Development Of A Multidisciplinary Engineering Design Laboratory At The University Of Notre Dame

Brockman, Jay B.; Batill, Stephen M.; Renaud, John E.; Kantor, Jeffrey; Kirkner, David J.; Koggel, Peter; Stevenson, R.

doi:10.18260/1-2--5984

Cited by 4 publications

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“…In particular, the faculty were drawn to the experience of the MIT 6.270 Robot Design Contest course, as well as some of the early work being done at Tufts. In the spring of 1995, seven faculty from five engineering departments organized a pilot course where 25 engineering seniors worked in small groups to prototype a set of projects aimed at introducing first-year students to engineering principles, using both the MIT 6.270 kits and the new LEGO Control Lab interface system (see [43]). The projects developed by the student teams included both stationary and mobile control systems, spanning applications across the engineering disciplines, ranging from an acid neutralization reactor to a model car with an automatic transmission.…”

Section: Case Studiesmentioning

confidence: 99%

LEGO-based Robotics in Higher Education: 15 Years of Student Creativity

Danahy

Wang

Brockman

et al. 2014

International Journal of Advanced Robotic Systems

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Our goal in this article is to reflect on the role LEGO robotics has played in college engineering education over the last 15 years, starting with the introduction of the RCX in 1998 and ending with the introduction of the EV3 in 2013. By combining a modular computer programming language with a modular building platform, LEGO Education has allowed students (of all ages) to become active leaders in their own education as they build everything from animals for a robotic zoo to robots that play children's games. Most importantly, it allows all students to develop different solutions to the same problem to provide a learning community. We look first at how the recent developments in the learning sciences can help in promoting student learning in robotics. We then share four case studies of successful college-level implementations that build on these developments.

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Section: Case Studiesmentioning

confidence: 99%

LEGO-based Robotics in Higher Education: 15 Years of Student Creativity

Danahy

Wang

Brockman

et al. 2014

International Journal of Advanced Robotic Systems

Self Cite

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“…Nickels and Giolma 5 , use LEGO MINDSTORMS to teach non-engineers about science and technology. Several use MINDSTORMS to teach engineering to engineering freshmen and to integrate engineers of different disciplines 6,7,8,9 . Garcia and Patterson-McNeill 10 use MINDSTORMS to teach software development.…”

Section: Methodsmentioning

confidence: 99%

A Class For Undergraduate Technical Literacy Using Lego Mindstorms

Whitman¹,

Steck²,

Koert³

et al.

2007 Annual Conference &Amp; Exposition Proceedings

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Much effort is underway to encourage students to pursue careers in science, technology, engineering, and mathematics. There is a growing base of infusing these necessary skills and attitudes to stimulate the pursuit of these avenues as careers. There is also much effort aimed at addressing the diminishing skills in math and many of the sciences. As technology is becoming pervasive in many US classrooms, the skills and knowledge necessary to utilize this technology is being provided to students. However, there is little effort to build a broad base of understanding and appreciation of engineering principles that lies behind much of our technology today. This paper presents a class which was developed to provide an exciting, hands-on method to explore engineering concepts using LEGO MINDSTORMS. The class was targeted toward those students who would not normally choose an engineering or technology profession. These participants learned about engineering in a practical and useful manner using LEGO Robots. This paper will present the class, the modules developed for the class and the results of the workshop held in August 2006. The desired outcome of the class is that technologically nonproficient citizens will be better prepared to function in a global, technology-intense world. Introduction/ Motivation"Are we providing students with the intellectual skills and background they will need to appreciate and continue learning about SME&T [Science, Mathematics, Engineering and Technology] throughout their lives?" 1 . There is a growing need to build a broad base of understanding and appreciation of engineering principles that lies behind much of our technology today. These skills need to be established in those students who would never take an engineering class. The new liberal education must include technology as a key component.Much has been made of building business understanding, communication skills, and the ability to work in teams into engineering undergraduates. At a conference of industry leaders, one CEO stated that he wanted engineers with business knowledge. But, he also wanted business graduates to have a basic grasp of engineering principles. Van der Vink 3 stated that we need our politicians and business managers to consider engineering concepts in their decision making process, "…Our long-term future depends on citizens understanding and appreciating the role of science in our society." Wichita, Kansas has a great need for technologically skilled workers with an understanding of the engineering process. Wichita is home to multiple aircraft companies such as Boeing, Raytheon Aircraft, Cessna, and Bombardier, in addition to non aircraft companies like The Coleman Company, Koch Industries and Vulcan Chemicals. WSU has a growing need to bridge engineering principals into the undergraduate general education program for all students. This course was the first attempt at exposing all undergraduate students to engineering concepts. A

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Using Lego Bricks To Conduct Engineering Experiments

Wang¹,

LaCombe²,

Rogers³

2004 Annual Conference Proceedings

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When developing a new laboratory experience for undergraduates, the primary logistical requirements tend to be low cost and high availability. One popular method of meeting these somewhat conflicting requirements is to create on-line laboratory experiments. This paper explores another method that utilizes the LEGO ® programmable brick (RCX) as a portable data acquisition system. Students both design and conduct the experiments at home. Students also have the ability to conduct personal engineering experiments to investigate phenomena of personal interest. In this paper, we describe several experiments that we have conducted with the LEGO ® programmable brick and Robolab (LabVIEW) that give students first hand experience with "typical" engineering concepts that would normally be covered in sophomore or junior-level laboratory courses. Examples on data acquisition, numerical methods, dynamics, statics, motor performance, fluid dynamics, feedback control, and strength of materials are presented.

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Development Of A Multidisciplinary Engineering Design Laboratory At The University Of Notre Dame

Abstract: In order to achieve these goals, two strategic issues were raised regarding project development and implementation:

Cited by 4 publications

References 0 publications

LEGO-based Robotics in Higher Education: 15 Years of Student Creativity

LEGO-based Robotics in Higher Education: 15 Years of Student Creativity

A Class For Undergraduate Technical Literacy Using Lego Mindstorms

Using Lego Bricks To Conduct Engineering Experiments

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