Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

would be attempting to search the ocean floor simultaneously on the same Page 26.774.8track, and they would not travel at the same speed or even at the same direction. The Boe-Botswere equipped with a secondary, forward-looking SONAR to detect the proximity of other Boe-Bots. The students designed and developed the software for proximity detection and collisionavoidance reaction of the Boe-Bots. Through experimenting with the SONAR sensors, studentswere exposed to the concepts of range measurement, resolution and noise. They learned toimprove the SONAR signals via mechanical adjustments, such as increasing the reflection area,and also some

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M Clark, University of Pittsburgh; Erin Gross Claypool, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, problem solving, and studentengagement during class using a structured behavioral observation protocol known as theTeaching Dimensions Observation Protocol (TDOP). Several of the traditionally-taught classsessions were also observed for comparison, with positive results noted. Also, a comparison ofstudents’ conceptual and exam performance in the two flipped sections versus the “traditional”section enabled direct assessment of the benefits of the new approach, with significantdifferences not being detected. Further assessment of the flipped “pilot” classroom includedstudent engagement, instructors’ reflections, and two perception instruments measuring students’overall experience in the class.1. Introduction and Literature ReviewNumerous

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Mansoor Nasir, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

problem or opportunity is it?  What is the potential impact (magnitude of change) if this challenge is addressed?  Specify validation test protocols such as ASTM standard tests that you would use to determine the strength, fatigue life and other mechanical properties of your orthopedic device.Assessment of student work showed that students are comfortable with written assignments, butthe communication of an idea in terms of economic and social aspects was challenging. On theother hand, the survey results were inconclusive with regard to if there was an improvement in thestudent’s perception of their entrepreneurship skills. This may actually reflect that going into themodules the students were over-confident about in their

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isaac L. Howard P.E., Mississippi State University; Braden T. Smith, Mississippi State University

Tagged Divisions

Materials

or concerns. 6. I learned a great deal in this class. 7. The presentation of course content helped me to learn this class. 8. The tests were fair. 9. The tests reflected material presented in lecture and/or assigned reading. 10. Tests and/or assignments were graded in a reasonable period of time. 11. I would recommend this instructor to other students if they wanted to learn this subject. 12. The lecturer for the course also taught this lab. 13. The lab sessions related to the lectures and improved my understanding. 14. The lab sessions were properly supervised for safety. 15. The lab instructor provided assistance when needed. 16. The lab instructions

Conference Session

General Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John P. Mullen, New Mexico State University

Tagged Divisions

Computers in Education

: Scatterplot of Average Test Score vs. Class Participation PointsFigure 9 shows the average quiz score, compared to the total of all other points in the course.Both totals were adjusted to 100 points to simplify comparison. There is a surprisingly highcorrelation between the two scores (R = 0.59, P = 0.002). However, this probably reflects the factthat those students who skipped quizzes also tended to skip classes and skipped turning in someassignments. The fact that three students did very well in the quizzes, but got a “C” in the courseindicates that there is no clear cause and effect. Figure 9: Quiz Score vs. Total Non-Quiz Course ScoreStudents who participated in the questions with instructor feedback between attempts

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Dawson, Arizona State University; Bianca L. Bernstein, Arizona State University; Kerrie Wilkins, Arizona State University ; Jennifer M. Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

do not necessarily reflect the views of the NationalScience Foundation. Bibliographic Information Page 26.850.141. Klein, C., DeRouin, R. E., & Salas, E. (2006). Uncovering workplace interpersonal skills: A review, framework, and research agenda. In G. P. Hodgkinson & J. K. Ford (Eds.), International review of industrial and organizational psychology (Vol. 21, pp. 80-126). New York: WIley & Sons, Ltd.2. National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press.3. National Association

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Mary E. Besterfield-Sacre, University of Pittsburgh; Andrew Scott, Alabama A&M University

Tagged Topics

NSF Grantees Poster Session

. Age Group: {22 or under, over 22} 2. Gender: {male, female} 3. Under-Represented Minority: {yes, no} 4. Transfer Status: {admitted to engineering as a freshmen, transferred to engineering from a community college with an associate’s degree, other transfer status} 5. Pell Grant Recipient: {yes, no} 6. Combined Work and Credit Hours/Effort: {under 40, 40-65, over 65}The age categories reflect our interest in traditional vs. non-traditional engineering students, withthe traditional student starting college at age 18. The students in this course were juniors andseniors. The under-represented minority students consisted of Hispanic, American Indian,Black/African American, or Hawaiian/Pacific Islander students. The work and credit

