scholarly journals The Honors Program In Electrical Engineering At The University Of Memphis

2020 ◽  
Author(s):  
Russell J. Deaton ◽  
Michael J. Bartz
2020 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Vice Pramutia Dolly ◽  
Riki Mukhaiyar

Qualified graduates is supported by an efficient process of education, improvement of competence on an ongoing basis, and appropriate curriculum. The curriculum becomes an important part in education. Each educational institution graduates expect superior quality, good morals, knowledge and competence of skilled labor. Quality of qualified graduates will increase the demand of stakeholders to recruit workers in the industry related. It is necessary to implement a quality program in an effort to provide the best service for educational activities. This study discusses the program carried out by educational and vocational study program in electrical engineering (EEVE) achieve the goal to do assessment by AUN-QA (ASEAN University Network-Quality Assurance) in evaluating the curriculum. AUN-QA aims to conduct quality assurance of courses that a member of AUN, as well as guiding and guide the university to improve and maintain the quality of the university. Researchers use qualitative research using the comparative method of ex-postfacto with the kind of correlational study. The study was conducted with data collection, such as observation, interviews, field observation and documentation study. This research resulted in the development of curriculum in vocational and educational courses in electrical engineering (EEVE), in terms of meeting the basic needs for qualified graduates, competent and professional in accordance with the standards of the AUN-QA. Through this research is expected to be a pattern for other courses to evaluate the curriculum for graduates scored an excellent, competent and qualified


Author(s):  
Paul J. Nahin

This chapter presents brief biographical sketches of George Boole and Claude Shannon. George was born in Lincoln, a town in the north of England, on November 2, 1815. His father John, while simple tradesman (a cobbler), taught George geometry and trigonometry, subjects John had found of great aid in his optical studies. Boole was essentially self-taught, with a formal education that stopped at what today would be a junior in high school. Eventually he became a master mathematician (who succeeded in merging algebra with logic), one held in the highest esteem by talented, highly educated men who had graduated from Cambridge and Oxford. Claude was born on April 30, 1916, in Petoskey, Michigan. He enrolled at the University of Michigan, from which he graduated in 1936 with double bachelor's degrees in mathematics and electrical engineering. It was in a class there that he was introduced to Boole's algebra of logic.


Digitized ◽  
2012 ◽  
Author(s):  
Peter J. Bentley

Your ideas, money, memories, and entertainment are dreams in the minds of computers. But the thoughts of each computer are not simple, they are layered like our own minds. Their lowest, most primitive layers are the instincts of the machine. Middle layers perform more general functions of its silicon mind. Higher layers think about overall concepts. Unlike us, the computer has languages for every layer. We can teach it new ideas by changing any one or all of its layers of thought. We can tell it to consider vast and convoluted concepts. But if we make a single mistake in our instructions, the mind of our digital slave may crash in a virtual epileptic fit. When our silicon students are so pedantic, how can we engineer their thoughts to make them reliable and trustworthy assistants? And if their thoughts become more complicated than anything we can imagine, how can we guarantee they will do what we want them to? . . . Light poured in through the large windows of the lecture room. The sound of scratching pens from nearly thirty distinguished engineers and scientists accompanied every word spoken by John Mauchly. One fellow by the name of Gard from the Wright Field’s Armament Laboratory seemed to be especially diligent, writing hundreds of pages of notes. It was Monday morning, a warm mid-summer day of 1946, some three years after his stimulating tea-time discussions with Turing. Claude Shannon was three weeks into the eight-week course at the Moore School of Electrical Engineering, in the University of Pennsylvania. It had been an honour to be one of the select few invited to hear lectures on designing electronic digital computers. This was the first ever course to be taught on computer science, and Shannon was finding many of the ideas highly stimulating. He’d recently learned a new word from Mauchly: ‘program’ used as a verb. To program an electronic computer was an interesting concept. He was also hearing about some of the politics: apparently two of the lecturers, Mauchly and his colleague Eckert, had resigned from the university just four months ago because of some form of disagreement.


Author(s):  
Joanne Pransky

Purpose The following article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business, and personal experience of a prominent, robotic industry PhD and inventor regarding his pioneering efforts and the commercialization of bringing a technological invention to market. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Ken Goldberg, an inventor working at the intersection of art, robotics, and social media. He joined the UC Berkeley faculty in 1995 where he is the UC Berkeley William S. Floyd Jr Distinguished Chair in Engineering and recently served as Chair of the Industrial Engineering and Operations Research Department. He has secondary appointments in UC Berkeley’s Electrical Engineering/Computer Science, Art Practice and the School of Information. Goldberg also holds an appointment at the UC San Francisco Medical School’s Department of Radiation Oncology where he pursues research in medical robotics. Goldberg is Director of the CITRIS “People and Robots” Initiative and the UC Berkeley’s Laboratory for Automation Science and Engineering (AUTOLAB) where he and his students research machine learning for robotics and automation in warehouses, homes, and operating rooms. In this interview, Goldberg shares some of his personal and business perspectives from his career-long pursuit of making robots less clumsy. Findings Goldberg earned dual BS degrees in Electrical Engineering and Economics from the University of Pennsylvania in 1984, and MS and PhD degrees in Computer Science from Carnegie Mellon University in 1990. Goldberg also studied at Edinburgh University and the Technion. From 1991-95 he taught at the University of Southern California, and in fall 2000, he was visiting faculty at the MIT Media Lab. Goldberg and his students pursue research in three primary areas: Geometric Algorithms for Automation, Cloud Robotics, and Robot Learning. Originality/value Goldberg developed the first complete algorithms for part feeding and part fixturing, and developed the first robot on the Internet. His inventions have been awarded nine US Patents. Goldberg has published over 250 peer-reviewed technical papers and edited four books. He co-founded and served as Editor-in-Chief of the IEEE Transactions on Automation Science and Engineering (T-ASE). He is also Co-Founder of the Berkeley AI Research (BAIR) Lab, the Berkeley Center for New Media (BCNM), the African Robotics Network (AFRON), the Center for Automation and Learning for Medical Robotics (CAL-MR), the CITRIS Data and Democracy Initiative (DDI), Hybrid Wisdom Labs, and Moxie Institute. He has presented over four hundred keynote and invited lectures. Goldberg's artwork, closely linked with his research, has appeared in over seventy venues. Ken was awarded the Presidential Faculty Fellowship in 1995 by Bill Clinton, the Joseph Engelberger Robotics Award in 2000, elected IEEE Fellow in 2005, and selected by the IEEE Robotics and Automation Society for the George Saridis Leadership Award in 2016.


Author(s):  
James I. Penrod ◽  
Ann F. Harbor

Higher education is changing. Driven by the need to increase productivity, quality, and access while meeting the challenges of competition, universities, especially state-assisted institutions, are seeking ways to do more with less governmental support. Information technology (IT) is perhaps the enabling tool that will bring transformative change (Oblinger & Rush, 1997). The organizations that have had primary managerial responsibility for IT implementation on many campuses need to change and be restructured if the technology is to live up to its potential. This case study provides an overview of the process utilized in implementing a broad-based strategy to address the information technology needs of a large public university, the University of Memphis. It deals at length with the planning and creation of an IT governance structure and a strategic planning and management model. In this case, modern theories of organizational change and strategic planning were applied to the creation and improvement of the University’s IT structure.


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