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Sections Congress – Amsterdam 22 - 24 August 2014 Moshe Kam Roger Fujii

IEEE – wide Opportunities for Continuing and Professional Education

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How to use the IEEE Certificates Program in your Section or Chapter meeting

Moshe Kam

What are we talking about Educational programs offered (for the most part) in non-academic settings – Specifically, educational programs offered by

IEEE Sections and local IEEE Society Chapters IEEE provides an opportunity to have these programs approved and recognized by IEEE – This approval allows the issuing of official IEEE

certificates to participants – These certificates indicate how many Continuing

Education Units (CEUs) or Professional Development Hours (PDHs) or Learning Units (LUs) were provided by each activity

– In 2013 we have provided 17,000 certificates 3

Examples of Continuing Education Activities in IEEE Sections – the Boston Section

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Examples of Continuing Education Activities in IEEE Sections – the Hong Kong Section

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A Cloud Computing Training Workshop

Examples of Continuing Education Activities in IEEE Sections – the Russia Siberia Section

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Internet Productivity Tools

Why do we need “official recognition”?

Many IEEE Sections provide no official recognition to participants in events – OUs issue an assortment of informal documents

in locally-created formats

Formal recognition is important for professionals who are obligated to demonstrate ongoing professional competence – Licensed engineers and other professionals

Some employers require formal recognition of educational activities by a recognized body – …in order for employees to be given time and

financial support

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Licensing Requirements in the US

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Licensing Requirements in South Africa

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Licensing Requirements in Singapore

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Several Different Ways to Give Credit to Attendees in an Educational Activity

CEU = Continuing Education Unit

PDH =Professional Development Hour LU = Learning Unit Certificate of Completion

http://www.ieee.org/education_careers/education/ceus/education_program.html http://www.ieee.org/education_careers/education/ceus/ceus_faqs.html

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Continuing Education Unit (CEU)

A uniform unit of measure for continuing education and training

One CEU is awarded for each 10 contact hours of instruction or study

Definitions and recognitions are managed by the International Association for Continuing Education and Training – IACET (http://www.iacet.org)

IEEE is an Authorized CEU Provider through IACET – IEEE has adopted IACET’s guidelines and criteria for all its

continuing professional development programs – IEEE conducts peer review for programs that wish to provide

CEUs See http://www.ieee.org/education_careers/education/ceus/index.html

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Professional Development Hour (PDH)

PDH = one contact hour of instruction, presentation or study – 50 minutes of

presentation/participation/study per hour is undertaken

– No activity under a half hour is accepted for credit A qualifying activity of 30 to 49 minutes would be

reported as 0.5 PDH an activity of 50 to 70 minutes would be reported as

1.0 PDH. – PDH is sometimes called PDU(Professional

Development Unit)

1 CEU = 10 PDHs 14

Learning Unit (LU) Used by American Institute of Architects 's Continuing Education Systems (AIA/CES)

Based on a 60-minute hour

Time beyond 60 minutes is recorded in quarter hour increments – (e.g., 1 hour 45 minutes =1.75 LUs)

Programs may qualify for Health, Safety and Welfare (HSW) credit

1 CEU = 10 LUs 1 PDH = 1 LU

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Certificate of Completion

Provided by IEEE for approved educational events Does not carry continuing education recognition by official bodies – such as licensing agencies

Can be given as credit for participation in discussion groups or networking events

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CEU-granting Qualified Activities A technical or professional meeting where a topic related to professional practice is presented as a principal part of the program – Most IEEE Chapter meetings fall under this category

Seminars and training programs which relate to professional practice

Online courses or correspondence courses on topics related to professional practice – a test is required at the end of the course

Management or ethical courses which relate to the improvement of one's business or professional practice

A guidance document (US): http://www.geoprofessionals.org/sites/geoprofessionals.org/files/users/rwueste/CPCGuidelines_000.pdf

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Review Questions / Short Exam

The value of a continuing education recognition is often enhanced if participants get an opportunity to show they have gained new knowledge – It is possible to administer a short written

exam at the end of an activity for those who wish to get recognition

– It is possible to administer a short exam on-line or by submitting a form on-line or by mail

Some licensing bodies require some kind of an exam as condition for accepting an activity as a valid continuing education event

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Is IEEE a recognized provider of continuing professional development education in your country?

