Collection

2011 Northeast Section Meeting

Authors

Buket D. Barkana; Nelson Ngoh; Allen Cook

course.100% of the students agreed that this course is very good or good as a learning experience.One major concern of the faculty that was also expressed by the students was the prerequisiteknowledge and skills required from for this course. 33% of the students think that they have theprerequisite knowledge and skills for this course. They felt that if there was a physics instructorto have elaborated on the concepts and the calculations of the frequency, wavelength, withreference to waves and sound as well as on the concepts and calculations of the focal lengths,angles of reflection and refraction of light, they might have had the computations of the digitalsound processing and digital imaging easier than what they experienced in the

Collection

2011 Northeast Section Meeting

Authors

Gaetan Garcia; Matthew R. Stein

mathematical models of the robot manipulator in a prerequisite course. Studentsexperience the degree to which these models reflect actual robot motion. • Objective 3: Experiment. Devise an experimental approach, specify appropriate equipment and procedures, implement these procedures, and interpret the resulting data to characterize an engineering material, component, or system.Students are provided little a priori information on the sensors and operation of the robot end effectors.Student must therefore device their own experimental procedures to gain the requisite understanding ofthese subsystems. • Objective 5: Design. Design, build, or assemble a part, product, or system, including using specific methodologies, equipment, or

Collection

2011 Northeast Section Meeting

Authors

Christian Bach; Salvatore Belardo; Hassan Bajwa; Pushpa Kantharaju; Praveen Prasanth

to either develop or employ an already developed and validated instrument. In thiscase the instrument employed is a survey previously employed by Miller and Doyle (1987). Intheir excellent article in MIS Quarterly [3], the authors presented the survey instrument anddiscussed the results of a survey of 276 executives from various financial services firms in SouthAfrica. Their survey instrument, a seventy six (76) question survey which was validated fromother studies, was modified to reflect changes that have taken place since their study wasconducted over 20 plus years ago.Figure 1: Updated DeLone model [2]In the Miller and Doyle study, the authors focused on 21 South African financial service industryfirms. Their study consisted of 276

Collection

2011 Northeast Section Meeting

Authors

Christian Bach; Salvatore Belardo; Hassan Bajwa; Sahas Sakhare

result can bedeemed to be scientific. In case study research, action research, and ethnography the chosen method ofresearch is the investigation of a single case. Its presentation, plus theoretical reflections, took the form ofa novel-a detailed and well-documented narrative description of the course of a case. This researchtradition is categorized by modern empirical research methodology mostly as "single-case research" or"aggregating single-case research", respectively, meaning that a small number of similar cases aresuperimposed in order to work out the common pattern [9, 11, 12]. The demand for systematic empiricalexisting theories and research new theoretical and practical insight are derived that advance ourresearch is at the core of the

Collection

2011 Northeast Section Meeting

Authors

James W. Smith

to the topic, they generally all cover the same material. Upper divisioncourses are often foundational too: topics like semiconductor electronics, control theory and fluidmechanics certainly qualify but in upper division textbooks there is more of a tendency toinclude more contemporary topics. Nevertheless, the textbooks here also have a certain samenessto them.Technical electives, however, are often much different. Here textbooks, if they are used, areoften written by specialists in the field. This categorization also includes note sets prepared byfaculty. Contemporary work is more often reflected in courses at this level, although actualreading of current papers by students is less common than summaries of their salient points aspresented

Collection

2011 Northeast Section Meeting

Authors

Hassan Bajwa; Mohammad Seddik

described by Maxwell's equations. Antenna characteristics such as gain,impedance, VSWR and reflection coefficient can be determined by Maxwell equation.Here, we present a simple hands-on experiment that can serve as an interactive teachingmodule in microwave and antenna design courses.In many antenna design and microwave courses, mathematical modeling and derivation isfollowed by designing of an antenna in simulation software. Usually students are unableto implement these designs during the semester. Here we present some experiments thatcan be integrated into graduate and undergraduate microwave and antenna designcourses. Students should be implementing the design without taking a formal lab course.We have designed several patch and conformal

Collection

2011 Northeast Section Meeting

Authors

Michael J. Rust; Abe Kamal

teaching (for the teacher workshop) or learning about (for thestudent workshop) engineering topics. The survey was comprised of three (3) questions that werestructured based on a Likert scale. Each question consisted of four (4) potential responses thatranged from the most positive response (assigned a value of 4) to the least positive response(assigned a value of 1).Since the intent of the teacher workshop was to reach a small number of teachers who could thenimpact a larger number of students, the sample size of data, reflecting the number of participants,was only three. As a result, standard statistical analysis of the data, such as a paired t-test, wouldnot provide significant validity. Instead, a descriptive statistical analysis was performed

