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		<title><![CDATA[ Education, IEEE Transactions on - new TOC ]]></title>
		<link>http://ieeexplore.ieee.org</link>
		<description>TOC Alert for Publication# 13 </description>
		<year>2012</year>
		<month>May      </month>
		<day>24</day>
		<atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/EducationIeeeTransactionsOn-NewToc" /><feedburner:info xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" uri="educationieeetransactionson-newtoc" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><media:copyright>Your (optional) copyright message</media:copyright><media:thumbnail url="http://www.myserver.com/podcastlogo.jpg" /><media:keywords>Type in keywords, separated by commas, that can help listeners locate your podcast when searching with iTunes</media:keywords><itunes:owner><itunes:email>Your (optional) podcast author email address</itunes:email><itunes:name>Your (optional) podcast author name</itunes:name></itunes:owner><itunes:author>Your (optional) podcast author name</itunes:author><itunes:explicit>no</itunes:explicit><itunes:image href="http://www.myserver.com/podcastlogo.jpg" /><itunes:keywords>Type in keywords, separated by commas, that can help listeners locate your podcast when searching with iTunes</itunes:keywords><itunes:subtitle>Type a description you would like potential listeners to see when viewing your podcast listing in iTunes</itunes:subtitle><itunes:summary>Type a description you would like potential listeners to see when viewing your podcast listing in iTunes</itunes:summary><item>
			<title><![CDATA[Table of Contents]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193255]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193255]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>C1</startPage>
			<endPage>C4</endPage>
			<fileSize>125</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[IEEE Transactions on Education publication information]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193256]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193256]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>C2</startPage>
			<endPage>C2</endPage>
			<fileSize>41</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Reversing the Trend of Engineering Enrollment Declines With Innovative Outreach, Recruiting, and Retention Programs]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5872032]]></link>
			<description><![CDATA[This paper discusses an all-encompassing approach to increase the number of students in engineering through innovative outreach, recruiting, and retention programs. Prior to adopting these programs, the School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU), Norman, experienced a reduction in engineering enrollment similar to the trend that has occurred across the U.S. over the last few years. As a result, the school investigated the key factors that influence selection of engineering as a career path and initiated a corrective program to reverse this trend. The program involves focusing on the present through retention, on the immediate future through recruiting, and on the distant future through outreach. The focus of all of these programs is to mobilize the OU-ECE faculty and student body to present advanced engineering technologies, innovative demonstrations, and hands-on activities at a level that the individual student can understand and appreciate. Student surveys and interviews are used to assess the program qualitatively, and OU-ECE enrollment numbers are used as a quantitative assessment.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5872032]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>157</startPage>
			<endPage>163</endPage>
			<fileSize>708</fileSize>
			<authors><![CDATA[Davis, C.E.;Yeary, M.B.;Sluss, J.J.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Learning Intelligent Genetic Algorithms Using Japanese Nonograms]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5875911]]></link>
			<description><![CDATA[An intelligent genetic algorithm (IGA) is proposed to solve Japanese nonograms and is used as a method in a university course to learn evolutionary algorithms. The IGA combines the global exploration capabilities of a canonical genetic algorithm (CGA) with effective condensed encoding, improved fitness function, and modified crossover and mutation. In this paper, the condensed encoding ensures that the chromosome is a feasible solution in all rows for Japanese nonograms. In the reconstruction process of a Japanese nonogram, the numbers in the left column are used as encoding conditions, and the numbers in the top row with the improved fitness function are employed to evaluate the reconstruction result. From the computational experiments, the proposed IGA approach is applied to solve Japanese nonograms effectively, with better results than using a CGA. The students of the Department of Computer Science, National Pingtung University of Education, Taiwan, have gained practical experience of applying evolutionary algorithms to solve Japanese nonograms using both the proposed IGA and a CGA. The students learn that the IGA can find the right solution of the puzzle effectively, but the CGA cannot.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5875911]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>164</startPage>
			<endPage>168</endPage>
			<fileSize>447</fileSize>
			<authors><![CDATA[Jinn-Tsong Tsai;Ping-Yi Chou;Jia-Cen Fang;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[An Ultra Low Cost Wireless Communications Laboratory for Education and Research]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5937028]]></link>
