&amp;#x201C;Architectural Robotics&amp;#x201D;: An interdisciplinary course rethinking the machines we live in

Kapadia, Apoorva; Walker, Ian D.; Green, Keith Evan; Manganelli, Joe; Houayek, Henrique; James, Adam M.; Kanuri, Venkata; Mokhtar, Tarek H.; Siles, Ivan; Yanik, Paul

doi:10.1109/robot.2010.5509821

Cited by 5 publications

(2 citation statements)

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“…and more like large computers" and that "Our buildings will become…robots for living in" (Mitchell, 2000). His statement implies the following two general approaches to associate robotics with architecture; "the first to add sensory/computational elements to existing architecture (smart buildings) (Johanson et al, 2002), and the second to introduce self-contained robots into existing spaces," (Streitz et al, 2002;Kapadia et al, 2010). The first approach will barely effect a formal or spatial change in architecture, hence is less interesting for architects.…”

Section: Introductionmentioning

confidence: 99%

Intelligent Making and Robotic Structure

Guo

Leung

2016

Period. Polytech. Arch.

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Section: Introductionmentioning

confidence: 99%

Intelligent Making and Robotic Structure

Guo

Leung

2016

Period. Polytech. Arch.

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“…The reasons to use mobile robots as the main topic for the robotics course is that in addition to involving the electrical and mechanical engineering disciplines, robotics deals with other sciences and humanities subjects, such as animal and human behavior imitation, learning techniques, and environment interactions. Robotic systems can relate to most processes in nature and human behavior 1 . Because of this, their potential as educational tools for teaching and learning various subjects in technology and sciences is unlimited.…”

Section: Introductionmentioning

confidence: 99%

An Interdisciplinary, Team-Based Mobile Robots Design Course for Engineering Technology

Rios-Gutiérrez¹,

Alba-Flores²

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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This work describes the educational experience gained during a new course in mobile robots, a fourth year elective course in the undergraduate Mechanical and Electrical Engineering Technology (METEET) Department at Georgia Southern University. The main topic of this course is concentrated on team-based, one semester-long projects in which students design and build mobile robots for different applications. At our university, the METEET department has implemented a popular course in which interdisciplinary teams of mechanical and electrical undergraduate students build and deploy a wide range of robotic projects, ranging from small remote-controlled vehicles to totally autonomous robots. These projects expose students to the experience of working in teams, to know the interdependence among engineering disciplines, to schedule and prioritize activities associated to the development of the project, and to solve the challenges of managing the interactions of the personal working in the projects. Over the past 2 years, the engineering technology program has provided more than 70 students with exposure to robotics and control topics. This course provides exciting and compelling educational opportunities for students, offers real-world applications that naturally motivate the need for learning specific technologies, and serves a broader research and development program that utilizes the functional robotic projects to support externally funded science and technology research projects. The experience of the authors, as well as the course assessment results, show that this course provides strong student motivation for learning, offers comprehensive and valuable educational experiences, and enhances student performance. This work reviews the robotics course, highlights the role of mechanical and electrical engineering technology students in several projects, and presents the assessment data showing the positive results of this course.

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