Workshops for Building the Mechatronics and Robotics Engineering Education Community

Gennert, Michael A.; Lotfi, Nima; Mynderse, James A.; Jethwani, Monique; Kapila, Vikram

doi:10.18260/1-2--35710

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…It raises safety concerns in laboratory facilities, where students typically work collaboratively with each other for experimental trials and data collection. Various robotics-related activities, such as summer camps, workshops (Gennert et al, 2020), robotic competitions (Gibeault et al, 2019), senior design projects, and undergraduate research (Maxwell & Meeden, 2000), were either suspended, reduced, or offered temporarily virtually.…”

Section: Introductionmentioning

confidence: 99%

Online robotics technology course design by balancing workload and affect

Wang

et al. 2023

JID

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This paper describes our course design approach that successfully transformed an undergraduate Robotics Technology course from in-person teaching to online guided by the TASKS model. Our course redesign process includes identifying conflicts, generating solutions, self-evaluation, and analyses of design solutions. We carefully balanced between Workload and students’ Affect, by designing comparable workloads as before, as well as maintaining students’ motivation similarly at the in-person level. Transforming this course consisting of lecture sessions and lab sessions with hardware and software elements yielded a set of course activities and teaching practices applicable to online teaching of other courses. When physical robots become unavailable, simulation projects were designed as alternatives and simulated versions of those physical projects used in face-to-face classroom. These simulation projects are in the areas of autonomous mobile robots, robotic manipulator, and advanced robotic control on MATLAB-ROS, respectively. Comparisons with past in-person results confirm that effective learning has been achieved remotely, having maintained student’s performance and motivation.

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Section: Introductionmentioning

confidence: 99%

Online robotics technology course design by balancing workload and affect

Wang

et al. 2023

JID

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“…• Develop a diverse, inclusive community of MRE educators, students, and practitioners • Collaboratively define the MRE knowledgebase • Achieve recognition of MRE as a distinct engineering discipline • Accelerate adoption of MRE courses and curricula Previously, the Future of Mechatronics and Robotics Education (FoMRE) group organized several workshops to bring together educators and professionals to create a coherent definition of MRE, create a broader sense of community, promote the adoption of teaching materials, and improve the quality of undergraduate MRE education [8]. In addition, by engaging important stakeholders from both industry and academia, a clearer picture of the objectives of MRE programs could be defined [1,2].…”

Section: Background and Motivationmentioning

confidence: 99%

“…Overall, reactions to all four workshops were very similar: participants felt that the workshops achieved the goals of increasing the knowledge and confidence in teaching MRE and building a community of educators that they could belong to. Major findings included the need to develop a general consensus for standardizing MRE curricula and offerings, as well as preparing faculty to teach courses in MRE and foster a diverse and inclusive community, particularly with respect to gender and historically underrepresented groups [8].…”

Section: Background and Motivationmentioning

confidence: 99%

Workshop on Unified Curriculum and Course Design for Mechatronics and Robotics Engineering

Lewin,

Li,

Berry

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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He directs a Mechatronics, Controls, and Robotics Laboratory and has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His current research is focused at the convergence of frontier technologies (e.g., robotics, artificial intelligence, augmented/virtual reality, and blockchain) with applications to natural and intuitive human-robot interaction, digital health, and STEM education. Under the Research Experience for Teachers Site, GK-12 Fellows, DR K-12, and ITEST projects, all funded by NSF, and the Central Brooklyn STEM Initiative, funded by six philanthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. His STEM education research, conducted as a collaborative partnership involving engineering and education faculty, postgraduate and graduate researchers, and K-12 educators, has: (1) created, implemented, and examined over 100 standards-aligned robotics-based science and math lessons and (2) developed, practiced, and examined research-guided pedagogical approaches for science and math learning using robotics.

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Workshops for Building the Mechatronics and Robotics Engineering Education Community

Cited by 2 publications

References 7 publications

Online robotics technology course design by balancing workload and affect

Online robotics technology course design by balancing workload and affect

Workshop on Unified Curriculum and Course Design for Mechatronics and Robotics Engineering

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