Robotics camps, clubs, and competitions: Results from a US robotics project

Nugent, Gwen; Barker, Bradley S.; Grandgenett, Neal; Welch, Greg W.

doi:10.1016/j.robot.2015.07.011

Cited by 68 publications

(39 citation statements)

References 19 publications

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“…These opportunities capitalize, at least in part, on broader, existing interests students already have in science and technology (Nugent, Barker, Grandgenett, & Welch, 2016;Kaboski et al, 2015). After eight years of developing and studying the outcomes of these types of programs, Nugent et al (2016) noted that students with personal interests in science and technology were more likely to get involved in camps, clubs, and competitions when they found ways to develop interesting and relevant hands-on robotics applications. Sparking personal interests through robotics camps and clubs gets students more involved in relevant science and technology learning exercises.…”

Section: Cultivating Pre-existing Student Interests In Science and Tementioning

confidence: 99%

Unconventional Students in Robotics and HRI Education: A Review of Two Initiatives

Zenk¹,

Crowell²,

Villano³

et al. 2017

Journal of Human-Robot Interaction

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Robotics and human-robot interaction (HRI) are growing fields that may benefit from an expanded perspective stimulated by more interdisciplinary contributions. One way to achieve this goal is to attract non-traditional students from the social sciences and humanities into these fields. This present paper describes two educational initiatives that focused on teaching non-engineering students about robotics and HRI. In one initiative, a group of younger students, including those with autism spectrum disorder (ASD), received hands-on experience with robotics in a context that was not overly technical, while in the other initiative, college students in the social sciences and humanities learned about basic HRI concepts and developed robotics applications. Themes common to both initiatives were to reach non-technical students who are not traditional targets for robotics education and to focus their learning on creating interactive sequences for robots based on key HRI design considerations rather than on the underlying mechanical and electrical details related to how those sequences are enacted inside the robot. Both initiatives were successful in terms of producing desired learning outcomes and fostering participant enjoyment.

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Section: Cultivating Pre-existing Student Interests In Science and Tementioning

confidence: 99%

Unconventional Students in Robotics and HRI Education: A Review of Two Initiatives

Zenk¹,

Crowell²,

Villano³

et al. 2017

Journal of Human-Robot Interaction

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“…In luence of amateur robotics competitions (i.e. competitions for pupils and students constructing low-budged robots for such tasks as line follower, mini-sumo or micro mouse) is presented in [13]. Also [6] shows that team work and solving well-de ined robotics problems can result in the evolution of engineering skills.…”

Section: Introduc Onmentioning

confidence: 99%

A Comprehensive Aproach to Teaching Mobile Robotics

Chechliński¹,

Koguciuk²

2017

JAMRIS

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“…Then students were asked to achieve certain small tasks (also called mini-challenges) under supervision. Some of the tasks were designed by the instructors, others were sample tasks from CMU online resources 6,7 . The following topics were addressed, as listed in Table 1.…”

Section: Curriculum Developmentmentioning

confidence: 99%

“…Among these efforts, many robotics-related outreach programs have been developed for school teachers 6 and students [7][8][9][10] .…”

Section: Introductionmentioning

confidence: 99%

“…The challenge we did was adopted from the ROBOTC online curriculum website 6 , requiring the students to be able to control the robot's motion such as going forward/backward and making turns. More specifically, assuming that the robot works in an orchard, students were asked to program the robot to move from its starting area through three rows of fruit trees (denoted by the yellow blocks in Figure 5).…”

Section: Introduction To Robotcmentioning

confidence: 99%

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Lessons Learned from a High School Robotics Workshop

Guohua¹,

Ma²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Gloria Ma is an Associate Professor in the Department of Mechanical Engineering and Technology. She has been teaching robotics with Lego Mindstorm to ME freshmen for several years. She is actively involved in community services of offering robotics workshops to middle-and high-school girls. Her research interests are dynamics and system modeling, geometry modeling, project based engineering design, and robotics in manufacturing. Lesson Learned from a High School Robotics Workshop AbstractStatistics data show that there is a huge gender gap in science, technology, engineering, and math (STEM) workforces in the United States. In order to encourage more women to work in the STEM fields, the first step is to attract women to pursue the STEM majors. Robotics provides an easy, fun, and exciting environment for young minds, while exposing them to technologies at the same time. This paper describes our collaboration with an all-girl high school in offering their students a year-long robotics workshop. The motivation of this collaboration is two-folded. On one side, the school administration is interested in bringing engineering and technologies to their curriculum, which is currently missing. From our side, we would like to motivate and recruit more female students to the STEM fields by showing them the emerging and multidisciplinary aspects.Our collaboration with the local high school started in Fall 2014 by offering their students a yearlong robotics workshop. Our objective is to utilize the robotics workshop to introduce STEM concepts to high school students, and encourage them to be interested in an engineering and science career. A sequence of workshop topics were given to introduce the fundamentals of robotics science and the basic components of a robotics system, including hardware, software, programming, sensors, and control. The students would gain intensive experience working with the robots. In addition to introducing the fundamentals, we planned to prepare the students with the necessary knowledge and skills to participate in national robotics competitions, such as FIRST ® Tech Challenge (FTC) and FIRST ® Robotics Competition (FRC).At the time of writing, the robotics workshop has been offered for one year and a half. Workshop lessons were offered bi-weekly. At the end of year 2014, a survey was conducted to collect feedbacks from the students. At the end of Spring 2015, we also had direct conversation and discussion with the teachers in the high school to gather their opinions. Continuous and constant modifications and adjustment were performed to give the students an easy yet fruitful learning experience.This paper presents our curriculum development, implementation and modifications of the lesson plan, feedbacks from students and their high school teachers, and the lessons we learned from offering this workshop.

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Robotics camps, clubs, and competitions: Results from a US robotics project

Cited by 68 publications

References 19 publications

Unconventional Students in Robotics and HRI Education: A Review of Two Initiatives

Unconventional Students in Robotics and HRI Education: A Review of Two Initiatives

A Comprehensive Aproach to Teaching Mobile Robotics

Lessons Learned from a High School Robotics Workshop

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