Carlotta A. Berry

Mobile Robotics for Multidisciplinary Study

This lecture provides an introduction to the field of mobile robotics and the intersection between multiple robotics-related disciplines including electrical, mechanical, computer, software engineering and computer science. It is intended for an upper-level undergraduate or first-year graduate students interested in mobile robotics and artificial intelligence with some experience in object-oriented programming and controls. Focus areas will include robotics history, hardware, control and software. Specific topics include robot components, effectors and actuators, locomotion, kinematics, sensors, feedback control, control architectures, representation, navigation, localization and mapping. The end of each chapter includes review questions as well as exercises to provide applications for the concepts as well as opportunities for further study. Table of Contents: Introduction / Hardware / Control / Software

Robotics for All Ages: A Standard Robotics Curriculum for K-16

The introduction of robotics in science, technology, engineering, and math (STEM) education is quickly becoming a very polarizing topic. As a discipline, robotics research is tackling new and challenging problems that resonate with public perception and also provide exciting and fun opportunities to see science in action. The exposure of students at various levels to robotics is controversial since many view it as a fad, and others rightly indicate that there is still a need for coherent analysis of robotics in the classroom to assess the impact on education and engagement. In this work, we argue that for robotics to be effectively incorporated into the educational pipeline, there is a need for a comprehensive robotics curriculum. Such a curriculum should be designed to be intentionally flexible; however, its development would enable principled study in a variety of learning environments and over the long term. We propose the nature of the standard curriculum and present recommendations on how it can be practically applied. Our aim in the long term is to provide resources that will elevate robotics education. The existence of these resources will advance the current level of understanding from anecdotal and short-lived inquiry so that robotics education can be evidence-based and sustainable.

HRI Education Workshop: How to Design and Teach Courses in Human-Robot Interaction

This workshop aims to share best practices for teaching courses in Human-Robot Interaction (HRI). The main focus is on undergraduate and graduate education and training, but K-12 and informal learning environments are also of interest. HRI is still a relatively new field with no standardized textbook or curriculum. Furthermore, HRI education requires an interdisciplinary approach, which poses challenges for both students and instructors. This workshop will bring together researchers and educators to discuss strategies for designing and teaching HRI to students with diverse backgrounds and skill sets.

AC Circuit Analysis

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A study of the effect of instructional media in an undergraduate electrical circuits course

Studies have demonstrated that instructional media play an important role in instructorspsila teaching and studentspsila learning. The purpose of this study is to assess the studentspsila preferences for different instructional media and the impact of different instructional media on the studentspsila learning and course-related behavior in an undergraduate electrical circuitpsilas course. The instructional media under study are: computer-based PowerPoint presentation, whiteboard only, combination of PowerPoint and whiteboard and combination of printed handouts and whiteboard. In this study, nine sections of Introduction to Electrical Circuits sections were taught by 6 instructors using different instructional media. All the instructors used a common syllabus, labs, homework, and tests. Two midterm exams and one final exam were used to assess the learning effectiveness of different instructional media. At the end of the quarter, a questionnaire was collected from participating students to measure their preference for the instructional media. To understand the course related behavior, each of the instructors were asked to assess their studentspsila behavior in terms of attendance, amount of classroom interaction, percent of homework completion and Web logins.

Work in progress -a study of how real-world engineering experience can affect women’s academic career

Growing evidence has suggested that industry-sponsored project experience, where the student is paid, can provide students with a real-world perspective that enhances the studentpsilas academic experience. This experience is particularly valuable for female students because women may have less real-world exposure to applications in their chosen career path compared to their male counterparts. Sometimes internship experiences can be a negative experience for female students. Our working hypothesis is that internship experiences have the potential to affect female students more than male students, both positively and negatively The focus of this paper is to determine if there are significant gender differences resulting from studentspsila internship experience on academic performance and attitudes about their future career choice.

The Re-Design of an Introductory Circuits Course Based Upon Student Demographics

This paper presents a comparative study for an introductory circuits theory course at Tennessee State University College of Engineering, Technology, and Computer Science. DC Circuit Analysis is a course required by all engineering majors including civil, architectural, mechanical, and electrical. This course is the gateway to all future engineering courses and an integral part of the students introduction to engineering problem solving, analysis, and critical thinking. The introductory circuits course was re-designed in Fall 2003 to include collaborative learning teams, in-class activities, partial lecture notes, and a more facilitative student-centered learning environment. In Fall 2004, the course was revised yet again to include cooperative learning teams, team assignments, and concept questions. In this analysis, statistics for the course from Fall 2000 to Spring 2003 will be compared to the revised course to identify any statistical difference. Finally, the results of the comparison will be used to identify any additional course modifications necessary to improve student success