Organizing Your Program

An educational program hosted by an IEEE Section, Society, Chapter, or Region might focus on technical, as well as professional topics. Some are designed for the general public and students, while others are more technical in nature, concentrating on new and emerging technologies. They may take on any of the following forms:

Popular Talk - Provides information about various aspects of electrical, electronics, and computer engineering to pre-college students or the general public. Typical topics include technological literacy and careers. These are generally brief, running an hour or longer.
Tutorial - Introduces engineers to new technical areas and applications. These are generally short overviews, ranging from two to eight hours. They involve lectures, questions and answers, and sometimes, demonstrations.
Short Course - Covers technical and non-technical materials in depth, as in a regular college course. Short courses, however, are usually for non-credit. They generally run from one to five days (or sessions), sometimes longer.
Workshop - Involves intensive interaction among students and instructor. Some are designed to help students master a particular application or tool; others focus on problem-solving, brainstorming, and other group techniques. Workshops can run a half-day, or longer.
Self-Study - Employs stand-alone tools in a variety of media, such as books, videos, CD-ROMs, web-based audio and/or video presentations, etc. There is no instructor. An IEEE Section or Society might facilitate the use of these materials through a lending library. Self-study usually supplements organized group activities, such as those mentioned.
Group-Study - Brings together two or more individuals, using a common set of learning materials and tools. Interactivity can take place via the web, by phone, or face-to-face.

In order to meet IACET Guidelines, your course organizers should use the following check list to ensure their programs meet IACET Guidelines:

Course objectives are clearly stated in promotional materials, and are directly related to learning outcomes
Course pre-requisites and other are clearly stated in all promotional and registration materials
Students have an opportunity to assess their learning through discussion, projects, and/or other means
Students have an opportunity to assess their learning through discussion, projects, and/or other appropriate means
Content is conveyed clearly and precisely to facilitate learning
Concepts are properly illustrated through various methods (i.e. case studies, simulations, and problem-solving)
Verbal content is enhanced through visual means (i.e. diagrams, visuals, and tables)
The physical conditions of the environment are conducive to leaning and in compliance with the Americans with Disabilities Act (ADA)
Instructors inform participants in advance concerning any conflicts of interest
Proprietary and commercial inter-requirements must be disclosed
Program planners seek ways to improve courses and programs through feedback from students and instructors
Instructors have the appropriate credentials for teaching the course
Content is supplemented with expertise in instructional methodology, including the development of concise learning objectives, measurable outcomes, and proper use of instructional technology
Intellectual property rights are respected. Usage of copyright materials clearly comes under Fair Use or requires permission to use