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

design of the launcher itself). In the second test, some groupswere asked to launch farther (20 m) or shorter (5 m), some were asked to land the play-doh closer to the target (0.25 m), and some were asked to launch heavier or lighterprojectiles (i.e. more or less play-doh). Students had to consider their new designconstraints as they modified and improved their original designs. After the second test(which reflected the modified requirements) students made a final designrecommendation to the client and were asked to justify their designs using the results ofthe tests.ThemesAlthough the target groups were able to successfully complete the experiments and testsand in most cases were able to draw correct conclusions about what they had done

Conference Session

Women in Engineering Division: Pre-college Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Tia Jackson-Truitt; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

majorengineering firm.I’m a people person […] My last internship was with [very large, well known, globalengineering firm], in California, but they didn’t have anything for me to do […] It was horriblyboring, horribly sucky […] I can usually click with everybody, just clown and have fun, but thatwas the first time with a group where I couldn’t really catch, like, a groove, a group of people toclown with. I couldn’t have fun with a subset of them, and of course, you have to be serious whenyou’re working, but I always want to clown and have fun, […] I like to get work done but I liketo also have fun with it.We believe this reflects how many of the traditional engineering firms come across as stodgy andunfriendly to this generation of students, and

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

by FYE students as useful in deciding theirengineering major. The figure only shows the results where the word count was greater than 2.“Presentations” and “homework” occur in the context of ENGR131, whereas “research”emerged spontaneously in the list, something we were not expecting to see. Upon reflection andobservation of survey responses to this question, we realized that while the question was askingstudents about the activities in ENGR131, they reported doing some research on their own whichhelps them make a decision regarding their major.Figure 2 shows that the activity students find most helpful are the presentations. However, anadditional finding can be highlighted from these results: After the activities occurring in thecontext of

Conference Session

Manufacturing and Machine Component Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sandra Anstaett Metzler P.E., Ohio State University; Blaine W. Lilly, Ohio State University

Tagged Divisions

Mechanical Engineering

theirlives, have adequate supervision and hands-on training, for the sake of both safety andproficiency. Therefore, a sizeable number of students who had completed the pilot course wererecruited to act as Undergraduate Teaching Associates (UTAs) for the semester long version.The UTAs were all selected based on their performance in the course, as reflected both in thegrade they received as well as their competence in the hands-on aspects of the course. One of theinteresting outcomes of these selection criteria was that the resulting percentage of femalestudents selected as UTAs was significantly higher than the percentage of female studentsenrolled in the course. The percentage of female UTAs in the course has consistently beenbetween 40 and 50

Conference Session

Engineering Management Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samuel A. Malachowsky, Rochester Institute of Technology

Tagged Divisions

Engineering Management

software engineeringcurriculum. J. Comput. Sci. Coll., 17(6):115–123, May 2002.10. Appendices Appendix 1: PM activities and expectationsProject Manager ActivitiesThe main project component of this course will involve groups with voluntary Project Managers.Project Manager Responsibilities  Coordinate team activities, meetings, and deliverables for the duration of the term starting approximately week 6  Meet with the professor at the start or during class to discuss individual group dynamics/activities or cross-PM coordination  Meet with other project managers outside of class to conduct cross-PM coordination  Ensure that team deliverables reflect the available time, resources, and given scope

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

consistency between the twoauthors, Dedoose Training feature was utilized by having both researchers take the codeapplication test. A test was set by each researcher and both researchers take each other’s test toevaluate how consistent the coding process was done with respect to each other. Multiple testswere set and done after each iteration as the researchers deliberate to ensure all the coding donewas consistent. The test gives a Pooled Kappa that reflects the agreement between bothresearchers. The final two tests gave a Pooled Kappa of 0.67, which falls in the range of goodagreement between both researchers. The relationship between Pooled Kappa and Cohen’s kappa(a measure to evaluate inter-rater agreement) is that the Pooled Kappa is a global

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna Blaser, University of Washington; Katherine M. Steele, University of Washington; Sheryl Elaine Burgstahler, University of Washigton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

10 ways to engage underrepresentedstudents in computing. Retrieved from http://www.ncwit.org/resources/top-10-ways-engage-underrepresented-students-computing/top-10-ways-engage-underrepresented23 DO-IT. (2014). Checklist for making science labs accessible to students with disabilities. Retrieved fromhttp://www.uw.edu/doit/checklist-making-science-labs-accessible-students-disabilitiesAcknowledgementThis material is based on work supported by the National Science Foundation under Grant #EEC-1444961. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author and do notnecessarily reflect the views of the National Science Foundation

Conference Session

Broad Perspectives on the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Watson L. Vargas, Universidad de los Andes, Bogotá; Oscar Alvarez P.E., Universidad de los Andes, Bogotá; Jorge Mario Gomez, Universidad de los Andes, Bogotá

