Workshop on Unified Curriculum and Course Design for Mechatronics and Robotics Engineering

Gregory C. Lewin; Rui Li; Carlotta A. Berry; James A. Mynderse; Vikram Kapila; Michael A. Gennert

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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: Multidisciplinary Engineering Division (MULTI) Technical Session 9
Tagged Division: Multidisciplinary Engineering Division (MULTI)
Page Count: 16
DOI: 10.18260/1-2--44435
Permanent URL: https://peer.asee.org/44435
Download Count: 142

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Paper Authors

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Gregory C. Lewin Worcester Polytechnic Institute

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Dr. Lewin is an Assistant Teaching Professor and the Associate Head of Robotics Engineering at WPI.

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Rui Li New York University

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Dr. Li earned his master's degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.

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Carlotta A. Berry Rose-Hulman Institute of Technology orcid.org/0000-0002-7359-7341

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Dr. Carlotta A. Berry is a professor in the department of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. She is the director of the multidisciplinary minor in robotics and co-director of the Rose building undergraduate divers

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James A. Mynderse Lawrence Technological University orcid.org/0000-0002-3297-6636

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James A. Mynderse, PhD is an Associate Professor in the A. Leon Linton Department of Mechanical, Robotics, and Industrial Engineering at Lawrence Technological University. He serves as director for the BS in Robotics Engineering and MS in Mechatronics and Robotics Engineering programs.

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Vikram Kapila New York University orcid.org/0000-0001-5994-256X

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Vikram Kapila is a Professor of Mechanical and Aerospace Engineering. He directs a Mechatronics, Controls, and Robotics Laboratory and has held visiting positions with the Air Force Research Laboratories in Dayton, OH. His current research is focused at the convergence of frontier technologies (e.g., robotics, artificial intelligence, augmented/virtual reality, and blockchain) with applications to natural and intuitive human-robot interaction, digital health, and STEM education. Under the Research Experience for Teachers Site, GK-12 Fellows, DR K-12, and ITEST projects, all funded by NSF, and the Central Brooklyn STEM Initiative, funded by six philanthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. His STEM education research, conducted as a collaborative partnership involving engineering and education faculty, postgraduate and graduate researchers, and K-12 educators, has: (1) created, implemented, and examined over 100 standards-aligned robotics-based science and math lessons and (2) developed, practiced, and examined research-guided pedagogical approaches for science and math learning using robotics. He received NYU Tandon’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included 3 edited books, 11 chapters in edited books, 1 book review, 68 journal articles, and 175 conference papers. He has mentored 6 research associates; 1 B.S., 48 M.S., and 11 Ph.D. students; 66 undergraduate research students and 11 undergraduate senior design project teams; over 500 K-12 teachers and 130 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows.

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Michael A. Gennert Worcester Polytechnic Institute orcid.org/0000-0002-3170-2190

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Michael A. Gennert is Professor Emeritus of Robotics Engineering, CS, and ECE at Worcester Polytechnic Institute, where he led the WPI Humanoid Robotics Laboratory and was Founding Director of the Robotics Engineering Program. He has worked at the University of Massachusetts Medical Center, University of California Riverside, and PAR Technology Corp.

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Abstract

With the increasing demand for cross-disciplinary technical and professional skill sets in the workforce, Mechatronics and Robotics Engineering (MRE) is quickly emerging as its own engineering discipline. However, developing and implementing MRE courses and curricula is challenging for many potential MRE educators because there are no standardized course structures, curricula, hardware and software platforms, or course materials. To address these challenges, a multi-institutional team conducted several workshops starting in 2018 to provide support for curriculum development in MRE and to create a vibrant community of college instructors interested in MRE. Ranging from a half-day to two days, the workshops provided guidance and perspectives from leaders in MRE education. Based on participant feedback from these workshops and our goal for greater impact, we planned and delivered a more intensive three-day, virtual, yet hands-on workshop in January 2022. The objectives of the workshop were: 1) prepare current and future MRE educators, 2) familiarize MRE educators with advances in undergraduate MRE education, 3) help unify and standardize MRE curricula and courses, 4) pave the way toward accreditation for MRE degree programs, 5) generate enthusiasm and a sense of community among MRE educators, and 6) promote diversity and inclusivity within the MRE community. Notably, this workshop differed from previous ones by including a significant hands-on experiential learning component, which provided sample laboratory assignments and projects that could form the foundations of introductory and advanced courses in MRE. Remote assistance was provided by workshop leaders and student assistants. Participants actively engaged in the activities, including doing “homework” every evening. A post-workshop survey showed that participants overwhelmingly felt that the workshop met their expectations, they were better prepared to teach mechatronics, they belonged within the MRE community, and the workshop helped them develop a new MRE course for their institutions. Participants also suggested areas for future training and skill development, which could be incorporated into the development of future workshops.

Citation
Format

Lewin, G. C., & Li, R., & Berry, C. A., & Mynderse, J. A., & Kapila, V., & Gennert, M. A. (2023, June), Workshop on Unified Curriculum and Course Design for Mechatronics and Robotics Engineering Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44435

TY - CPAPER
AB - With the increasing demand for cross-disciplinary technical and professional skill sets in the workforce, Mechatronics and Robotics Engineering (MRE) is quickly emerging as its own engineering discipline. However, developing and implementing MRE courses and curricula is challenging for many potential MRE educators because there are no standardized course structures, curricula, hardware and software platforms, or course materials.
To address these challenges, a multi-institutional team conducted several workshops starting in 2018 to provide support for curriculum development in MRE and to create a vibrant community of college instructors interested in MRE. Ranging from a half-day to two days, the workshops provided guidance and perspectives from leaders in MRE education. Based on participant feedback from these workshops and our goal for greater impact, we planned and delivered a more intensive three-day, virtual, yet hands-on workshop in January 2022.
The objectives of the workshop were: 1) prepare current and future MRE educators, 2) familiarize MRE educators with advances in undergraduate MRE education, 3) help unify and standardize MRE curricula and courses, 4) pave the way toward accreditation for MRE degree programs, 5) generate enthusiasm and a sense of community among MRE educators, and 6) promote diversity and inclusivity within the MRE community. Notably, this workshop differed from previous ones by including a significant hands-on experiential learning component, which provided sample laboratory assignments and projects that could form the foundations of introductory and advanced courses in MRE. Remote assistance was provided by workshop leaders and student assistants. Participants actively engaged in the activities, including doing “homework” every evening.
A post-workshop survey showed that participants overwhelmingly felt that the workshop met their expectations, they were better prepared to teach mechatronics, they belonged within the MRE community, and the workshop helped them develop a new MRE course for their institutions. Participants also suggested areas for future training and skill development, which could be incorporated into the development of future workshops.

AU - Gregory C. Lewin
AU - Rui Li
AU - Carlotta A. Berry
AU - James A. Mynderse
AU - Vikram Kapila
AU - Michael A. Gennert
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Workshop on Unified Curriculum and Course Design for Mechatronics and Robotics Engineering
UR - https://peer.asee.org/44435
DO - 10.18260/1-2--44435
ER -