In some countries (and US states) IEEE recognition by IACET is sufficient for acceptance by licensing bodies

In other countries (and US states) an additional qualification process by IEEE is needed

– IEEE has not completed this process in every possible jurisdiction In some jurisdictions the process is expensive and

lengthy

– IEEE Section leaders are encouraged to work with EAD on ascertaining IEEE status as an official provider where their members can

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Is IEEE a recognized provider of continuing professional development education in your country?

In some countries (and US states) IEEE recognition by IACET is sufficient for acceptance by licensing bodies In other countries (and US states) an additional qualification process by IEEE is needed

– IEEE has not completed this process in every possible jurisdiction In some jurisdictions the process is expensive and

lengthy

– IEEE Section leaders are encouraged to work with EAD on ascertaining IEEE status as an official provider where their members can

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Registry of Official IEEE Recognitions

A registry of all official certificates and CEUs given by IEEE is maintained by IEEE-EAD – IEEE keeps records for seven (7) years

To be part of the registry, formal procedures for recognition of the educational activity have to be followed – Many IEEE OUs distribute an assortment of

documents and ‘certificates’ that have no official IEEE status

– If a licensing body seeks documentation from IEEE to verify formal continuing education requirement, documentation in the registry serves as proof of participation 22

The Rules…

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http://www.ieee.org/education_careers/education/ceus/ceu_%20process_manual.pdf

Key Steps Organizer of an event submits an application to offer CEUs

EAD Staff reviews the application for procedural compliance

An EAB committee reviews the course – Continuing Education Professional Committee (CPEC)

Peer review is organized and conducted

Approval is issued – Some additional requirements may be made based on the

peer review

The process is usually quick – Allow two weeks for ‘normal’ activities 24

Online Application

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http://fm34.triple8.net/fmi/iwp/cgi?-db=IEEEapps_v117&-loadframes

How much does it cost to provide CEUs?

No cost to IEEE Organization Units – Rationale:

We seek to increase engagement and relevance of IEEE activities to professionals

We wish to enhance the value of IEEE learning events and attract more participants

Non-IEEE organizational units are charged for this service – $20 per person/per event

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How much does it cost to provide CEUs?

No cost to IEEE Organization Units – Rationale:

We seek to increase engagement and relevance of IEEE activities to professionals

We wish to enhance the value of IEEE learning events and attract more participants

Non-IEEE organizational units are charged for this service – $20 per person/per event

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Participation Feedback

All courses under IEEE Educational Activities that offer CEUs must use a feedback mechanism to gauge participant learning – Feedback may come directly from instructors,

e-learning course evaluations, peers, IEEE staff and informal discussions with other participants in the course

– Feedback needs to be documented in writing

Written evaluations and exercises Oral evaluations and exercises Facilitated instructor-led discussions Facilitated peer-to-peer discussions

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Contact EAD to discuss Continuing Education

Via e-mail: eab-ceuadmin@IEEE.ORG

Web: www.ieee.org/ceus

In person: Michelle Demydenko IEEE Certificates Program +1 732 981 2862 m.demydenko@ieee.org

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Missing Educational Link - - -

Continuing Professional Education

Roger Fujii

Multi-Disciplinary Needs

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Today’s Professional Needs

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History: Professional Education in Early Aerospace

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Aerospace/Academia Alliance

• Navigation Systems • Missile and Satellite

Control Systems • Computer Technology • Flight

Trajectory/Propulsion Technology

• Flight Safety • Tracking Systems • Mechanical/Electrical

Systems

Cal Tech, UCLA, USC, MIT, Draper Labs, Stanford, Illinois, Carnegie Mellon, etc

Example: Tactical RF Communication System Courses

Courses Course Number Course Duration

Fundamentals of RF Communications and Protocols (Electrical)

RF 101A One term

Network Systems and Data Structures (Computer Engineering)

RF 101B One term

Earned Value Management System (EVMS) and Standards/FCC Rules

RF 101C One term

Self-Paced Seminar Courses (Student Option) • Introduction to 802 family of communication protocols • Dynamic data structures • Overview of FCC transmission policies

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Impact on Retirement and Non-Retirement Attrition

Retained 38%

5 year Non-Retirement

Attrition 18%

Retirement Ready Now

9%

Retirement in 1 to 5

years 17%

Retirement in 6 to 10

years 18%

Landscape is Changing

• Industry workforce has decreased by 11,000+ jobs since 2009

• The average age of the workforce has increased to 46.1

• Employees age 53 and above has increased by 5% since 2006

• Employees 30+ years of service has increased by 5.2% since 2006 Source: Gaps in the Energy Workforce

Pipeline: 2011 CEWD Survey Results.

