Tekbots/sup TM/: creating excitement for engineering through community, innovation and troubleshooting

Heer, Donald; Traylor, R.; Fiez, T.S.

doi:10.1109/fie.2002.1158113

Cited by 13 publications

(5 citation statements)

References 7 publications

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“…Such practical approach towards teaching troubleshooting to students enabled them to grasp the basic thumb rules and technologies of fault-finding and repair in the present assignment and also in circuits and systems they may build in future [8].…”

Section: Troubleshootingmentioning

confidence: 98%

Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch

Mukherjee

Purkait

2011

2011 Frontiers in Education Conference (FIE)

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The present contribution reports initiative of a relatively new IEEE Student Branch involving students in creative activities that build motivation for their future engineering studies.The IEEE Student Branch at Haldia Institute of Technology has always attempted to put more emphasis on hands-on learning and training for fellow students through various workshops and training sessions. As a part of such activity, training sessions on basics of mobile robots are being conducted for the last 3 years. Participation has been from a wide range of backgrounds, from different streams and different undergraduate to post graduate levels.Initial aim of the workshop sessions was to motivate students in design, estimation, fabrication and testing their own ideas of basic mobile robots. During the course of events in last few years, as will be reported in the paper, several interesting findings could be identified. It is felt that in order to perform well in their workplace, as well as to be responsible citizens, students are required to not only develop mastery of a particular subject, but civic, social, interpersonal and workplace skills as well [1]. In addition to reinforcing concepts from earlier and concurrent courses, such workshops can serve as a platform for exposing students to inter-disciplinary topics that appear in greater depth in later courses. Also, students mature in areas such as oral and written communication, awareness of professional ethics issues, and working effectively in a team-based setting. Mixing of students from different disciplines and different grades greatly enhances sense of fellow feeling and team spirit. Such workshops, being conducted by students themselves, increases the sense of belongingness, inculcates maturity, sensibility, leadership qualities among the organizing students [2].

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Section: Troubleshootingmentioning

confidence: 98%

Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch

Mukherjee

Purkait

2011

2011 Frontiers in Education Conference (FIE)

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“…14 The specific platform is a small robot purchased by students in their first electrical engineering course and enhanced through successive courses during the undergraduate program. 15,16 The development of the platform involves hardware design, software design, design of instructional materials, and professional development of teaching assistants.…”

Section: An Example Of Design Research At Osumentioning

confidence: 99%

Enhancing Campus Collaborations Through Design Research In Engineering Education Reform

Thompson¹,

Flick²,

Gummer³

et al.

2004 Annual Conference Proceedings

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Successful collaborations are important to implementation of systemic reforms in undergraduate engineering education. Evidence for this exists with the formation of national coalitions of engineering programs and campus collaborations between professionals in engineering and education. Electrical Engineering and Computer Science at Oregon State University has worked in collaboration with university science education researchers to implement large-scale curriculum reform based on a platform for learning. This collaboration between engineers and educators has been enhanced through the use of an emerging educational research paradigm called design research. Design research uses a team to manage a series of iterative cycles of educational design, implementation, and evaluation. Each cycle provides the empirical evidence needed to improve instruction, and refine educational theory. Data is gathered within the context of an authentic complex educational setting enhancing its explanatory power over data gathered through more traditional methods of educational research and evaluation. Educational design research has proven to be particularly effective at OSU since it provides a common point of reference for discussions about education between engineers and education researchers. This paper summarizes the design research process as it is used at OSU to reform engineering education. The paper points out the parallels between this method of educational research and engineering design that have enhanced this campus collaboration. Design research and the specific illustrations of its use in engineering education reform at OSU provide additional tools for reforming higher education and, in particular, engineering programs at other universities. Complexity and Collaboration in Reform Proposals for reform in undergraduate science and engineering education during the last three decades are common. Yet, undergraduate education looks very much the same today as it did prior to reform agendas. This is not to say that change is non-existent. The published literature describes new instructional techniques or assessment adopted by individual faculty, a small team, or even a multiple institution consortium. Entire courses or degree programs are frequently developed to accommodate proposed reform. However, even when backed by NSF funding, these reforms have proven difficult to institutionalize and disseminate beyond pilot projects. 1 At issue with reform and its dissemination is a tension between the complexity of an educational problem and the desire for simplicity in a solution. A study of curriculum reform in the Page 9.562.1

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“…Oregon State University demonstrated the use and benefits of a robotics project-based course early in an electrical engineering curriculum 4,5 with the TekBot platform. Since that time other engineering programs have implemented and studied the impact of project-based robotics courses early in the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Impact of a First- and Second-year Culminating Experience on Student Learning in an Electrical Engineering Curriculum

Prust¹,

Kelnhofer²,

Mossbrucker³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Impact of a First and Second Year Culminating Experience on Student Learning in an Electrical Engineering Curriculum AbstractThis paper presents findings from an impact study of a lower division student experience within an undergraduate electrical engineering curriculum. This experience, culminating in the second year of the curriculum, is integrated across multiple first and second year courses and includes elements commonly found in senior-level capstone project courses. An introductory programming course utilizing an embedded platform is the first course in the sequence. The final course in the sequence requires students to design, build, and test an autonomous mobile robot. Through a series of milestones, students systematically complete both the hardware and embedded software tasks required for the project. The final milestone involves an industrysponsored event where the entire student cohort participates in a robot competition.For a number of years, anecdotal evidence has suggested that the course sequence has significant positive impacts on student experience throughout the curriculum. It has been postulated that this experience results in significant knowledge gain, reinforces their decision to pursue a career in electrical engineering, and builds camaraderie amongst the student cohort. A study was conducted to better understand these potential impacts. Part 1 of the study analyzed grades in the project course sequence and compared them to another course sequence that also occurs in the first and second year of the curriculum. Part 2 was a survey in which students and recent graduates were asked a variety of questions regarding the impact of the experience on other courses, on their competency in curricular outcomes, and on their overall experience within the academic program. This paper describes the course structure, the current implementation which has evolved over many years of offerings, and presents results indicating its impact on student performance and learning in the remainder of the curriculum.

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Tekbots/sup TM/: creating excitement for engineering through community, innovation and troubleshooting

Cited by 13 publications

References 7 publications

Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch

Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch

Enhancing Campus Collaborations Through Design Research In Engineering Education Reform

Impact of a First- and Second-year Culminating Experience on Student Learning in an Electrical Engineering Curriculum

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Tekbots/sup TM/: creating excitement for engineering through community, innovation and troubleshooting

Cited by 13 publications

References 7 publications

Learning from an initiative &#x2014; Hands-on robotics workshops by IEEE Student Branch

Learning from an initiative &#x2014; Hands-on robotics workshops by IEEE Student Branch

Enhancing Campus Collaborations Through Design Research In Engineering Education Reform

Impact of a First- and Second-year Culminating Experience on Student Learning in an Electrical Engineering Curriculum

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Product

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Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch

Learning from an initiative — Hands-on robotics workshops by IEEE Student Branch