			<description><![CDATA[This paper presents an ultra-low-cost wireless communications laboratory that is based on a commercial off-the-shelf field programmable gate array (FPGA) development board that is both inexpensive and available worldwide. The total cost of the laboratory is under USD $200, but it includes complete transmission, channel emulation, reception (coherent and noncoherent), and probing capabilities. Over 15 different modulation types are currently supported. The laboratory, aimed primarily to serve as a teaching aid for a professor teaching senior undergraduate courses and projects, allows students to have visual real-time demonstrations in wireless communications systems. The laboratory is also powerful enough to allow experienced researchers to carry out wireless communications research projects. In this context, the laboratory is particularly useful for universities in developing countries, where budgets are extremely limited. Numerical and written survey results are presented that were collected from two classes of students taught by the author in a university in Colombia, South America, and which show the effectiveness of the laboratory in teaching wireless communications.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5937028]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>169</startPage>
			<endPage>179</endPage>
			<fileSize>4005</fileSize>
			<authors><![CDATA[Linn, Y.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[FPGA-Based Laboratory Assignments for NoC-Based Manycore Systems]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5951809]]></link>
			<description><![CDATA[Manycore systems have emerged as being one of the dominant architectural trends in next-generation computer systems. These highly parallel systems are expected to be interconnected via packet-based networks-on-chip (NoC). The complexity of such systems poses novel and exciting challenges in academia, as teaching their design requires the students to understand a large number of NoC-based design-space parameters. Moreover, the industry has only recently attempted to design large-scale NoC-based manycore prototypes; the use of NoCs, therefore, has not yet reached a mature stage. Consequently, academia still lacks standardized tools and methodologies to teach NoC-based manycore systems, which, in turn, demand a solid educational background in a wide variety of areas, thus raising several teaching challenges. This paper presents an FPGA-based teaching framework composed of a sequence of laboratory assignments. The framework provides instructors with a practical teaching approach and helps them teach students how to emulate NoC-based manycore systems and how to evaluate and explore their design parameters. The proposed framework can be integrated into existing senior undergraduate courses or can be taught as an independent course. The course has been taught three times at the University of Cyprus, and initial course evaluation results, instructor observations, and suggested grading policies are also provided.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5951809]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>180</startPage>
			<endPage>189</endPage>
			<fileSize>931</fileSize>
			<authors><![CDATA[Ttofis, C.;Theocharides, T.;Michael, M.K.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Methodology of Change Assimilation in Technology Education&#x2014;A Case Study]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5937029]]></link>
			<description><![CDATA[This paper describes a four-year program to advance electrical and electronics studies and their implementation in eight northern Israeli high schools. The program was begun with four schools participating, increasing to eight schools toward the end. This paper presents the teaching and learning processes of teachers and students during the program. Within the program's framework, learning materials and teaching guides were written, teachers were given in-school training and guidance, and meetings were held with teachers and headmasters so as to promote and track performance in the field. At the end of the program, more than 200 12th-grade students from eight high schools successfully passed their matriculation exam on large-scale projects. About 150 of these students had studied electronics, and the other 50 studied electricity. Prior to this program, only about 40 final projects in these fields had been undertaken in the State of Israel. Today, 10 years after the program, some 2000 final projects are submitted each year to matriculation exams.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5937029]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>190</startPage>
			<endPage>195</endPage>
			<fileSize>287</fileSize>
			<authors><![CDATA[Sabag, N.;Doppelt, Y.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Using Virtualization and Automatic Evaluation: Adapting Network Services Management Courses to the EHEA]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5944997]]></link>