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http://www.smartgrid.gov/recovery_act/overview/workforce_training

Workforce Training Projects

Ameren Services Company

St. Louis, MO

Austin Community

College Austin, TX

Bismarck State College

Bismarck, ND

Centralia Community College

Centralia, WA

Clemson University Electric Power Clemson, SC

Community College of Rhode Island

Warwick, RI

Consolidated Edison Company

New York, NY

Council for Adult and

Experiential Learning

Chicago, IL

Critical Intelligence Inc Idaho Falls, ID

Cuyahoga Community

College Cleveland, OH

Duke Energy Business

Services LLC Charlotte, NC

Florida Power & Light Company

Miami, FL General Electric Company

Atlanta, GA

Georgia Tech Res.

Corporation Atlanta, GA

Glendale Community

College Glendale, CA

Illinois Institute of Technology

Chicago, IL

Incremental Systems

Corporation Issaquah, WA

Iowa Valley Community

College District Marshalltown, IA

Ivy Tech Indianapolis,

IN

Key Training Corporation Meridian, ID

Lehigh University

Bethlehem, PA Michigan Department of

Energy, Labor, &

Economic Growth

Lansing, MI

Mississippi Gulf Coast Community

Perkinston, MS

Navajo Tribal Utility Authority Fort Defiance, AZ

National Electrical Manufacturers

Association Arlington, VA

National Grid USA Service Company Inc.

Waltham, MA

North Carolina State

University Raleigh, NC

Northeast Wisconsin Technical College

Green Bay, WI

Northern Michigan University

Marquette, MI

Ohio State University Research

Foundation Columbus, OH

Oncor Electric Delivery

Company LLC Dallas, TX

Oregon Institute of Technology

Klamath Falls, OR

Pacific Center for Advanced Technology

Training Honolulu, HI

Pennsylvania State

University University Park, PA

Pepco Holdings Inc. Washington,

DC

Pratt Community

College Pratt, KS

Princeton Energy Resources

International LLC Rockville, MD

Regents of the University of

Minnesota Minneapolis, MN

Saint Paul College Saint Paul, MN

Salt Lake Community College (2)

Salt Lake City, UT

Savannah Technical College

Savannah, GA

St. Louis Community

College St. Louis, MO

Syracuse University Syracuse,

NY

University of Houston College

of Technology Houston, TX

University of Colorado-Boulder

Boulder, CO

University of Hawaii-Manoa

Honolulu, HI

University of Kentucky Research

Foundation Lexington, KY

University of Tennessee at Chattanooga

Chattanooga, TN

University Enterprises Inc. Sacramento, CA

Washington State University

Pullman, WA

Workforce Development Institute Inc. Albany, NY

Community Colleges Industry/Utilities Other Programs Universities 36

Multi-Disciplinary Education

Smart Grid Engineer

Automatic Controls

Information Technology

Standards

Power Electronics

Computer Engineering

Marketing, Economics

Systems Theory

Energy Conversion

Public Policy

Signal Processing

Transmission & Distribution Engineering

Engineering Physics Source: Professional Resources to Implement the “Smart Grid” Gerald T. Heydt and others 2009 IEEE Power & Energy Society General Meeting

Data Management

August 2014

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Continuing Education On-line Resources and Practical Courses • Tutorials

• E-Learning Module (New Smart

Grid units)

• Plain Talk Courses for Non-Engineering

Professionals

• Videos

• Webinars

Technical Committee Participation

Conferences

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Building the Next Gen Workforce • Succession planning

– Tribal knowledge for legacy systems

– Knowledge transfer – Technologies require new

competencies, processes,

• Broad implications: – Recruitment, retention – Knowledge transfer – Training and development – Increased diversity Legacy

Assets New

Assets

Exis

tin

g

Emp

loye

es

New

Em

plo

yees

Workforce Strategy Matrix

Curriculum Development

Mentorship

Knowledge Transfer

Employee Development

August 2014

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Conclusion

Business is transforming Significant demand for talent due to pending attrition and ‘multi-disciplinary’ build Educational foundation is strengthening A new day, a new workforce: manage the transition – Create a nimble workforce using competency

framework

– Support programs to attract and develop the talent needed

– Appealing to ‘multi-disciplinary’ student interests

– Recognize unique cultural requirements

August 2014

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QUESTIONS