Digital Systems Teaching and Research (DSTR) Robot: A Flexible Platform for Education and Applied Research

The DSTR (pronounced “Disaster”) robot has a strong history of being adaptable to different user’s needs, and there are many opportunities ahead that indicate that the sky, quite literally, is not the limit for this robust platform. This paper provides a historical perspective on the development of the DSTR robot as a collaborative design developed by the Mobile Integrated Solutions Laboratory (MISL) at Texas A&M University and ASEP 4X4 Inc. Texas Instruments has been a major partner in the integration of the control electronics, and Texas Space Technology Applications and Research (T STAR) LLC has played a significant role in the propagation of the DSTR robot as an adaptable applied research/education/STEM outreach platform. The paper will present examples of the strong industry-academic relationships that allow the DSTR robot to be utilized in a multitude of experiential learning environments. In addition to a number of STEM outreach activities, the DSTR robots are being used in the Introduction to Engineering course at Blinn College and in the Freshman Engineering curriculum at Texas A&M University. DSTRs have also been selected by NASA scientists as a low-cost lunar sample collector. The paper will also discuss the newly developed DSTR-E (DSTR Engineering) unit which requires students to perform several engineering tasks during the build process. The paper will also include the lessons learned from initial design through its transfer to the private sector for commercialization and future plans.Cockrell School of Engineerin

UNO STEM Annual Report 2015

The following document is a brief Annual Report for the STEM Priority at UNO as of May 1, 2015. The document builds upon past strategic planning discussions, meetings,and conversations and aligns with the UNO STEM Strategic Plan, as first published in the Fall of 2013. It is important to note that the annual report is essentially a“work in progress” and will be continually refined during the next year and updated as initiatives progress. It is also a “springboard” for a continued and strategic review of our local STEM statistics and the professional literature on STEM learning, and it serves as a frame of reference for our interpretations of what other universities are doing to enhance STEM learning. The annual report is intended to be a very dynamic document that will be revisited yearly as we continue to move steadily forward. As a STEM Leadership Team, we are certainly appreciative of the many ideas, suggestions, and thoughts that are shared with us, and we continue to move forward to an increasingly bright and collaborative future for UNO STEM education initiatives and efforts

Where and how 3D printing is used in teaching and education

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state‐of‐the‐art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing‐based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.This work was supported by the Engineering and Physical Sciences Research Council [number EP/K039598/1]

Educational robotics: using the Lego Mindstorms NXT platform for increasing high school STEM education

The field of educational robotics (ER) seeks to use the building and programming of robots to engage and educate the next generation of college freshman entering science and engineering majors. To increase the rate of application to science and engineering degree programs as well as the rate of retention, students must be engaged in high school. They must acquire the knowledge and interest to pursue these career choices. This research explores the use of robotics to interest high school students in science, technology, engineering, and math (STEM) and to improve their knowledge of these subjects. The case study developed instructional strategies to guide the learning process, increase students\u27 understanding of concepts and their practical application, and consequently increase their interest in STEM college majors and career paths. The instructional strategies explored in this research required students to study a given set of concepts, restate the newly acquired knowledge, apply it in a practical hands-on activity, and review the significant points made by the instructor. This research used the Lego Mindstorms NXT robotic platform to permit practical application of the training process to the Botball robotics competition. Students involved in this case study demonstrated improvement in application of science and mathematics principles to robotics and won the regional Botball competition after completing the training --Abstract, page iii

Teaching engineering design through Lego Mindstorms

This paper examines a particular methodology of teaching engineering design to undergraduate engineering students, which relies on Lego® Mindstormsâ¢. A number of important issues are addressed, including the timing of the design module within the programme, prior knowledge required and assessment components. The module, which has been running for three years, was found to have many positive attributes, not only in relation to the core design activity, but also in generating good team-building and engaging students with the degree programme

Strategies for Retention and Recruitment of Women and Minorities in Computer Science and Engineering

Article discussing strategies for the retention and recruitment of women and minorities in computer science and engineering

Using Robotics to Equip K-12 Teachers: Silicon Prairie Initiative for Robotics in Information Technology (SPIRIT)

The Silicon Prairie Initiative for Robotics in Information Technology (SPIRIT) is a unique collaborative effort between the University of Nebraska-Lincoln (UNL) College of Engineering, the University of Nebraska at Omaha (UNO) College of Education, and the local Omaha Public Schools (OPS) system. With funding from an NSF ITEST grant, from 2006 – 2008 the initiative recruited and trained 97 math and science middle school teachers through summer workshops and follow-up sessions during the school year, with the goal of equipping teachers in hands-on engineering design principles and providing curriculum development support for STEM instruction. The centerpiece of the training was the university-level TekBot® educational robotics platform developed at Oregon State University, later replaced by the CEENBoT™ mobile robotics platform developed at UNL in the Computer and Electronics Engineering (CEEN) department. More than 9,000 students are expected to eventually participate in this model through in-school and summer programs developed by SPIRIT-trained teachers 1