			<description><![CDATA[This paper outlines the adaptation of a course on the management of network services in operating systems, called NetServicesOS, to the context of the new European Higher Education Area (EHEA). NetServicesOS is a mandatory course in one of the official graduate programs in the Faculty of Computer Science at the Universidad Nacional de Educacio&#x0301;n a Distancia (UNED), Madrid, Spain, the Spanish University for Distance Education. Since UNED is a distance university, this course is taught entirely online. The adaptation process includes the implementation of continuous assessment, a key feature in EHEA's methodology. This learning-teaching methodology is driven by a set of student activities that implement the continuous assessment. For this, a virtual machine-based framework was defined, and an automatic evaluation system implemented. The evaluation system can handle the large student numbers characteristic of distance learning. If the set of proposed activities had to be performed in person on site, significant resources would have been necessary since many computer laboratories would have been required to accommodate all the students. Furthermore, the proposed framework ensures that students can perform the practical work simply and flexibly, without the need for large computing platforms.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5944997]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>196</startPage>
			<endPage>202</endPage>
			<fileSize>672</fileSize>
			<authors><![CDATA[Ros, S.;Robles-Gomez, A.;Hernandez, R.;Caminero, A.C.;Pastor, R.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[A Control Systems Concept Inventory Test Design and Assessment]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5953536]]></link>
			<description><![CDATA[Any meaningful initiative to improve the teaching and learning in introductory control systems courses needs a clear test of student conceptual understanding to determine the effectiveness of proposed methods and activities. The authors propose a control systems concept inventory. Development of the inventory was collaborative and iterative. The diagnostic test was administered to students before (pre) and after (post) student learning activities. Test responses were analyzed to provide instructors with feedback on their teaching. Using classical test theory and item response theory, aggregated results were analyzed to assess internal consistency and measurement error, respectively. Students demonstrated an improvement from pre- to post-test scores, showing gains of 23%-34% in understanding of new concepts learned. The internal consistency of the test has ranged from 0.61 to 0.68. It can be shown that the precision of the test is highest in the score range of 33%-66%, which is where most post-test scores occurred.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5953536]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>203</startPage>
			<endPage>212</endPage>
			<fileSize>1499</fileSize>
			<authors><![CDATA[Bristow, M.;Erkorkmaz, K.;Huissoon, J.P.;Soo Jeon;Owen, W.S.;Waslander, S.L.;Stubley, G.D.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Student Usage Patterns and Perceptions for Differentiated Lab Exercises in an Undergraduate Programming Course]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5993470]]></link>
			<description><![CDATA[Differentiated instruction in the form of tiered take-home lab exercises was implemented for students of an undergraduate-level programming course. This paper attempts to uncover the perceptions and usage patterns of students toward these new lab exercises using a comprehensive survey. Findings reveal that these tiered exercises are generally very well received and preferred over their traditional &#x201C;one size fits all&#x201D; counterparts. Although the study does not show that tiered exercises have improved proficiency or scores, it does seem to indicate higher student engagement and motivation levels. Based on the survey results, a list of recommendations is put forth for the structure and format of tiered exercises that can be applied to future offerings of this programming course as well as to other similar courses.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5993470]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>213</startPage>
			<endPage>217</endPage>
			<fileSize>312</fileSize>
			<authors><![CDATA[Mok, H.N.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[An Open-Access Educational Tool for Teaching Motion Dynamics in Multi-Axis Servomotor Control]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5961660]]></link>
			<description><![CDATA[Servomotors are widely used in computerized numerically controlled (CNC) machines, hence motion control is a major topic covered in undergraduate/graduate engineering courses. Despite the fact that several syllabi include the motion dynamics topic in their courses, there are neither suitable tools available for designing and simulating multi-axis motion control nor an efficient link between theory and practice. This paper proposes an educational, open-source tool for teaching motion dynamics in multi-axis servomotor control. The tool allows students to generate multi-axis motion and export these movements for their application to a CNC machine. A simulation module is embedded for evaluating the controller performance. The proposed educational tool allows the use of the inductive pedagogic method to support student learning. Eleven lab practicals are described to show how the proposed tool can be utilized for the systematic teaching of motion dynamics.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5961660]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>218</startPage>
			<endPage>225</endPage>
			<fileSize>1154</fileSize>
			<authors><![CDATA[Rivera-Guillen, J.R.;de Jesus Rangel-Magdaleno, J.;de Jesus Romero-Troncoso, R.;Osornio-Rios, R.A.;Guevara-Gonzalez, R.G.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Learning Switching Control: A Tank Level-Control Exercise]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5967920]]></link>