Collection

2011 Northeast Section Meeting

Authors

Sigrid Berka

orcompetence or (56.7%) or how to use the standards for teaching culture (43.5%) demonstrate thatit is difficult to convey in a classroom [5]. Immersion modules like an eye-opening study tour,especially when prefaced by a pre-departure orientation on which cultural products, practices andperspectives to watch out for, provide first-hand access to the cultural environment and thus raisethe students’ level of awareness. In the case of our study tour, students could also gain one creditby writing a reflective paper on either differences in US-German culture or any engineering ortechnical feature they were impressed by. Putting the study tour in an academic frame rangingfrom linguistic preparation geared towards engineering students in the German

Collection

2011 Northeast Section Meeting

Authors

John Finnie; Neil Fennessey

section on written content is presented below. Written Content Grade ____ Content and integration of information from sources (journals, manuals, etc.) ( %) ______ 1. All ideas presented support and develop the topic. ______ 2. Project reflects insight into and understanding of the subject matter. ______ 3. Ideas are stated clearly and are developed fully with specific supporting details from the specifications or technical literature. Proceedings of the 2011 ASEE Northeast Section Annual Conference University of Hartford Copyright © 2011, American Society for Engineering Education______ 4. Effectively uses examples, paraphrases, or

Collection

2011 Northeast Section Meeting

Authors

S Claudina Vargas

the strategy. Working in small teams,students in the DAE curriculum project analyzed problem situations and answeredquestions, shared ideas and reflected on their views or perceptions, explored the meaningof complex concepts through inquiry and hands-on activities, and improved theirunderstanding of experimentation and knowledge-building. Students were driven to strivefurther in their learning inquiries, helping them to explore weaknesses in their ownunderstanding and knowledge; to think critically, considering the meaning of words andconcepts carefully, pondering the logic of ideas; to develop arguments; and to reason.The language-infused DAE curriculum approach requires less lecturing by the teacher, butit is time-demanding and requires

Collection

2011 Northeast Section Meeting

Authors

Frank Caserta; Robert J. Lind; Loutfallah G. Chedid

the task reflects on the individual and how thisreflection matches with self-concept; 2) intrinsic or interest value, the enjoyment of doing thetask; 3) utility value, the perceived future value of doing the task; 4) relative cost, the price ofsuccess or failure in terms of effort, time, and/or psychological impact[8,10].Jones, et al. reported that students’ expectancy and value-related beliefs decreased over the firstyear[11]. Expectancy-related constructs (that is, the student’s judgment of his or her ability toperform a task in engineering or his or her belief in the possibility of success in engineering)predicted achievement better than value-related constructs (that is, the enjoyment of engineeringtasks (interest) or the identification

Collection

2011 Northeast Section Meeting

Authors

Tahany Fergany; Amal Abd El?Raouf

ofcurrently available technology to dynamically adapt presentation of course material tostudents with different backgrounds and varying degrees of ability. To meet this goal, aninstructional deliverable system must be employed to accommodate the followingdifferent learning styles:  For active learners, allow self-motivated pursuit of information.  For reflective learners, provide the opportunity to investigate and understand inter-relationship of material. Proceedings of the 2011 ASEE Northeast Section Annual Conference University of Hartford Copyright © 2011, American Society for Engineering Education   For sequential learners, provide the opportunity

Collection

2011 Northeast Section Meeting

Authors

Steve Klosterman; Simon Pitts; Steven McGonagle; Carey Rappaport

; assess extent to which you are understood. 13. Connect – Across Disciplines, Skills and Cultures: Appreciate, engage, and connect with those who have different perspectives. 5 14. Negotiating and Compromise: Appreciating the need to identify potential disagreement or conflict, negotiate to find mutually acceptable solutions.GEL begins by creating self-awareness within the cohort. Through reflection and self-assessment, the candidates go through a series of exercises, including Myers-Briggs, theThomas-Kidman conflict style instrument and others to help them learn their natural style,personality and tendencies. Always revealing, the candidates rate themselves on a scale of 1-10,10

Collection

2011 Northeast Section Meeting

Authors

Alan Hadad; Akram Abu-aisheh

founding of the American Society for Engineering Education (ASEE) and the Engineering Council for Professional Development (ECPD) as an accrediting agency in the mid 1930’s were reflective of the efforts of higher education to respond to this need for quality assurance in the educational preparation of engineers. In 1980, ECPD metamorphosed into the Accreditation Board for Engineering and Technology (ABET).  At the technician level, the response was less organized and more diffuse, with the emergence of many post-secondary trade schools in the first half of the twentieth century. Such schools were highly focused upon the requirements of a specific industry, and were almost always private, for-profit entities outside