IEEE University Programs Initiative EAB June 21, 2008, Denver

Environmental Scan l Recent reports from US-based groups (e.g.: NSF, NAS, NAE, U. of Michigan Millennium Project) paint a dismal picture of engineering education l Need for more applied, problem-based learning l “Reductionist” course content

Environmental Scan (continued) l Need for graduates to have, and integrate, knowledge across disciplines (e.g.: global/cultural issues, environmental/sustainability, entrepreneurship) l Need for more affective/non- cognitive skills (e.g.: leadership, communications, ethics)

Environmental Scan (continued) l Structural barriers to enrollment by racial/ethnic minority students

Carrots and Sticks l Accreditation is often an effective tool for issues such as l Aligning institutional mission with resources l Institutional governance l Learning processes and outcomes l Defining threshold quality for “emerging” programs and in emerging markets

Carrots and Sticks (continued) Q: What other tools can IEEE create and use to accelerate innovation and enhance quality in relevant fields of engineering education? A: Faculty and professional development programs, create and disseminate model curricula, awards/recognition, data and policy studies. And more?

Current IEEE Positioning l 20% (approx. 75,000) of IEEE members are “academics” l Who are they? (e.g.: institutional affiliation, location, sub-discipline, personal characteristics) l What are their needs and expectations for professional and curriculum development l Where do they obtain these services now?

Next Steps l Conduct needs & expectations survey among academic members. Use results to identify member “segments” and begin to develop a menu of services and programs. Disseminate results widely within IEEE l Disseminate curriculum materials from current Real World Engineering seed grant and identify “lessons learned” about best methods for IEEE to stimulate innovation in content and pedagogy l Launch “Emerging Technologies” conference series for targeted faculty and students.

Next Steps (continued) l Raise visibility, and connection, of higher education function with other relevant IEEE operating units l Consider EAB “work group” on higher education strategies and programs