Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Emre Tokgoz, SUNY - Farmingdale State College

Tagged Topics

Professional Papers

function, cusp point, and basic number knowledge. APOS theory wasused for understanding undergraduate students’ conceptual function knowledge with a calculus graphingproblem in [4]. Cooley, Trigueros and Baker [7] focused on the thematization of the schema with the intent toexpose those possible structures acquired at the most sophisticated stages of schema development. APOStheory was not determined to be appropriate for analysis of data in [6]. For a detailed review of the APOStheory see [10].Understanding university students’ conceptual derivative knowledge has been a focus point of severalmathematics and engineering pedagogical researchers [3, 11, 13, 18]. Differentiation is observed to be taught asa rule rather than putting emphasis on

Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Emre Tokgoz, SUNY - Farmingdale State College

Tagged Topics

Professional Papers

would be applied to evaluate student responses to find thederivative of a function by using the limit definition of derivative, the input axis can consist of thefollowing sub-concepts that take place in the definition:  Basic addition, subtraction, division, and multiplication of numbers  Function factorization  Functional translation  Subtraction and division of functions  Limit of functions  Function simplificationThree-dimensional (3D) version of CLD can be viewed as the two-dimensional CLD with the thirddimension being the level of student in the K20 categorization. The third dimension is still acontinuous variable due to time being considered within this categorization. For instance, studentsat K16, K17, and K18

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Gang Liu, University of Pittsburgh at Bradford

Tagged Topics

Professional Papers

; Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31(3), 503–529. https://doi.org/10.1007/s10798-020-09569-y.5. Chen, K., Chen, J., & Wang, C. (2023). The effects of two empathy strategies in design thinking on pre-service teachers’ creativity. Knowledge Management & E-Learning, 15(3), 468–486. https://doi.org/10.34105/j.kmel.2023.15.027.6. Cunningham, C. M., Lachapelle, C. P., Brennan, R. T., Kelly, G. J., Tunis, C. S. A., & Gentry, C. A. (2020). The impact of engineering curriculum design principles on elementary students’ engineering and science learning. Journal of Research in Science Teaching, 57(3), 423–453. https

Conference Session

Technical Sessions 4

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Marco Hermida, State University of New York at New Paltz; Ping-Chuan Wang, State University of New York at New Paltz; Nancy Campos, SUNY New Paltz; Aileen Pastrana, State University of New York at New Paltz; Bianca Bermudez, State University of New York at New Paltz; Shaima Herzallah, State University of New York at New Paltz; Christopher Monvil, State University of New York at New Paltz; Tenmetey Tetteh-Nartey, State University of New York at New Paltz

Tagged Topics

Diversity, Professional Papers

weekly- Weeks 1-3: Iteration of specimen design and test methodology development- Weeks 3-5: Data collection and analysis- Week 5: Project summary and presentation preparationEach day started with a group meeting, led by the faculty mentor, to go through lessons learnedand task assignment. Students then spent the rest of the day carrying out the project. Since eachteam comprised three students with a wide range of technical maturity and skills, they largelyworked on different aspects of the project independently after a plan was agreed uponcollaboratively. For example, while one student spent an afternoon modifying specimen designfor 3D-printing and another completing the previous tests, the third student could be conductingfinite element

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Orla LoPiccolo M. Arch, Pdip (CM), Architect, Farmingdale State College, State University of New York

Tagged Topics

Professional Papers

approved 159applied learning courses (both full and enhanced courses) and 144 non-credit co-curricularapplied learning activities [1]. Since the 2018 launch of the Nexus Center for Applied Learningand Career Development, 56 of their applied learning co-curricular experiences have beenapproved [2]. In addition, the Carnegie Foundation selected Farmingdale State College for the2020 Community Engagement Classification Title [3]. The results of this study will provideinstitutions with an understanding and shared resources on how to incorporate applied learningthroughout a school of engineering, across campus, or potentially as a baccalaureate graduationrequirement.Introduction “There are two educations. One should teach us how to make a living and the