			<description><![CDATA[A key topic in multicontroller strategies is the mechanism for switching between controllers, depending on the current operating point. The objective of the switching mechanism is to keep the control action coherent. To help students understand the switching strategy involved in multicontroller schema and the relationship between the system dynamics and the switching structure, this paper proposes a student practical where basic linear control knowledge and a simple switching strategy are applied to an educational nonlinear control problem, that of controlling the level in a tank. Evaluation provided by the students is also included.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5967920]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>226</startPage>
			<endPage>232</endPage>
			<fileSize>1496</fileSize>
			<authors><![CDATA[Pasamontes, M.;Alvarez, J.D.;Guzman, J.L.;Berenguel, M.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Differential Amplifier With Current-Mirror Load: Influence of Current Gain, Early Voltage, and Supply Voltage on the DC Output Voltage]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6003805]]></link>
			<description><![CDATA[A differential amplifier composed of an emitter-coupled pair is useful as an example in lecture presentations and laboratory experiments in electronic circuit analysis courses. However, in an active circuit with zero input load <i>V</i><sub>id</sub>, both laboratory measurements and PSPICE and LTspice simulation results for the output voltage <i>V</i><sub>o</sub> are considerably lower than one base emitter unit <i>V</i><sub>BE(on)</sub> below the supply voltage <i>V</i><sub>CC</sub>, as predicted by a textbook derivation. Modification of the derivation to include the p-n-p transistor base currents and the current gain &#x03B2;<sub>P</sub> and the supply voltage and specifications for the four transistors provide equations that predict results for <i>V</i><sub>o</sub> that are consistent with laboratory experience and computer simulations. The output voltage is in excess of three <i>V</i><sub>BE(on)</sub> units below <i>V</i><sub>CC</sub> when &#x03B2;<sub>P</sub> is 50. At larger values for &#x03B2;<sub>P</sub> , <i>V</i><sub>o</sub> is increased by a factor proportional to 1/&#x03B2;<sub>P</sub>, reaching one <i>V</i><sub>BE(on)</sub> unit below <i>V</i><sub>CC</sub> as &#x03B2;<sub>P</sub> approaches infinity. Larger values for <i>V</i><sub>CC</sub> cause an additional modest difference between <i>V</i><sub>CC</sub> and <i>V</i><sub>o</sub> at low values for &#x03B2;<sub>P</sub>. The derived equations and LTspice values are used to develop an empirical equation that predicts output voltages for the given Early voltages. The technique is adaptable to student data evaluation assignments. The computer simulations also showed that increased supply voltage results in increased gain for a given input value for <i>V</i><sub>id</sub>, while larger values for &#x03B2;<sub>P</sub> result in a modest increase in gain at all values of <i>V</i><sub>CC</sub>.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6003805]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>233</startPage>
			<endPage>237</endPage>
			<fileSize>1159</fileSize>
			<authors><![CDATA[Paulik, G.F.;Mayer, R.P.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Hands-On Learning Modules for Interdisciplinary Environments: An Example With a Focus on Weather Radar Applications]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6003804]]></link>
			<description><![CDATA[Learning modules provide an effective means of encouraging cognition and active learning. This paper discusses several such modules that have been developed within a course on weather radar applications intended for students from Electrical Engineering and Meteorology. The modules were designed both to promote interdisciplinary exchange between the students and to guide them from a theoretical to an applied understanding of weather radar and the interactions of radio waves with geophysical media. The learning modules introduce students to various means of acquiring weather radar data from real-time and archival sources and ways in which to query and visualize them. They are also tasked with analyzing data from several actual and significant meteorological events and asked to assess the strengths and limitations of current methods of retrieving rainfall rates. Data sources include both weather radars and complementary surface-based instrumentation. The modules may be used in a variety of locations and by a diversity of students. Although developed for weather radar applications, the concepts discussed are applicable to other interdisciplinary classroom environments.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6003804]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>238</startPage>
			<endPage>247</endPage>
			<fileSize>1236</fileSize>
			<authors><![CDATA[Chilson, P.B.;Yeary, M.B.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Electromagnetic Levitation of a Disc]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6032050]]></link>
			<description><![CDATA[This paper presents a teaching experiment that explores the levitation of a disc of ferromagnetic material in the presence of the magnetic field produced by a single electromagnet. In comparison to the classical experiment of the levitation of a sphere, the main advantage of the proposed laboratory bench is that the uniform magnetic field distribution in the air gap allows analytical calculations to be performed. This paper illustrates the important connection between theory, mathematical modeling, design, simulation, and experimental verification and emphasizes the educational opportunities that this experiment brings to subjects such as control, magnetic circuits, power electronics, and electromechanical energy conversion. The proposal can be seen as an introduction to the main issues of mechatronics and is being used as example to raise the interest of undergraduate electrical engineering students.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6032050]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>248</startPage>
