IEEE – wide Opportunities for Continuing and
Professional Education
Sections Congress – Amsterdam
22 - 24 August 2014
Moshe Kam
Roger Fujii
1
How to use the IEEE Certificates Program in
your Section or Chapter meeting
Moshe Kam
2
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
4
Examples of Continuing Education Activities in
IEEE Sections – the Hong Kong Section
A Cloud Computing Training Workshop
5
Examples of Continuing Education Activities in
IEEE Sections – the Russia Siberia Section
Internet Productivity Tools
6
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
7
8
Licensing Requirements in the US
9
Licensing Requirements in South Africa
10
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_progr
am.html
http://www.ieee.org/education_careers/education/ceus/ceus_faqs.html
12
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
13
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)
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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):
18
http://www.geoprofessionals.org/sites/geoprofessionals.org/files/user
s/rwueste/CPCGuidelines_000.pdf
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 online 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
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– IEEE Section leaders are encouraged to work
with EAD on ascertaining IEEE status as an
official provider where their members can
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
21
– IEEE Section leaders are encouraged to work
with EAD on ascertaining IEEE status as an
official provider where their members can
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
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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
The Rules…
http://www.ieee.org/education_careers/education/ceus/ceu_%20process_manual.pdf
23
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
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– Allow two weeks for ‘normal’ activities
Online Application
http://fm34.triple8.net/fmi/iwp/cgi?-db=IEEEapps_v117&-loadframes
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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
26
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
27
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
30
Multi-Disciplinary Needs
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Today’s Professional Needs
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History: Professional Education
in Early Aerospace
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
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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
34
Impact on Retirement and Non-Retirement
Attrition
Landscape is Changing
Retirement
in 6 to 10
years
18%
Retirement
in 1 to 5
years
17%
• Industry workforce has
decreased by 11,000+
jobs since 2009
Retained
38%
5 year NonRetirement Retirement
Ready Now Attrition
9%
18%
Source: Gaps in the Energy Workforce
Pipeline: 2011 CEWD Survey Results.
35
• 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
Workforce Training Projects
Incremental
Systems
Corporation
Issaquah, WA
Washington
State University
Pullman, WA
Centralia
Community College
Centralia, WA
Critical
Intelligence Inc
Idaho Falls, ID
Oregon Institute
of Technology
Klamath Falls, OR
Key Training
Corporation
Meridian, ID
University
Enterprises Inc.
Sacramento, CA
Salt Lake
Community
College (2)
Salt Lake City,
UT
Lehigh
University
Michigan
Bethlehem, PA
Department of Pennsylvania
Northern Michigan
Northeast
Energy,
University
State
Wisconsin
Labor, &
Marquette, MI
University
Bismarck State
Technical
Council for Economic
University
College
Workforce Development
Illinois Institute
College
Growth
Adult and
Park, PA
Bismarck, ND Green Bay, WI of Technology
Institute Inc.
Experiential Lansing, MI
Albany, NY
Chicago, IL
Regents of the
Syracuse
Learning
National Grid USA
University of
University
Chicago, IL Cuyahoga
Service Company Inc.
Minnesota
Community Syracuse,
Waltham, MA
Minneapolis, MN
NY
College
Saint Paul College
Cleveland, OH
Saint Paul, MN
Community College
of Rhode Island
Iowa Valley
Warwick, RI
Community
College District
Consolidated Edison
Marshalltown, IA
Ivy Tech
Company
Ameren
Pepco
Ohio
State
Indianapolis,
New York, NY
Pratt
Services
IN
Holdings
Inc.
University
Community
Princeton Energy
Company
Washington,
Research
College
Resources
St. Louis, MO
DC
Foundation
Pratt, KS
International LLC
Columbus, OH
Rockville, MD
National Electrical
St. Louis
Manufacturers
Community
Association
College
Arlington, VA
St. Louis, MO
Georgia
Duke Energy
Oncor Electric
North Carolina
Tech Res.
Business
Delivery
State
Corporation
Services LLC
Company LLC
University
Atlanta, GA
Charlotte, NC
Dallas, TX Austin
Savannah
Raleigh, NC
Community
Technical
College
College Clemson University
Austin, TX
Savannah, GA Electric Power
Clemson, SC
http://www.smartgrid.gov/recovery_act/overview/
workforce_training
Navajo Tribal
Utility Authority
Fort Defiance, AZ
Glendale
Community
College
Glendale, CA
Pacific Center
for Advanced
Technology
Training
Honolulu, HI
University of
Hawaii-Manoa
Honolulu, HI
Community Colleges
Industry/Utilities
Other Programs
Universities
36
University of
Colorado-Boulder
Boulder, CO
University of
Tennessee at
Chattanooga
Chattanooga, TN
Mississippi Gulf
Coast Community
University of
Perkinston, MS
Houston College
of Technology
Houston, TX
University of
Kentucky
Research
Foundation
Lexington, KY
General Electric
Company
Atlanta, GA
Florida Power &
Light Company
Miami, FL
Multi-Disciplinary Education
Automatic Controls
Systems Theory
Information Technology
Energy Conversion
Standards
Power Electronics
Computer Engineering
Data Management
Marketing, Economics
Smart Grid
Engineer
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
37
August
2014
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
• Broad implications:
– Recruitment, retention
– Knowledge transfer
– Training and development
– Increased diversity
Aug
ust
New
Employees
Workforce Strategy Matrix
Existing
Employees
• Succession planning
– Tribal knowledge for legacy
systems
– Knowledge transfer
– Technologies require new
competencies, processes,
Curriculum
Mentorship Development
Knowledge Employee
Transfer Development
Legacy
Assets
New
Assets
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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
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August
2014
QUESTIONS