Europe to be mobile 4. Actions

T4. Advertise EIE European curricula: Calendar 4. Actions

EIE Surveyor: Reference Point for Electrical and Information Engineering in Europe