			<endPage>254</endPage>
			<fileSize>1161</fileSize>
			<authors><![CDATA[Valle, R.;Neves, F.;de Andrade, R.;Stephan, R.M.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6044735]]></link>
			<description><![CDATA[Due to significant technological advances and industry requirements, many universities have introduced programmable logic and hardware description languages into undergraduate engineering curricula. This has led to a number of logistical and didactical challenges, in particular for computer science students. In this paper, the integration of some programmable logic concepts into an introductory digital electronics course is presented. The proposed optional lab develops a printed circuit board that implements a programmable logic block. Another contribution is the collaborative problem-solving methodology used to achieve this goal. Surveys completed by the students, and their final grades, show that the lab has improved the quality of their education and has contributed to a successful integration of programmable logic concepts in an introductory digital electronics course. Because of its demands on students' time and effort, the lab favors the most motivated students. This suggests future research on a proposal for a lab that would be feasible within the time constraints for even the least motivated students.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6044735]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>255</startPage>
			<endPage>262</endPage>
			<fileSize>1230</fileSize>
			<authors><![CDATA[Todorovich, E.;Marone, J.A.;Vazquez, M.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[An Educational Laboratory for Digital Control and Rapid Prototyping of Power Electronic Circuits]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6036198]]></link>
			<description><![CDATA[This paper describes a new educational power electronics laboratory that was developed primarily to reinforce experimentally the fundamental concepts presented in a power electronics course. The developed laboratory combines theoretical design, simulation studies, digital control, fabrication, and verification of power-electronic circuits based on a set of hardware and software tools. The salient feature of the laboratory is that it takes the students through a step-by-step design, implementation, and digital control procedure for a set of power electronic circuits. A detailed description of the tools along with their use in the developed laboratory is presented.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6036198]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>263</startPage>
			<endPage>270</endPage>
			<fileSize>1155</fileSize>
			<authors><![CDATA[Sanghun Choi;Saeedifard, M.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Design of Optical Systems With Extended Depth of Field: An Educational Approach to Wavefront Coding Techniques]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6036004]]></link>
			<description><![CDATA[A practical activity designed to introduce wavefront coding techniques as a method to extend the depth of field in optical systems is presented. The activity is suitable for advanced undergraduate students since it combines different topics in optical engineering such as optical system design, aberration theory, Fourier optics, and digital image processing. This paper provides the theoretical background and technical information for performing the experiment. The proposed activity requires students able to develop a wide range of skills since they are expected to deal with optical components, including spatial light modulators, and develop scripts to perform some calculations.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6036004]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>271</startPage>
			<endPage>278</endPage>
			<fileSize>2351</fileSize>
			<authors><![CDATA[Ferran, C.;Bosch, S.;Carnicer, A.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Determinants of Differential Item Functioning in an Elementary Mathematics Test With Accommodations]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6054037]]></link>
			<description><![CDATA[Those items or test characteristics that are likely to result in differential item functioning (DIF) across accommodated test forms in statewide tests have received little attention. An examination of elementary-level student performance across accommodated test forms in a large-scale mathematics assessment revealed DIF variations by grades, accommodation conditions, graphic inclusion, and item types (i.e., constructed response versus multiple choice). In general, items with a lower grade, graphic, constructed-response format appear to benefit accommodated examinees for a statewide mathematics test.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6054037]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>279</startPage>
			<endPage>284</endPage>
			<fileSize>529</fileSize>
			<authors><![CDATA[Soo Eun Chae;Doyoung Kim;Jae-Ho Han;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
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			<title><![CDATA[Fair and Square Computation of Inverse <formula formulatype="inline"> <tex Notation="TeX">$ {cal Z}$</tex></formula>-Transforms of Rational Functions]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6047582]]></link>
