6,610 research outputs found

    Integrating mobile robotics and vision with undergraduate computer science

    Get PDF
    This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authors’ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience

    Teaching humanoid robotics by means of human teleoperation through RGB-D sensors

    Get PDF
    This paper presents a graduate course project on humanoid robotics offered by the University of Padova. The target is to safely lift an object by teleoperating a small humanoid. Students have to map human limbs into robot joints, guarantee the robot stability during the motion, and teleoperate the robot to perform the correct movement. We introduce the following innovative aspects with respect to classical robotic classes: i) the use of humanoid robots as teaching tools; ii) the simplification of the stable locomotion problem by exploiting the potential of teleoperation; iii) the adoption of a Project-Based Learning constructivist approach as teaching methodology. The learning objectives of both course and project are introduced and compared with the students\u2019 background. Design and constraints students have to deal with are reported, together with the amount of time they and their instructors dedicated to solve tasks. A set of evaluation results are provided in order to validate the authors\u2019 purpose, including the students\u2019 personal feedback. A discussion about possible future improvements is reported, hoping to encourage further spread of educational robotics in schools at all levels

    Engineering flexible teaching and learning in engineering education

    Full text link
    The key challenges for achieving flexibility in flexible mode programmes in engineering and technology include: the integration of the explicit and implicit content in potentially disparate and isolated study modules across the whole programme curriculum; ensuring the validity and consistency of policies for granting students advanced standing based on recognition for prior learning and workplace experience; developing learning materials and experiences that cater for a wide and diverse audience, while at the same time offering relevance to the individual student in their own context; creating innovative communication environments that bring remote students into both the directed and the discursive discussion that are an important part of the learning process; and the financial and resourcing sustainability of the development, maintenance and delivery of high quality flexible mode&nbsp; engineering and technology study programmes.<br /

    Physical visualization of math concepts using Lego Mindstorms

    Get PDF
    Educational robotics has become one of the most effective methods to teach STEM concepts in a practical and didactic way at all educational level. In this context, the LEGO Mindstorms robotic platforms have been widely used due to their versatility ease of use and modularity. Despite this, most of the papers focus on K-12 and undergraduate levels, with little information reported in the literature about educational experiences at the graduate level. This article deals with the use of educational robotics for the teaching of mathematical concepts at the graduate level, and more specifically on the physical visualization of metrics (Euclidean, Taxicab, and Infinity), and the convergence of Cauchy sequence using a mobile robots LEGO Mindstorms NXT. The educational experience was applied to a group of graduate students who offered good comments on this type of educational activity and its usefulness to understand the mathematical concepts addressed. It was observed that this type of educational experiences motivates students to use mathematical concepts in interdisciplinary problems and encourages them to understand their functionality and application in the real worldPeer Reviewe

    STEM through Authentic Research and Training Program (START) for Underrepresented Communities: Adapting to the COVID-19 Pandemic

    Get PDF
    The STEM Through Authentic Research and Training (START) Program is a new program integrating academic, social, and professional experiences, in the theme of exomedicine, to build a pipeline into college for first generation and traditionally underrepresented students by providing year-round authentic opportunities and professional development for high school students and teachers. In response to the COVID-19 pandemic, the START Program has worked with the local Fayette County public school and community partners to provide content to over 300 students through: virtual laboratory tours with community partner Space Tango, meet a scientist discussions, and online near-peer student demonstrations aimed at making the practice of STEM disciplines approachable. Furthermore, the START Program has partnered with Higher Orbits to provide at-home, space-themed learning kits for students to develop teamwork, communication, and STEM principles while engaging in online content with teachers, professionals, and astronauts. Finally, the START Program has moved its training platforms online, including receiving College Reading and Learning Association (CRLA) Peer Educator accreditation for our near-peer mentoring and coaching training. As a result, the START Program is better positioned to address this critical need in STEM education, while reaching more students in the community than possible with face-to-face interactions alone

    Forming Congnitive Connections: Desktop Learning Modules, Structural Analysis Software, and Full-Scale Structures

    Get PDF
    One of the biggest challenges in teaching civil engineering students a theory-intensive course like structural analysis is helping students make the connection between the engineering mechanics taught at the front of the room and how those concepts define the real behavior of actual engineered structures. Absent this connection, students will often learn how to successfully perform the mathematical functions on their homework assignments but lack confidence in their ability to apply the same concepts to the analysis or design of an actual structure. Common ways to try to provide this real-world application of structural analysis principles include the use of small-scale physical models, often referred to as desktop learning modules (DLMs), software modeling, or case studies of full-scale structures. Each of these options possesses a significant limitation when it comes to helping students form cognitive connections: DLMs often lack adaptability or measurability, software helps provide visualization of engineering mechanics but lacks a connection to actual physical behavior, and full-scale structures are rarely able to be loaded to produce observable behavior. An ideal learning experience for students would include the synthesis of all of these tools to help students develop cognitive connections between mechanics principles, engineering design tools, and real-world structures through hands-on and problem-based learning. A popular, recently developed, commercially available structural modeling DLM (Mola Structural Kit; no association with the authors) provides a high enough level of structural simulation and adaptability that it should allow for the kind of learning synthesis that has traditionally been challenging to produce. The Mola DLM permits students to create a variety of structural models that can reasonably approximate case studies of real structural behaviors in a manner that can be measured and compared to models developed using structural analysis software. The purpose of this study is to evaluate the effectiveness of an approach combining RISA 3D structural engineering software, the Mola physical model, and examples from actual structural systems at helping students form correct cognitive connections between principles of engineering mechanics and the behaviors of real structures. Preparation for this study involved mechanically characterizing Mola components, developing parameters for implementation in structural analysis software, and validating the process of comparison between physical and computational models. Once the concept was confirmed to be practicable, worksheet-driven activities were developed and conducted in two undergraduate engineering classes. For these activities, students worked in small groups as they considered real-world applications of either portal frames or lateral force resisting systems, built Mola and structural analysis software models that reflected these real structural systems, then compared the modeled behaviors to practical applications of these concepts. Assessment was conducted via a mixed methods study using quantitative pre- and post-assessments and a small selection of follow-up interviews. Results suggest that students completing the activities demonstrated an increased ability to connect the concepts displayed by the physical models to the behaviors of the computational models and the applications in real-world structures. However, these gains did not seem to be uniform across all students, and modifications to the activity in future iterations may be able to further increase this and similar activities’ effectiveness

