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“Who is the Biggest Pirate?” Design, Implementation, and Result of a Robotics Competition for General Engineering Freshmen

Abstract

A systems approach to engineering topics requires an interactive process that combines instructional methodologies, coherent curricula, and learning challenges that develop student understanding over time. In the general engineering program at East Carolina University (ECU), freshmen are introduced to engineering topics that include solid modeling, mechanical engineering, electrical engineering, and design engineering. Robots inherently integrate all these disciplines. At ECU, student teams are used in a cohort learning environment to build robots. The robot building project serves as a platform for experiential learning in engineering disciplines and also serves to develop problem solving skills, interpersonal skills, and ethics. A robotics competition is embedded into the introductory class work to increase levels of participation, interest and challenge for the freshmen. During classroom and laboratory exercises leading up to the competition, students build mobile robots to compete in a treasure-hunting game. Faculty in each engineering discipline use the robot project to explain topics in their lectures while the project serves as a common platform for the students to apply knowledge learned in the classroom. When students encounter difficulty during their project, they come back to the classroom for solutions. This bi-conduit, project-driven learning process facilitates student understanding of engineering concepts and correlates these concepts to real-world applications. This paper describes the strategy to design and methods to implement the semester-long project. Assessment methodology is described in terms of inter- and intra-faculty and students evaluation.

Background

Industries distributed among the small towns of eastern North Carolina have difficulty attracting and retaining engineering talent with a range of specialties in narrowly defined fields. “Instead of the traditional engineering disciplines, these operations require engineering generalists with a strong theoretical background, broad knowledge in a range of areas, and specific skills in problem solving to give them a sound but flexible base for managing and implementing technology change and operations.”1 East Carolina University initiated a bachelor’s degree program in general engineering (BSE) to fill this requirement. The BSE curriculum is implemented “through a concept and program identified as the Integrated Collaborative Engineering Educational Environment, or ICE3 (pronounced “ice cube”). The ICE3 program… emphasizes a broad but highly integrated foundation of engineering fundamentals and engineering sciences necessary for a general engineer.”1

Freshmen students of the eastern North Carolina region start their college study with very diverse high school backgrounds. Given the diversity of knowledge levels, advanced theoretical analysis is not desired in an introductory project. However, to quickly acquaint the freshman students to the cohort learning environment of ECU’s unique engineering program, the first core course is designed to introduce basic, yet important, elements of engineering practice. The introductory

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Yao, J., & Dixon, G., & Howard, W., & Williams, R., & Williamson, K., & Dieck, G., & McLawhorn, S. (2006, June), “Who Is The Biggest Pirate?” Design, Implementation, And Result Of A Robotics Competition For General Engineering Freshmen Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--322