1 welcome to tisp shenzhen moshe kam ieee educational activities board 8 july 2009
TRANSCRIPT
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Welcome to TISP Shenzhen
Moshe Kam
IEEE Educational Activities Board
8 July 2009
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Here is a question that I hear a lot (especially from young engineering students)
Why should I join IEEE?
“What is in it for me”?
[This may sound like a self serving question… but…it is not]
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IEEE Revenues From Operations
2007 Preliminary Operating Revenue ~$312 Million
0%
38%
10%
10%
10%
26%
6%ConferenceConferenceEventsEvents
PeriodicalsPeriodicals
Membership-Membership-otherother
MembershipMembershipDuesDues
StdsStds
Finance &Finance &OtherOther
ConferenceConferenceProceedingsProceedings
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One Traditional Answer: “we give you a lot of good stuff”
Access to IEEE Intellectual Property
Information and alerts
Reduced fees in Conferences, various discounts, etc.
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Not very convincing…
Much of what IEEE offers is available through employers and schools For example the China IEEE/IET Electronic
Library University Consortium Chinese students and scholars are the
largest single group of users And they do not need IEEE membership to
get access They get it through their universities
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Another Traditional Answer: “look at our glorious past”
Alexander G. Bell Elihu Thomson Charles Steinmetz Frank Sprague
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Not very convincing…
Young people are increasingly unimpressed by claims of past glory
“Past performance is not necessarily indicative of future results”
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A much better argument…
We have important professional challenges that we are facing together
We will not be able to solve them if we do not address them as a community
Young engineers need to join IEEE because this is the best way to address the most important challenges of the profession
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Four Challenges in the Area of Engineering Education
1. The changing role of computing in the engineering workplace
2. The rise of service-oriented engineering businesses
3. The increasingly multi-disciplinary nature of engineering
4. The Gender Gap
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1. The changing role of computing in the engineering workplace
Computing has entered all facets of engineering It is no longer the domain of computer
scientists alone
Our educational traditions treat computing as an “addition” to the “core” The core being anchored in analytical
methods and Physics
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The Civil Engineer Set of Tools Part I
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The Civil Engineer Set of ToolsPart II
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The Civil Engineer Set of ToolsPart II
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Questions about the education of the Civil Engineer of the Future
How much does the civil engineering student need to know about Computer architecture Computer Hardware Discrete Mathematics Algorithms, software, and programming
Should we teach civil engineers more computing and less calculus?
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2. The rise of service-oriented engineering businesses
Many engineering corporations do not focus on products and production
Rather, they provide services
Service oriented approach is used in some of the best known engineering firms E.g., IBM, Hewlett Packard
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3. Service Oriented Engineering
Do we know how to prepare our students to work in Service Oriented Engineering?
Is there an appropriate body of knowledge (BoK) to teach?
If such BoK is not available – who will develop it? When?
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4. The increasingly multi-disciplinary nature of engineering We are accustomed to a rigid
departmental structure of academic engineering education: Department of Electrical Engineering Department of Civil Engineering Department of Power Engineering Department of Mechanical Engineering Department of Chemical Engineering
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The market requires multi-disciplinary skills
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How do we address the trends toward multidisciplinary engineering?
Do we have the methodologies to educated engineers who can work across disciplines?
Do we need to challenge the traditional structure of the engineering college Break down the walls between departments Put students of different disciplines
together in the classroom and in design projects
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4. The Gender Gap
In almost all engineering schools women students are a minority The percentage of female graduate students in
engineering in the US is less than 20% Germany: 21% Spain: 24% Women members of IEEE: 7%!
A major loss of talent to the profession
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What is IEEE Doing?
Dublin 2010Transforming Engineering
EducationApril 6-10, 2010
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What is IEEE Doing?(and a much better reason to belong)
Dublin 2010Transforming Engineering
EducationApril 6-10, 2010
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Questions, comments, reflections