The Microcontroller Applications R&D Lab: A Model for Course-Based Undergraduate Research in First Year Engineering

Conference: 2023 ASEE PNW Section Conference
Location: Gonzaga University, Spokane, Washington
Publication Date: April 6, 2023
Start Date: April 6, 2023
End Date: April 7, 2023
DOI: 10.18260/1-2--44771
Permanent URL: https://peer.asee.org/44771

Paper Authors

Abstract

Abstract Reviewed Presentation

The National Academy of Science identifies undergraduate research experiences as an impactful strategy for increasing student success and retention in STEM (science, technology, engineering and math) majors. These experiences provide students with opportunities to test and strengthen their decision to pursue a STEM career. Studies credit undergraduate research with benefiting students’ sense of belonging, increasing their interest in graduate studies, and contributing to their development of attitudes and thinking habits important to success in rigorous STEM curricula.

The incorporation of undergraduate research in community college engineering programs presents a number of challenges. Most community college faculty lack established research programs from which to draw on to provide these experiences. We often lack the facilities and equipment necessary to conduct technical engineering research. Our students typically have demands on their time (e.g. work and family) that limit their availability to engage in extra-curricular activities. The undergraduate research programs targeting community college engineering students reported in the literature involve partnerships with universities and typically take the form of paid summer experiences. Course-based Undergraduate Research Experiences (CUREs) are growing in popularity in community college science courses across the country. This approach can increase participation by weaving authentic research into the courses students are already taking to meet degree requirements. CUREs increase the number of students exposed to authentic research experiences by involving entire class sections rather than the typical one-on-one interaction of the research mentor model. CUREs are an equitable approach for introducing students to research because they do not demand extracurricular financial and/or time commitments beyond what students must already commit to for their courses.

This paper describes an adaptable model for implementing a CURE in an introductory engineering course that features applications of low cost Arduino microcontrollers. Students work toward course learning outcomes focused on computer programming in MATLAB, engineering design processes, and effective teamwork in the context of multi-term research and development efforts to design, build, and test devices for other CUREs in chemistry, geology, and biology lab courses as well as for other applications at the college. Additional project options focus on developing custom lab equipment and instrumentation for other engineering courses. Students choose from a menu of projects each term with a typical course offering involving four to six different projects running simultaneously. Each student team identifies a focused design and development goal within the larger scope of their project of interest. They give weekly progress reports and gather input from their customers. The work culminates with a joint poster session in collaboration with students in the other CUREs as well as a final report to document their work for student teams who will carry it forward in future terms.

We assess the impact of the experience on students’ beliefs about science and engineering, STEM confidence, and career aspirations using a nationally normed survey for CUREs in STEM and report results from four terms of offering this course over a time span of two years.

Citation
Format

(2023, April), The Microcontroller Applications R&D Lab: A Model for Course-Based Undergraduate Research in First Year Engineering Paper presented at 2023 ASEE PNW Section Conference, Gonzaga University, Spokane, Washington. 10.18260/1-2--44771

TY - CPAPER
AB - Abstract Reviewed Presentation

The National Academy of Science identifies undergraduate research experiences as an impactful strategy for increasing student success and retention in STEM (science, technology, engineering and math) majors. These experiences provide students with opportunities to test and strengthen their decision to pursue a STEM career. Studies credit undergraduate research with benefiting students’ sense of belonging, increasing their interest in graduate studies, and contributing to their development of attitudes and thinking habits important to success in rigorous STEM curricula.

The incorporation of undergraduate research in community college engineering programs presents a number of challenges. Most community college faculty lack established research programs from which to draw on to provide these experiences. We often lack the facilities and equipment necessary to conduct technical engineering research. Our students typically have demands on their time (e.g. work and family) that limit their availability to engage in extra-curricular activities. The undergraduate research programs targeting community college engineering students reported in the literature involve partnerships with universities and typically take the form of paid summer experiences. Course-based Undergraduate Research Experiences (CUREs) are growing in popularity in community college science courses across the country. This approach can increase participation by weaving authentic research into the courses students are already taking to meet degree requirements. CUREs increase the number of students exposed to authentic research experiences by involving entire class sections rather than the typical one-on-one interaction of the research mentor model. CUREs are an equitable approach for introducing students to research because they do not demand extracurricular financial and/or time commitments beyond what students must already commit to for their courses.

This paper describes an adaptable model for implementing a CURE in an introductory engineering course that features applications of low cost Arduino microcontrollers. Students work toward course learning outcomes focused on computer programming in MATLAB, engineering design processes, and effective teamwork in the context of multi-term research and development efforts to design, build, and test devices for other CUREs in chemistry, geology, and biology lab courses as well as for other applications at the college. Additional project options focus on developing custom lab equipment and instrumentation for other engineering courses. Students choose from a menu of projects each term with a typical course offering involving four to six different projects running simultaneously. Each student team identifies a focused design and development goal within the larger scope of their project of interest. They give weekly progress reports and gather input from their customers. The work culminates with a joint poster session in collaboration with students in the other CUREs as well as a final report to document their work for student teams who will carry it forward in future terms.

We assess the impact of the experience on students’ beliefs about science and engineering, STEM confidence, and career aspirations using a nationally normed survey for CUREs in STEM and report results from four terms of offering this course over a time span of two years.

CY - Gonzaga University, Spokane, Washington
DA - 2023/04/06
PB - ASEE Conferences
TI - The Microcontroller Applications R&D Lab: A Model for Course-Based Undergraduate Research in First Year Engineering
UR - https://peer.asee.org/44771
DO - 10.18260/1-2--44771
ER -