Tagged Divisions

Chemical Engineering

methodswhereby they achieve the learning objectives. This is deliberate as the instructor gives onlytechnical guidance and course lectures are for the most part generic and not specific to the widerange of projects that the students might choose. Therefore, successful completion of the courserequires students to design and undertake their own physical or computational experiments andthus take charge of their own learning.The following are some reflections on recent cohorts from the instructor’s point of view: • At the end of the semester, there is a high degree of enthusiasm exhibited by the students taking the course. Although some students complained in the surveys of the large workload, there are almost no drop-offs for

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

(e.g. group vs individual) and whether the interactionswere tailored to specific student needs. Overall, 92% of students rated the experience as“excellent” or “good”, but 8% of students did identify the mentoring experience as “lacking” or“poor”. The students were not provided with information on what a good mentoring relationshipmeans. Instead they were expected to reflect on their own expectations. In regards to thenegative experience one student commented: “My mentor seemed to push off all mentorship work to her PhD students. I felt guiltyasking questions because she would hand all the questions over to her extremely busy students.The students took a lot of time out of their day to meet and discuss with me and I thank them forthat

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

different ways. For the mostpart however, there was a common factor that many students identified through the interview. Ifthe student received a “not mastered” mark, they would almost always redo the problem,regardless of overall performance level.Some exceptions to this occurred. First, students with poor attendance records and poor recordsof turning in the original assignment would also sometimes skip turning in resubmissions. This isnot viewed as a direct result of the mastery grading system, rather a reflection of general poorparticipation by a small percentage of students across any system. Second, some studentsindicated that if multiple resubmits piled up and important coursework from other classes alsobecame time consuming, they would

Conference Session

Circuits and Systems Education 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen Keith Holland, James Madison University

Tagged Divisions

Electrical and Computer

beingoverwhelmed with the content and pacing of the course. Instead of utilizing the resourcesavailable, there was a perception of being ―left behind‖ in terms of course content. This attitudemay have resulted in behaviors (e.g., failure to complete assignments, ―giving up‖, etc.) thatultimately resulted in lower course grades, despite the concept inventory indication ofunderstanding.Course Evaluation ResultsCourse evaluation comments were used to evaluate the effectiveness of the methods used in thecourse. Table 5 shows a tally, by semester, of the number of positive or negative commentswritten reflecting the teaching methods used in the course.Table 5 – Tally of positive and negative comments from student evaluations related to teachingmethods

Conference Session

Industrial Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Heriberto Garcia-Reyes, Tecnologico de Monterrey; Cesia de la Garza Garza

Tagged Divisions

Industrial Engineering

. These fourth question opens aroom for reflection about how to reduce these perception results. All the answers weresummarized and grouped using a relationship diagram. In order to remark the findings we onlyshow the reasons which represents close to the 80% of the results. Table 6: Most relevant reason for each question Question Results Percentage Enable the solution of the other course assignments 43 1 Shows that students are able to solve real-life problems 37 Encourage the reading of tutorials and on line help systems 40 2 Shows the

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

substantially increased the level of coverage ofthe material when compared to the prior approach. Student success in the course coupled withrecent assessment results suggest that student learning and comprehension of the topics has beenenhanced.Our university recently met the federal criteria to be designated an Hispanic-serving Institutionand is also ranked among the most diverse universities in the United States in terms of race,ethnicity, gender and cultural background. The Professional Practices course reflects thisdiversity in race, ethnicity and culture. In some ways, this complicates the teaching of the Page 26.87.12course, but mostly, it

Conference Session

Additive Manufacturing Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thomas William Barrett, James Madison University; Matthew Cole Pizzico, James Madison University; Bryan Levy, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S Linsey, Georgia Institute of Technology; Kimberly G. Talley, Texas State University; Craig R. Forest, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Divisions

Manufacturing

recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of National Science Foundation.References1. The Engineer of 2020: Visions of Engineering in the New Century. The National Academies Press; 2004.2. Genco N, Hölttä-Otto K, Seepersad CC. An Experimental Investigation of the Innovation Capabilities of Undergraduate Engineering Students. Journal of Engineering Education. 2012;101(1):60-81.3. Crawley EF. Creating the CDIO syllabus, a universal template for engineering education. Paper presented at: Frontiers in Education, 2002. FIE 2002. 32nd Annual2002.4. Crawley EF, Malmqvist J, Lucas WA, Brodeur DR. The CDIO Syllabus v2. 0. An Updated Statement of

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

impact of our teamwork skits. As seen in Figure 4, weasked our audience what they would do if their team starts to encounter difficulty. Anecdotally,we hear from students that they do not like working on teams because they end up doing all ofthe team’s work; this is reflected in the pre-skit response of 30% of our students, who respondedthat they would simply take over the project. About 15% of the students before the skit said theywould talk to the teacher or stop working. After the skits, a full 15% more of the class said theywould call a team meeting if they noticed they were having trouble, equaling a 15% drop in thenumber of students who said they would take over the project. The number of students who said

