Akintewe, O., & Silva Sotillo, W. (2022, August), Online Robotics Project-based Learning Approach in a First-year Engineering Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41368

\bibitem{asee_peer_41368}
  Akintewe, O., \& Silva Sotillo, W. (2022, August), \emph{Online Robotics Project-based Learning Approach in a First-year Engineering Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41368

Olukemi Akintewe and Walter Silva Sotillo.  "Online Robotics Project-based Learning Approach in a First-year Engineering Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41368 Internet.  10 Jan, 2025

\bibitem{asee_peer_41368}
  Olukemi Akintewe and Walter Silva Sotillo.
  "Online Robotics Project-based Learning Approach in a First-year Engineering Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41368 Internet.  10 Jan, 2025

@INPROCEEDINGS{asee_peer_41368
author = "Olukemi Akintewe and Walter Silva Sotillo"
title = "Online Robotics Project-based Learning Approach in a First-year Engineering Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41368}
number = {10.18260/1-2--41368}
}

TY  - CPAPER
AB  - A first-year mandatory engineering project-based course aimed at developing an engineering mindset was taught through students engaging in active learning strategies built on the design-thinking framework by Ulrich and Eppinger. Course outcomes were achieved via students' participation in the fabrication of an autonomous robotic vehicle facilitated through practical hands-on activities, group discussions, and laboratory modules. Due to the COVID-19 pandemic, this formerly in-person course adopted a synchronous teaching model and used online instructional tools for lectures, group activities, and project support. The robotic project helped introduce students to engineering principles by employing multi-developmental phases for creating a robot. The teaching approach also provided students an engineering design experience while working in interdisciplinary teams with members serving unique engineering roles such as design, hardware, software, project, or testing lead. Students were required to design and fabricate a relevant prototype for stakeholders and, while doing so, learn and acquire essential competencies and skillsets relevant to engineering professions. Course methodology involved weekly assignments and the acquisition of project kits by individual students. The engineering mindset was assessed through content knowledge of inclusive modules in electronics, programming, 3D printing, innovation, and data analysis assignments. 

Learning outcomes include using software, hardware-based technologies, and research-based inquiries to design, fabricate, test, and improve an autonomous robot. Measurement of these outcomes was accomplished through course assessments, student evaluations, and the final project showcase results. This remote course structure fostered an engineering mindset, technical know-how, innovation and promoted essential competencies like teamwork, leadership, and critical thinking. Despite the pandemic-transformed pedagogy, students acquired relevant toolsets for manufacturing, synthesis, analysis, and technology that support engineering solutions.


AU  - Olukemi Akintewe
AU  - Walter Silva Sotillo
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Online Robotics Project-based Learning Approach in a First-year Engineering Program
UR  - https://peer.asee.org/41368
DO  - 10.18260/1-2--41368
ER  -