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Drawing with Robots: An Experience Report (Fundamental)

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Tagged Division

Pre-College Engineering Education Division

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Paper Authors


Olivia Mambo Nche Clemson University

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Olivia Mambo Nche-Eyabi is currently a Ph.D. student in Human Centered Computing. Her focus is Robotics and she investigates innovative ways of using robots to facilitate engineering education. She graduated from Anderson University in 2010 with a Bachelor's Degree in Business Administration and Computer Information Systems and from Northwestern University in 2012 with a Master's Degree in Computer Information Systems.

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Barbara Jeanne Ramirez Clemson University

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Barbara Ramirez has been a faculty member at Clemson University for more than 30 years. Her primary teaching areas have included technical writing as well as other professional writing courses and English as a Second Language. In addition, she has served as a writing consultant for various engineering departments at Clemson. She earned her BA in Secondary Education-- English and her MA in Literature from Clemson University.

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Sekou Remy Clemson University

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Sekou L. Remy is a researcher focused on removing barriers to effective use of Robotics and Cloud Computing in our homes, schools, and training centers. Dr. Remy is currently an Assistant Professor in Human-Centered Computing, and comes to Clemson from the University of Notre Dame, where he was a Moreau Postdoctoral Fellow. He has also been a part-time instructor in Computer Science at Spelman College. A graduate of the Georgia Institute of Technology (ECE) and Morehouse College (CS), Remy leverages education in both engineering and liberal arts to enable change.

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Drawing with Robots: An Experience Report (Fundamental)

Drawing with Robots is an activity that incorporates robots as a mechanism to facilitate tangible applications of basic art. This activity, which was conceived as an extension of the Hour of Code movement, seeks to reinforce the transition of abstract concepts to something more concrete. At the end of this "Second Hour of Code," students will have created a tangible artifact, which represents the knowledge acquired during the activity. Students were supported through a four-stage process as they 1) conceived of the task they would like a robot to perform, 2) developed the steps needed for the task to be performed, 3) decided how to implement the required steps, and 4) assessed whether the intended aims were achieved. At each stage of the process, the students were assisted in re-evaluating their goals. In this paper, we present a report of our participation in two Drawing with Robots events. This experience report summarizes the design of the activity, the lessons learned in its execution and a description of the engineering skills taught during these sessions. We found that the majority of the students who participated in our activities were able to learn such engineering skills as creativity, math, problem solving, programming, assessment and analytic skills as evidenced in the final artifacts that they created. We also share the observations from working with students and offer recommendations for others considering similar activities

Nche, O. M., & Ramirez, B. J., & Remy, S. (2016, June), Drawing with Robots: An Experience Report (Fundamental) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26870

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