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wm. Michael Butler, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Aerospace

480 0.206 0.405 0-1 Ethnicity 476 0.264 0.441 0-1 Family/Friends Engineers. 561 0.597 0.491 0-1 First Interest in Aerospace 551 0.080 0.271 0-1 Co-op Internship 520 0.325 0.469 0-1 Page 26.114.6 Table 2 shows the means and standard deviations for the variables used in this study.Since all respondents did not answer all items, the number of responses for each item varies andthe statistics reflect those varying sample sizes

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

activities (unassociatedwith courses or engineering student clubs).11 Rarely is the facility used to support curriculum orresearch activities. Given its purpose to support student design interests, this facility perhapsqualifies to be called an academic makerspace but that title may not be appropriate due to aunique attribute of the facility. The MITERS workshop operates nearly independent from MIT,with the student members directing all aspects of its operation. This organizational structure ismore reflective of that found in community-based makerspaces outside of the academicenvironment.What is striking in these two examples from the same institution is their very different

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

, agents, including assistive technologiesincluding assistive technologies Table 2: Web Content Accessibility Guidelines (WCAG) 2.0As we know, the Web has changed dramatically during the development of WCAG 2.0,and shows every promise of continuing to evolve at a rapid pace. WCAG 2.0 consists oftechnology-neutral principles, guidelines, and success criteria that reflect properties ofweb content that make it accessible to people with varying disabilities and combinationsof disabilities. However, as the Web evolves, the guidelines should keep on evolving aswell to continue assisting technology developers and authors in ensuring people withdisabilities can share in the benefits of the World Wide Web (Reid &

Conference Session

Circuits and Systems Education 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Dan Robinson

Tagged Divisions

Electrical and Computer

recognize that putting the Thévenin impedance in parallel with a voltage source or in series with the Norton current source is redundant, and therefore not the logical form of such circuits. Some reflection shows that hinging is actually a special case of redundancy, where the ideal voltage or current source

Conference Session

Engineering Management Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University; S.R. Subramanya

Tagged Divisions

Engineering Management

in a dashboard for each player.This particular game, called Penny Drops© , has three players – Tom, Joe and Sue - and each ofwhom is a single family home owner consuming three different levels of water – 350, 400 and450 gallons per month respectively. The game board designed is shown in Figure 4 below. Figure 4 – Home Water Management Game Board – 3 Players Page 26.160.10The main design-feature of the game-board is that it reflects the major water usage in a singlefamily home in the US. The different landing-areas are self-explanatory (through the icons onthem) on the water usage in a household. Water end use distribution

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim J Manner, University of Wisconsin, Madison; Frank E Pfefferkorn, University of Wisconsin, Madison

Tagged Divisions

Design in Engineering Education

and clearly state that sophomores wereencouraged to enroll. This is reflected in the enrollment numbers listed in Table 2. Table 2: Semester Enrollment in ME 449 (formerly ME 601) Semester Sophomore Junior Senior Graduate Fall, 2012 3 6 2 3 Spring, 2013 0 2 14 8 Fall, 2013 0 2 13 3 Spring, 2014 0 2 17 5Additionally, it was noted during that first semester that students with lower technicalbackgrounds, e.g., those who

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Dian Mitrayani , University of Wisconsin Milwaukee

Tagged Topics

NSF Grantees Poster Session

researchexperience so that the students can learn how to conduct their own research projects.While other benefits may be experienced by particular students, they should not beconsidered an expectation for a successful URE for most engineering students.AcknowledgementsPartial support for this work was provided by the National Science Foundation's ResearchInitiation Grants in Engineering Education program under Award No. 1340324. Anyopinions, findings, and conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like to thank Al Ghorbanpoor and Wendy Pero atUWM for their assistance with this project.Bibliography1. National Science Board

Conference Session

Course Development / Curriculum Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alisa Gilmore P.E., University of Nebraska, Lincoln

Tagged Divisions

Computers in Education

paper is organized into the following sections: Background: The Need for a MobileRobotics Course, Mobile Robotics Course Goals, Course Innovations, Analysis of StudentFeedback, Reflections, and Conclusion. Page 26.460.2Background: The Need for a Mobile Robotics CourseThe Mobile Robotics course was developed as part of a progression of educational roboticsinitiatives birthed on our campus from 2005 to 2013. A brief overview of these initiatives is firstgiven to provide the motivation and context for the creation of this course and its designelements. Figure 1In 2005, the idea of using robotics to