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Education, IEEE Transactions on

Issue 1 • Date Feb. 1979

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Displaying Results 1 - 18 of 18
  • Table of contents

    Page(s): c1
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  • IEEE Education Society

    Page(s): c2
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  • The Marketing Approach to Continuing Education

    Page(s): 1
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  • IEEE/EAB Continuing Education Programs: An International Program for IEEE Members

    Page(s): 2
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  • IEEE and Accreditation of Engineering Programs

    Page(s): 3 - 6
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    Accreditation of engineering education programs is a responsibility of ECPD. IEEE, as a Participating Body of ECPD, participates through committees of the Educational Activities Board and through individual IEEE members selected to work with ECPD Committees. In addition to satisfying ECPD criteria for engineering programs, electrical engineering and computer engineering programs that are to be accredited must comply with IEEE guidelines for their programs. Interest in accreditation by IEEE members and officers has increased in recent years. This increased interest has resulted in increased participation by IEEE in the accreditation of engineering programs. View full abstract»

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  • Some Useful Analogies in the Teaching of Electromagnetic Theory

    Page(s): 7 - 10
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    A chronology of teaching electromagnetic theory which pairs E and B, and defers introducing D and H until materials are considered, is advocated because of the richness of analogies available when this is done. The pairing of the "reduced" charge density distribution p/¿0 with the "reduced" current density distribution J/¿0-1 is shown to heighten recognition of the analogies. After the full basic theory is established, natural pairing is recommended, such as E and H for Poynting's theorem, E and B for the Lorentz force law, and D and B for electromagnetic momentum density. View full abstract»

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  • Continuing Engineer Education in the Hitachi Group

    Page(s): 10 - 14
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    This paper describes the basic concepts, purposes, curricula, educational methodology and evaluation procedures of the new continuing education for engineers being conducted within the Hitachi Group. This Continuing Engineer Education comprises three courses, i.e., design engineer training, production engineer training and quality assurance engineer training, for experienced personnel. Each of these courses involves a four week sojourn at a lodge for intensive education as the core of the program. These curricula place emphasis on lectures by corporate executives as well as on dialogues with them. They also include case studies at plants and laboratories in addition to class work on the technologies of various special fields. View full abstract»

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  • An Overview of Electronics Education in Poland and Rumania

    Page(s): 14 - 17
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    To promote mutual understanding and exchange scientific ideas, the U.S. National Academy of Sciences has established exchange programs with Eastern European countries. This article reports some factual information and personal impressions of engineering education in general and electronics education in particular after a month-long trip to Poland and Rumania. View full abstract»

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  • Introduction to Electronics: Sophomore Self-Study Course

    Page(s): 17 - 20
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    A ten-week sophomore introductory electronics course taught in modified self-paced format is described. Significant factors are the successful transfer of this course from another university, the better performance of the self-study section compared with concurrent lecture sections on identical examinations, and the use of simple experimental circuits in the tutoring process (some of these circuits are illustrated herein). A careful study of the student populations revealed virtually no differences in compositions of the self-study and the lecture sections. View full abstract»

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  • A Microcomputer Training Course

    Page(s): 21 - 22
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    A major effort to upgrade training programs to include microcomputer concepts is becoming necessary in many government, industrial and educational institutions. Professional and technical staff who are familiar with conventional digital logic design need to learn new techniques and new technical jargon. This paper will describe training objectives which must be kept in mind when designing or evaluating microprocessor courses. These objectives include giving the student a detailed understanding of the operation of all elements in the basic CPU-memory-I/O microprocessor system configuration. The relationship between the hardware operation and the instruction set of the machine must be emphasized, and machine level programming must be understood. Laboratory exercises are suggested. View full abstract»

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  • A Review of Approaches to Teaching Fortran

    Page(s): 23 - 25
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    Fortran continues to be taught as a first programming language in many engineering curriculums. Two teaching approaches are predominant: the conventional approach and the preprocessor approach. The latter introduces the concepts of structured programming by using an augmented version of Fortran which is translated into standard Fortran IV by a special preprocessor program. A third approach has been successfully used at the University of Santa Clara. It emphasizes the inherent block structure of the subprogram facility of standard Fortran as the key to top-down program implementation. View full abstract»

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  • An Algebraic-Recursive Algorithm for Partial Fraction Expansion with Multiple Poles

    Page(s): 25 - 27
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  • Author's reply

    Page(s): 28 - 29
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  • Contributors

    Page(s): 29 - 30
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  • Reviewers of Papers Submitted for Publication and of Papers Appearing in This Issue

    Page(s): 30
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  • IEEE copyright form

    Page(s): 30-a - 30-b
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  • Information for authors

    Page(s): 30c
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Aims & Scope

Educational research, methods, materials, programs, and technology in electrical engineering, computer engineering, and fields within the scope of interest of IEEE.

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Meet Our Editors

Editor-in-Chief
Jeffrey E. Froyd
Texas A&M University