Robotics-empowered convergence engineering education

He Shen; Aren Petrossian; Joseph Anthony Vizcarra; Eva Schiorring; Mark Tufenkjian

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Engineering Technology Division (ETD) Technical Session 6
Tagged Division: Engineering Technology Division (ETD)
Tagged Topic: Diversity
Page Count: 12
DOI: 10.18260/1-2--44155
Permanent URL: https://peer.asee.org/44155
Download Count: 113

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Paper Authors

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He Shen Northwestern Polytechnical University

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He Shen is currently a Professor with School of Marine Science and Technology at Northwestern Polytechnical University. Before this, he was an Associate Professor with Department of Mechanical Engineering at California State University, Los Angeles. His research interests include robotics and autonomous systems, intelligent control, instrumentation, and engineering education.

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Eva Schiorring has almost two decades of experience in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. She presently serves as the external evaluator for seven NSF-funded projects. These include evaluation of two projects aimed at increasing participation in undergraduate research for students from minoritized populations and an initiative to increase diversity in a predominantly white elite engineering college through collaboration with local community colleges. Eva is also evaluating an ATE project to recruit and prepare community college students for careers in bioscience and a project to train and support faculty to use Mastery-Based Grading in STEM courses. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the author and co-author of numerous papers and served as project lead on a major study of transfer in engineering. Ms. Schiorring holds a Master’s Degree in Public Policy from Harvard University. She is a graduate of NSF's I-Corps program for educators.

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Mark Tufenkjian California State University, Los Angeles

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Dr. Tufenkjian is the Associate Dean of the College of Engineering, Computer Science, and Technology at Cal. State LA. His research has been funded by the Office of Naval Research (ONR) and the Department of Defense.

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Abstract

This paper presents the design and first-time offering of a convergence engineering course, “Introduction to Autonomous Robotic Systems,” where students from four engineering majors worked in interdisciplinary teams to create submarine robots and accomplish complex autonomous missions. The technical knowledge covered in the course included: robot design, mechanical analysis, sensing and actuation, electrical system design, guidance, navigation, control, robot operating system, computer vision, object recognition, and mission planning. The students are engaged in a whole project cycle within one semester, such that they can experience how engineers with different backgrounds work together to solve real-world problems. The course plays multiple roles in the engineering curriculum, filling up the knowledge gaps left between majors, improving students’ knowledge in and out of their majors, providing students with practical experience for internship or job interviews, and raising students’ interest in engineering. Students’ learning outcomes were assessed in three presentations, a demonstration, and a report. This course was designed and piloted at the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. More than two in three students in the college are LatinX, and many are first-generation students. Many of these students may not have opportunities for practical engineering training without this course. In a survey conducted at the end of the course, students reported improvement in all of the following three areas: (1) knowledge and skills in and out of their majors, (2) self-efficacy in solving complex problems in diverse team settings, and (3) soft skills such as leadership, collaboration, and public speaking. Many students indicated the course offered very valuable real-world experience during their engineering education. Students also commented that this course experience is challenging but inspiring and motivating for them to pursue engineering careers. Their responses to open-ended questions revealed a high level of engagement and enthusiasm about the interdisciplinary team-based learning experience.

Citation
Format

Shen, H., & Petrossian, A., & Vizcarra, J. A., & Schiorring, E., & Tufenkjian, M. (2023, June), Robotics-empowered convergence engineering education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44155

TY  - CPAPER
AB  - This paper presents the design and first-time offering of a convergence engineering course, “Introduction to Autonomous Robotic Systems,” where students from four engineering majors worked in interdisciplinary teams to create submarine robots and accomplish complex autonomous missions. The technical knowledge covered in the course included: robot design, mechanical analysis, sensing and actuation, electrical system design, guidance, navigation, control, robot operating system, computer vision, object recognition, and mission planning. The students are engaged in a whole project cycle within one semester, such that they can experience how engineers with different backgrounds work together to solve real-world problems. The course plays multiple roles in the engineering curriculum, filling up the knowledge gaps left between majors, improving students’ knowledge in and out of their majors, providing students with practical experience for internship or job interviews, and raising students’ interest in engineering. Students’ learning outcomes were assessed in three presentations, a demonstration, and a report. This course was designed and piloted at the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. More than two in three students in the college are LatinX, and many are first-generation students. Many of these students may not have opportunities for practical engineering training without this course. In a survey conducted at the end of the course, students reported improvement in all of the following three areas:  (1) knowledge and skills in and out of their majors, (2) self-efficacy in solving complex problems in diverse team settings, and (3) soft skills such as leadership, collaboration, and public speaking. Many students indicated the course offered very valuable real-world experience during their engineering education. Students also commented that this course experience is challenging but inspiring and motivating for them to pursue engineering careers. Their responses to open-ended questions revealed a high level of engagement and enthusiasm about the interdisciplinary team-based learning experience.  
AU  - He Shen
AU  - Aren Petrossian
AU  - Joseph Anthony Vizcarra
AU  - Eva Schiorring
AU  - Mark Tufenkjian
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Robotics-empowered convergence engineering education
UR  - https://peer.asee.org/44155
DO  - 10.18260/1-2--44155
ER  -