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Project-based Robotics Courses for the Students of Mechanical Engineering Technology

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Technical Session 5: Topics related to Engineering

Tagged Division

Computers in Education

Page Count

13

Permanent URL

https://peer.asee.org/33209

Download Count

2

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Paper Authors

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Zhou Zhang New York City College of Technology Orcid 16x16 orcid.org/0000-0003-4599-4339

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Assistant Professor, Ph.D.
Department of Mechanical Engineering Technology, CUNY New York City College of Technology, 186 Jay St, Brooklyn, NY 11201.

Email: Zhzhang@citytech.cuny.edu

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biography

Andy Zhang New York City College of Technology

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Dr. Andy S. Zhang received his Ph.D. from the City University of New York in 1995. He is currently the program director of a mechatronics project in the New York City College of Technology/CUNY. For the past 15 years, Dr. Zhang has been working on bringing mechatronics technology to the undergraduate engineering technology curricula, on creating internship programs for the college students through collaboration with Brooklyn Navy Yard Development Corporation, and on helping high school students to learn mechatronics through various outreach activities such as FIRST Robotic Competition, Black Male Initiatives (BMI), Brooklyn Science Day, Google Geek Fair, and NYC Maker Faire. Dr. Zhang was responsible for creating four robotic concentration courses in 2016 for the mechanical engineering technology department at the college.

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Mingshao Zhang Southern Illinois University, Edwardsville Orcid 16x16 orcid.org/0000-0002-6331-4010

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Mingshao Zhang is currently an Assistant Professor in Mechanical Engineering Department, Southern Illinois University Edwardsville. Before joining SIUE, he received Ph.D. and master degree in Mechanical Engineering from Stevens Institute of Technology and bachelor's degrees from University of Science and Technology of China. etc.

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Sven K. Esche Stevens Institute of Technology (School of Engineering and Science)

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Sven Esche is a tenured Associate Professor at the Department of Mechanical Engineering at Stevens Institute of Technology. He received a Diploma in Applied Mechanics in 1989 from Chemnitz University of Technology, Germany, and was awarded M.S. and Ph.D. degrees from the Department of Mechanical Engineering at The Ohio State University in 1994 and 1997, respectively. He teaches both undergraduate and graduate courses related to mechanisms and machine dynamics, integrated product development, solid mechanics and plasticity theory, structural design and analysis, engineering analysis and finite element methods and has interests in remote laboratories, project-based learning and student learning assessment. His research is in the areas of remote sensing and control with applications to remote experimentation as well as modeling of microstructure changes in metal forming processes. He publishes regularly in peer-reviewed conference proceedings and scientific journals. At the 2006 ASEE Annual Conference and Exposition in Chicago, USA, he received the Best Paper Award for his article ‘A Virtual Laboratory on Fluid Mechanics’.

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Abstract

This research to practice full paper presents an innovative practice of ‘Engineering Education’ in respect of Robotics in Mechanical Engineering Technology. Robotics is one of the most comprehensive majors since it needs to address many extremely complicated problems involving mechanical engineering (ME), electrical engineering (EE), computer science (CS), and information technology (IT). In addition, Robotics is currently making students more and more competitive in respect of the employment opportunities and the salaries when being compared with the traditional focuses in ME. However, the students whose focus is Robotics in Mechanical Engineering Technology (MET) are suffering three difficulties: (1) Weak fundamental knowledge related EE, CS and IT is a fatal defect. In MET, the baccalaureate-level courses mainly focus on the mechanical system design, mechanics, dynamics, and simulation. Therefore, the students lack the systematical training in the area of EE, CS and IT. (2) Technology programs mainly focus on hands-on skills instead of theoretical analysis. One of the educational goals in MET is to cultivate future technologists rather than researchers. Therefore, the emphasis of MET curricula on applications compared with mechanical engineering curricula impairs the students’ deeper understanding of the advanced concepts and theories required by robotics. (3) The limited number of robotics class hours constrain the extended application and practice of the knowledge related to advanced robotics. Therefore, devising an efficient educational pedagogy for the robotics classes of the MET program is desirable. In order to overcome the above-mentioned problems, a project-based pedagogy for robotics is devised and implemented in the Department of MET. There are there levels of robotics courses ranging from ‘introduction’, ‘application’ to ‘advanced’. A serial of projects corresponding to different levels are designed, and then are assigned to students. The students learn and practice the fundamental theories of robotics through projects instead of mathematical analysis. This pedagogy has two advantages over the traditional teaching methodology. First, the projects let the students understand the theories spontaneously. By practicing the theories through specific projects, the students can connect the applications with the specific knowledge once they are given some hints. In addition, the students are encouraged to expand the given projects with the practiced theories. Therefore, the understanding to the knowledge is enhanced. Second, the goal of the proposed educational pedagogy is to release the dependency on advanced algorithms and optimization (data processing, noisy control, robust optimization, etc.). During the implementation of the proposed pedagogy, several frameworks which integrate different sensors, actuators and controllers are developed and given to the students. Then, by the employment of these frameworks, the students can familiarize themselves with the principal concepts of robotics, practice the application of hardware and software, create their own innovative projects and prepare themselves for their entry into the job market, thus supporting the central educational goal of cultivating technologists in MET. Moreover, these ready-to-use frameworks avoid exposing the students to complicated algorithms and appropriately balances the students’ time between theory and practice, thus letting them focus more on the applications of robotics. Therefore, both the students and instructors can take advantage of the limited number of class hours to develop sophisticated projects. After the implementation of the proposed pedagogy, the students can master the theories, know the usage of the hardware and software, and gain rich experience in robotics. Over the courses of the semesters, the students were able to build practical devices within the frameworks, for example, a miniature smart building, drone, floor cleaning robot and quadcopter. In addition, the pedagogy enhanced the students’ understanding of the fundamental concepts, and the practical applications inspired the students’ interest in this course, which also improved their performance.

Zhang, Z., & Zhang, A., & Zhang, M., & Esche, S. K. (2019, June), Project-based Robotics Courses for the Students of Mechanical Engineering Technology Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33209

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015