June 14, 2015
June 14, 2015
June 17, 2015
26.1086.1 - 26.1086.9
Lessons learned from team-‐teaching a PBL robotics course with multi-‐disciplinary instructors and students. A group of nine upper classmen undergraduate technology students were enrolled in a Design of Robotic Systems class in the fall of 2014. This class was co-‐taught by professors from the mechanical engineering technology (MET), electrical engineering technology (EET) and the computer and information technology (CIT) programs at X University. The goal of this paper is to document the activities carried out during the semester the class was taught and present the lessons learned from teaching students with the diverse backgrounds in MET, EET and CIT. The objective of the course was to provide a project based learning (PBL) experience to the students taking the class. In the class the students were tasked to specify and design sub-‐systems for prototype robots. During the semester, the students attended lectures and labs that were heavily focused on hands-‐on activities relevant to design of those sub-‐systems. Interdisciplinary student teams were introduced early in the semester so that the requirements specification and design processes would have multiple views. The initial portion of the course focused on topics related to team management, the design process and modeling and visualization of parts and systems. The second part of the course was centered on specific technical aspects for the design of robotic systems. These topics included: batteries, sensors and data acquisition, software control, mechanisms and propulsion. The last part of the class focused on topics involving the actual construction of the robotic systems. The themes for these final lectures revolved around manufacturing techniques, reading and making electrical sketches, electric power conversion and design for robustness. Readings from the Systems Engineering Body of Knowledge (SEBoK) were assigned so that the students would see how a systems engineering view improves both the process and product, to motivate the students to have a broader perspective of the topics being taught in the class, and to serve as a bonding agent between the topics, the project, the students and the faculty. In addition to the narrative of the course, this paper also documents the assessment tools used for the class and lessons learned during the process.
Garcia, J. M., & Homkes, R., & Carnes, M. T., & Taylor, K. D. (2015, June), Lessons Learned from Team-Teaching a PBL Robotics Course with Multi-disciplinary Instructors and Students Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24423
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