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Robotics Automation Curriculum Development: From Operation and Programming to the Vision Systems

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Unique Developments in Engineering Technology

Tagged Division

Engineering Technology

Page Count


Page Numbers

22.9.1 - 22.9.8



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Paper Authors


Aleksandr Sergeyev Michigan Technological University

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Aleksandr Sergeyev is currently an Assistant Professor in the Electrical Engineering Technology program in the School of Technology at Michigan Technological University. Dr. Aleksandr Sergeyev is earned his bachelor degree in electrical engineering in Moscow University of Electronics and Automation in 1995. He obtained the Master degree in Physics from Michigan Technological University in 2004 and the Ph.D. degree in Electrical Engineering from Michigan Technological University in 2007. Dr. Aleksandr Sergeyev research interests include high energy lasers propagation through the turbulent atmosphere, developing advanced control algorithms for wavefront sensing and mitigating effects of the turbulent atmosphere, digital inline holography, digital signal processing, and laser spectroscopy. He is also involved in developing new eye-tracking experimental techniques for extracting 3-D shape of the object from the movement of human eyes. Dr. Sergeyev is he is a member of American Society for Engineering Education (ASEE) and actively involved in promoting engineering education.

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Nasser Alaraje Michigan Technological University

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Dr. Alaraje’s research interests focuses on processor architecture, System-on-Chip design methodology, Field-Programmable Logic Array (FPGA) architecture and design methodology, Engineering Technology Education, and hardware description language modeling. Dr. Alaraje is currently the Electrical Engineering Technology program chair as well as a faculty member at Michigan Technological University, he taught and developed courses in Computer Engineering technology area at University of Cincinnati, and Michigan Technological University. Dr. Alaraje is a Fulbright scholar; he is a member of American Society for Engineering Education (ASEE), a member of ASEE Electrical and Computer Engineering Division, a member of ASEE Engineering Technology Division, a member of Institute of Electrical & Electronic Engineers (IEEE), and a member of Electrical and Computer Engineering Technology Department Heads Association (ECETDHA)

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Robotics Automation Curriculum Development: From Operation and Programming to the Vision SystemsRobots are used in vast and continually growing number industrial fields. Global competition,productivity demands, and advances in technology and affordability will force companies toincrease use of robots in the foreseeable future. Robots are artificial but very valuable helpersdue to the fact that they assist humans in unsafe, unpleasant, repetitive, or high-precision work.In addition to the 1.1 million industrial robots operating worldwide, between 2009 and 2012almost 50,000 units of professional service robots will be sold. Intense involvement of robots andintegrated robotics platforms in different fields of industry, as well as in our everyday life,requires human-specialists with an up-to-date knowledge to maintain and monitor existing robotsand to develop new, more advanced, smart, and safe technologies. As a result, educationalinstitutions have to adequately respond to the high demand for specialists in the field of roboticautomation by developing and offering robotic automation-related courses that lead to properlytrained and certified workers. Very few universities across United States offer a degree and/orcertification specifically in robotics automation. The curriculum development model covers allthe theoretical and practical aspects of the knowledge database required for technologistsinvolved in the robotics automation industry. Unlike most robotic programs that focus on design,engineering, and fabrication - the described in this paper teaching methodology, fills anindustrial need by focusing on implementation, improvement, and sustainability of thetechnology used in the manufacturing and maintenance of robots. The cross-disciplinary roboticsautomation training program presented here is very versatile. It is structured in a way toaccommodate the needs of enrolled in the University students, employees of industry looking toimprove their knowledge in robotics automation areas, as well as students from anotheruniversities and colleges. So far, the “Robotics Automation” 4 credit hours course has beenoffered twice. The first offering was conducted in a semester long, and the second one in theintense 2 weeks mode. Each offering included extensive hands-on experience. A significant partof this course is devoted to introducing the basics of programming industrial robots using theROBOGUIDE software package. After receiving sufficient off-line programming training,students implement their knowledge and perform laboratory experiments programming andoperating a state-of-art LR Mate Fanuc robotics’ educational mini robot platform. Uponsuccessful completion of all the course requirements students receive FANUC Roboticsindustrial certificate in robotics and automation. Total, 14 students involved in these courses,received FANUC certificates. Student’s feedback was collected and evaluated for both offering,and the results are presented in this paper. To provide additional flexibility in the course offeringthe on-line version of the course is underway.

Sergeyev, A., & Alaraje, N. (2011, June), Robotics Automation Curriculum Development: From Operation and Programming to the Vision Systems Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17283

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