Two Notre Dame faculty named IEEE Fellows

Martin Haenggi, left, and J. Nicholas Laneman

Martin Haenggi, professor of electrical engineering, and J. Nicholas Laneman, associate professor of electrical engineering, have been named fellows of the Institute of Electrical and Electronics Engineers (IEEE).

The IEEE is the world’s major expert association for advancing technological innovation for humanity. Through its 400,000 members in 160 nations, the association is a top authority on a wide variety of areas ranging from aerospace methods, computers and telecommunications to biomedical engineering, electrical power and customer electronics. IEEE fellow is the highest grade of membership and distinction, reserved for pick members who have established an extraordinary record of accomplishments in any of the IEEE fields of interest.

A University of Notre Dame faculty member given that 2000, Haenggi was honored for contributions to the spatial modeling and examination of wireless networks. Specifically, he has devised sophisticated versions for cellular, cognitive, ad hoc and sensor networks and created mathematical strategies that permit network performance analyses that explicitly account for the spatial distribution of wireless nodes or customers.

Haenggi also serves as a concurrent professor of applied and computational mathematics and statistics. He received the Nationwide Science Basis Occupation Award in 2005 and the 2010 IEEE Communication Society Best Tutorial Paper Award. He is the author of the textbook “Stochastic Geometry for Wireless Networks” (Cambridge, 2012), two other books and much more than 180 publications in journals and conferences. He at the moment serves as the chair of the Executive Editorial Committee of the IEEE Transactions on Wireless Communications. Haenggi received his Ph.D. degree from the Swiss Federal Institute of Technology in Zurich in 1999.

Laneman was recognized for contributions to multiphop relaying and cooperative communication for wireless networks, pioneering new approaches for trading off signal strength and spatial diversity rewards with bandwidth expenses when several wireless transmitters relay signals for each and every other to combat multipath propagation effects. Laneman also developed a wireless network testbed, based on software-defined radio (SDR), to foster the implementation and verification of communications algorithms and to enhance SDR technology.

The founding director of the Wireless Institute at Notre Dame, Laneman also is a fellow of the Reilly Center for Science, Engineering and Values at Notre Dame. He has acquired the 2006 Presidential Early-Profession Award for Scientists and Engineers, a 2006 NSF Profession Award and a 2003 Oak Ridge Connected Universities Ralph E. Powe Junior Faculty Enhancement Award. The author or co-writer of a lot more than 115 publications, he was recognized by Thomson Reuters as a 2010 ISI Extremely Cited Researcher. He is also the co-inventor on five U.S. patents and has numerous patents pending. Laneman acquired his Ph.D. degree from the Massachusetts Institute of Technologies in 2002.

Haenggi and Laneman join numerous other Notre Dame faculty who have been named IEEE fellows, like Panos Antsaklis, Peter Bauer, Gary H. Bernstein, Kevin Bowyer, Daniel J. Costello Jr., Patrick Flynn, Thomas Fuja, Yih-Fang Huang, Peter M. Kogge, Ruey-Wen Liu, James L. Merz, Anthony Michel, Wolfgang Porod and Alan Seabaugh.

Two Notre Dame faculty named IEEE Fellows

On Coursera, faculty still has questions

Weeks prior to Yale launches its very first Coursera offerings, the faculty debate on the University’s on the web schooling initiatives continues to develop.

Craig Wright, a music professor and chair of the Committee on On the web Training, took to the floor at Thursday’s Yale School faculty meeting to existing his committee’s most latest findings. In an interview with the Information following the meeting, Wright stated he attempted to provide a holistic presentation of Yale’s ongoing on-line initiatives, emphasizing that the committee is searching to Yale’s graduate and specialist schools as leaders in the field. But in accordance to Yale University Dean Mary Miller, a lot of faculty members questioned the nature of Yale’s present contract with the online platform Coursera, with some concerned about the monetary terms of that romantic relationship.

“There are some faculty members fundamentally opposed to Coursera, and there are quite robust reservations about it,” Miller explained. “There are a lot of other faculty members who want to consider the equipment of Coursera to create lessons in New Haven or [Huge On the web Open Courses].”

When some professors asked regardless of whether there would be a income stream from MOOCs, Miller said they had been informed that “much will unfold as the 1st MOOCs roll out” starting up in January.

Because Yale started Open Yale Courses in 2007, online schooling versions have been swiftly shifting.

Although college students at some colleges consider Coursera programs for credit, Miller mentioned none of Yale’s 4 pilot Coursera courses presented up coming semester will count for course credit at any university.

Even though all Coursera courses can nevertheless be taken for free, the firm has lately started out offering certifications for some programs for a fee. Identified as the “Signature Track,” this characteristic gives students with verifiable on the web certificates for amongst $ thirty and $ 100 to demonstrate that they finished the coursework.

Wright mentioned the Committee on Online Schooling had made choices about Yale professors’ use of the “Signature Track” but did not respond to request for even more comment.

Though Lucas Swineford, Yale’s director for digital media and dissemination, said Coursera’s “Signature Track” did not come up exclusively throughout the meeting, Miller stated professors discussed the subject of monetization a lot more generally.

Wright stated the University’s motivation for expanding on the internet schooling is to disseminate information across the globe even though enhancing education at Yale itself.

“It’s two-fold,” Wright mentioned. “We want to take what we learn from this process and apply it to the Yale classroom knowledge here at Yale.”

At a Monday forum on digital initiatives, Lauren Tilton GRD ’16 expressed skepticism about Yale’s ventures in online training. In an interview with the News, Tilton — who worked in on the internet distance education prior to coming to Yale — mentioned that fewer than ten % of enrolled Coursera college students comprehensive programs. Of those who do finish the programs, numerous execute poorly, she said.

Tilton explained these statistics raise inquiries about whether or not the Coursera model is the greatest way to disseminate expertise.

“If we want to attain populations that we in no way considered we would have, are we performing it correct?” Tilton asked. “If we want to reach a broader public, what does that public want?”

Wright stated present on-line initiatives, this kind of as Open Yale Programs, have drawn “an huge volume of goodwill” from around the world, citing the truth that men and women in China search far more favorably at Yale and are much more very likely to apply to Yale as a end result of Open Yale Courses.

Miller mentioned it is important that Yale be properly-known but added that branding should in no way be the very first priority.

“It’s far a lot more important than obtaining the Yale title out there to get Yale scholarship, achievement and intellectual vision shared broadly,” she mentioned.

The up coming open forum on online schooling will get spot on Jan. 27.

On Coursera, faculty still has questions