    The Chemistry Laboratory Experience of El Camino Students While in Emergency Remote Teaching Due to the COVID-19 Pandemic

    Get PDF
    Future college environments, including those in chemistry, will entail flexible formats. The pandemic spurred appreciation of the need, and though it has largely passed, adaptability to multiple formats in the future has been a critical part of planning for a rapidly changing future. Experiences during the pandemic will guide pedagogical changes and practices in the future. At El Camino College in Southern California, the chemistry department provided varied laboratory instruction to students during Emergency Remote Teaching. Understanding the experience students had during this extraordinary time is essential. Students who took courses that had an online laboratory course completed a mixed-methods survey. The survey consisted of a new tool designed for the study (Inquiry Rubric Tool), one used previously in the literature (Meaningful Learning in Laboratory Instrument), and a series of qualitative questions. Results of the complete survey showed that most students experienced low levels of inquiry and lower levels of meaningful learning compared to the literature during their online laboratory assignments. In addition, levels of inquiry showed a negative correlation when compared to affective, cognitive, and cognitive/affective scores derived from the survey. Levels of confusion and frustration were high. Poor quality materials, lack of hands-on activities, and lack of instructor presence were common. Some positives were noted regarding the ability to repeat experiments online and the flexibility of performing experiments when students wished. Students indicated interaction with fellow students during ERT as important. Suggestions for policy change, including synchronous work and hands-on activities, are made to invoke policy change at El Camino College in case of future ERT or further online chemistry course curriculum development

    SciTech News Volume 70, No. 4 (2016)

    Get PDF
    Columns and Reports From the Editor 3 Division News Science-Technology Division 4 SLA Annual Meeting 2016 Report (S. Kirk Cabeen Travel Stipend Award recipient) 6 Reflections on SLA Annual Meeting (Diane K. Foster International Student Travel Award recipient) 8 SLA Annual Meeting Report (Bonnie Hilditch International Librarian Award recipient)10 Chemistry Division 12 Engineering Division 15 Reflections from the 2016 SLA Conference (SPIE Digital Library Student Travel Stipend recipient)15 Fundamentals of Knowledge Management and Knowledge Services (IEEE Continuing Education Stipend recipient) 17 Makerspaces in Libraries: The Big Table, the Art Studio or Something Else? (by Jeremy Cusker) 19 Aerospace Section of the Engineering Division 21 Reviews Sci-Tech Book News Reviews 22 Advertisements IEEE 17 WeBuyBooks.net 2

    Development and characterization of a peanut-shell based activated carbon and the outcomes of a hands-on approach to chemical education

    Get PDF
    Heavy metals are a recognized toxic environmental contaminant, even at very low concentrations. There have been well-known events in the last decade within the US of high amounts of lead in the drinking water supplies of cities, leading to detrimental effects within its population. Ways have been found to remove this metal, and others, from water with expensive adsorbents. The aim of the first part of this research was to create an inexpensive adsorbent from a waste material and modify it in such a way that it would be adept at removing heavy metals from water. In Chapter I, we were able to remove lead, copper, and cadmium using our peanut shell-based activated carbon, getting a high amount of metal adsorption when the activated carbon was activated with phosphoric acid, pyrolyzed, and then cooled under a nitrogen atmosphere. The activated carbon was characterized and found to have a BET surface area of 781 m2g-1 and a Langmuir maximum isotherm capacity of 100.2 mg/g. By using the data obtained in this work, it could lead to the development of further economically made adsorbents to be used to provide more people with clean drinking water. The second part of our work focused on the benefit of a hands-on approach to chemical education. In Chapter IV, we discuss the development and implementation of our NSF-funded summer research experience for undergraduates program, as well as the student-reported results from their 10-week research experience. These surveys showed consistent self-reported growth among the student cohort in the skill sets that were focused on during the program. Chapter V focuses on the development, application, and analysis of results for a novel home-based laboratory component for a semester-long organic chemistry course. It featured 12 lab activities: 8 hands-on experiments and 4 online modeling exercises. By developing and sharing this off-campus approach, we hope to provide an option for other universities that are looking for at-home laboratory experiences for their own students. Overall, we found that these approaches to experiencing chemistry in a hands-on way were beneficial to students and provided them with a greater interest in chemistry
    • 

    corecore