			<description><![CDATA[All methods presented in textbooks for computing inverse <i>Z</i>-transforms of rational functions have some limitation: 1) the direct division method does not, in general, provide enough information to derive an analytical expression for the time-domain sequence <i>x</i>(<i>k</i>) whose <i>Z</i>-transform is <i>X</i>(<i>z</i>) ; 2) computation using the inversion integral method becomes labored when <i>X</i>(<i>z</i>)<i>zk</i>-1 has poles at the origin of the complex plane; 3) the partial-fraction expansion method, in spite of being acknowledged as the simplest and easiest one to compute the inverse <i>Z</i>-transform and being widely used in textbooks, lacks a standard procedure like its inverse Laplace transform counterpart. This paper addresses all the difficulties of the existing methods for computing inverse <i>Z</i> -transforms of rational functions, presents an easy and straightforward way to overcome the limitation of the inversion integral method when <i>X</i>(<i>z</i>)<i>zk</i>-1 has poles at the origin, and derives five expressions for the pairs of time-domain sequences and corresponding <i>Z</i>-transforms that are actually needed in the computation of inverse <i>Z</i> -transform using partial-fraction expansion.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6047582]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>285</startPage>
			<endPage>290</endPage>
			<fileSize>1402</fileSize>
			<authors><![CDATA[Moreira, M.V.;Basilio, J.C.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[2011 IEEE Education Society Awards and Frontiers in Education Conference Awards]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193261]]></link>
			<description><![CDATA[Lists the award recipients recognized at the 2011 Frontiers in Education (FIE) Conference, along with their award citations and brief biographical sketches.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193261]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>291</startPage>
			<endPage>298</endPage>
			<fileSize>2586</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[2011 IEEE Educational Activities Board Awards]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193262]]></link>
			<description><![CDATA[Lists the recipients of the 2011 IEEE EAB Awards.]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193262]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>299</startPage>
			<endPage>304</endPage>
			<fileSize>1130</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Correction to &#x201C;Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course&#x201D; [May 12 255-262]]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193263]]></link>
			<description><![CDATA[In the above titled paper (ibid, vol. 55, no. 2, pp. 255-262, May 2012), originally an Early Access article on IEEE Xplore and now included in this current issue, reference [18] is missing; it is cited as [2] in this correction. In Section II of the original paper, reference [18] should be cited in the following sentence of the fourth paragraph: " In [18], a lab-at-home approach is proposed at the Universidad de la Republica in Montevideo, Montevideo, Uruguay."]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193263]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>305</startPage>
			<endPage>305</endPage>
			<fileSize>87</fileSize>
			<authors><![CDATA[Todorovich, E.;Marone, J. A.;Vazquez, M.;]]></authors>
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[IEEE RITA]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193258]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193258]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>306</startPage>
			<endPage>306</endPage>
			<fileSize>133</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[IEEE Xplore Digital Library]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193260]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193260]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>307</startPage>
			<endPage>307</endPage>
			<fileSize>1346</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[IEEE Foundation]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193259]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193259]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>308</startPage>
			<endPage>308</endPage>
			<fileSize>320</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[IEEE Transactions on Education information for authors]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193257]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6193257]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>C3</startPage>
			<endPage>C3</endPage>
			<fileSize>32</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
		<item>
			<title><![CDATA[Special issue on robotics education]]></title>
			<link><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6202434]]></link>
			<description><![CDATA[ ]]></description>
			<pubDate><![CDATA[May  2012]]></pubDate>
			<guid><![CDATA[http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6202434]]></guid>
			<volume>55</volume>
			<issue>2</issue>
			<startPage>1</startPage>
			<endPage>2</endPage>
			<fileSize>189</fileSize>
			<authors />
		<author>Your (optional) podcast author email address (Your (optional) podcast author name)</author></item>
	<language>en-us</language><copyright>Your (optional) copyright message</copyright><media:credit role="author">Your (optional) podcast author name</media:credit><media:rating>nonadult</media:rating></channel>
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