An Undergraduate Robotics Course Emphasizing Integrated System Design and Multidisciplinary Team Work

59工程制造项目的目标是开发一门多学科的机器人课程，强调机器人技术的集成系统开发性质和跨职能的团队合作。该项目适应了CMU的通用机器人课程、Swarthmore学院和Bryn Mawr学院联合开发的机器人构建实验室项目，以及Drexel大学开发的机器人工具。这门普通机器人课程面向电气和计算机工程、计算机科学、机械工程和工业工程的本科生。因此，它通过调查与机器人相关的不同领域来强调机器人的多学科性质。本课程采用动手讲授的方式教授这门课程，其中实验室练习是课堂材料的补充。这为不同工程领域的学生提供了一个机会，体验他们的学科如何与其他学科相结合。课程的另一个方面是创建由来自不同领域的学生组成的跨职能团队，以开发一个机器人项目。这是一次重要的经历，为学生提供了学习在多学科团队中发挥作用的机会。为了加强这种学习体验，我们提供了一些材料，向学生讲授团队合作和团队动力的原则。材料的改编包括两大创新。第一个是包括专门关于团队合作和集成系统设计的材料。第二个创新是这门课程的教学方式。这涉及到为每个领域开发足够详细的材料，以便任何一到两名工程教员可以教授这门课程。

59 Engineering-ManufacturingThe objective of the project is to develop a multidisciplinary robotics course that emphasizes the integrated system development nature of robotics and cross-functional teamwork. The project adapts aspects of the General Robotics course at CMU, the Robot Building Laboratory Project developed jointly at Swarthmore College and Bryn Mawr College, and robotics tools developed at Drexel University. This General Robotics course is available for undergraduate students of Electrical and Computer Engineering, Computer Science, Mechanical Engineering, and Industrial Engineering. Accordingly, it emphasizes the multidisciplinary nature of robotics by surveying the different fields with respect to robotics. The course uses a hands-on approach to teaching the subject where laboratory exercises complement lecture material. This provides students in the different engineering fields an opportunity to experience how their discipline interfaces with other disciplines. Another aspect of the course is to create cross-functional teams comprised of students from the different areas to develop a robotics project. This is an important experience that provides students opportunities to learn about functioning in multidisciplinary teams. To enhance this learning experience, material is presented that teaches students principles of teamwork and group dynamics. The adaptation of the materials includes two major innovations. The first is to include material specifically on teamwork and integrated system design. The second innovation is the way the course is taught. This involves the material being developed with sufficient detail for each area so that any one or two engineering faculty members may teach the course.