University, Community College and Industry Partnership: Revamping Robotics Education to Meet 21st Century Workforce Needs

大学、社区学院和行业合作：改进机器人教育以满足 21 世纪劳动力需求

• 批准号: 1501335
• 负责人: Aleksandr Sergeyev
• 金额: $ 70.23万
• 依托单位: Michigan Technological University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-06-01 至 2020-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1501335&HistoricalAwards=false
• 关键词: University; Community; College; Industry; Partnership

This proposal led by Michigan Technological University in cooperation with Bay de noc Community College intends to improve STEM education by capitalizing on the appeal of robotics. It also supports industry demand for well-trained specialists capable of programming, maintaining, and troubleshooting modern robots. Development of an advanced, industry-driven, hands-on educational curriculum in robotic automation will improve the quality of STEM education for electrical engineering technology students at two- and four-year institutions. The software that is being developed will be freely available for adaptation, which will allow robotics to be taught even when the purchase of industrial robots is not feasible. Faculty development will include extensive training and industrial certification in robotics and automation. Partnership with a leading robotics manufacturer creates an important ongoing link between academia and industry ensuring the curriculum is regularly updated to meet emerging needs. K-12 teacher seminars will introduce advances in technology to those who play a pivotal role in inspiring future generations of engineering technologists. New robotics courses and equipment obtained in the project will attract interest of K-12 teachers and students, while simultaneously advancing undergraduate learning. As a result of the project, engineering technologists will enter the workforce prepared to adapt to the complex and changing demands of a high-tech workplace. Robotics is a valuable learning tool that can enhance overall STEM comprehension and critical thinking. The interdisciplinary construction of robots makes it a useful pedagogical tool for all STEM areas. The novelty of robotics is instrumental in attracting and recruiting diverse STEM students. In the classroom, a robotics platform advances students' understanding of both scientific and mathematical principles, develops and enhances problem-solving techniques, and promotes cooperative learning. There is also a strong need for industrial certification programs in robotics automation. The curriculum includes courses developed with the goal of providing students the occasion to configure and execute real-life, industry comparable, robotic scenarios with opportunity for certification. An external evaluator will contact industrial partners to verify that the curriculum effectively addresses industry needs. Student learning is being assessed using pre-test/post-test embedded testing methods. Evaluation methods focus on determining the effectiveness of course materials and instructional methods for the different student populations involved. Formative evaluation occurring during the course development and pilot stages is anticipated to inform adjustments for subsequent course offerings. Summative evaluation is anticipated to help determine how the project meets its objectives and document results for dissemination. The outreach portion of the project also entails evaluation when K-12 teachers, student camp participants and those involved at participating schools are surveyed to gauge impact. Project dissemination plans include a 2-day workshop for up to 12 faculty members. The goal of the workshop is to take the knowledge gained from curriculum development and the technical information gained from lab development, and combine it with robotics training to produce practical curriculum planning and strategies for developing courses similar to those piloted in this project.

这项由密歇根理工大学与Bay de noc社区学院合作提出的提案旨在通过利用机器人的吸引力来改善STEM教育。 它还支持行业对训练有素的专家的需求，这些专家能够对现代机器人进行编程，维护和故障排除。 在机器人自动化领域开发先进的、行业驱动的、实践性的教育课程，将提高两年制和四年制院校电气工程技术学生的STEM教育质量。 正在开发的软件将免费提供，以供调整，这将使机器人技术能够在购买工业机器人不可行的情况下进行教学。 教师的发展将包括广泛的培训和机器人和自动化的工业认证。 与领先的机器人制造商的合作伙伴关系在学术界和工业界之间建立了一个重要的持续联系，确保课程定期更新，以满足新出现的需求。K-12教师研讨会将向那些在激励未来几代工程技术人员方面发挥关键作用的人介绍技术进步。该项目中获得的新机器人课程和设备将吸引K-12教师和学生的兴趣，同时促进本科学习。作为该项目的结果，工程技术人员将进入劳动力准备适应高科技工作场所的复杂和不断变化的需求。机器人技术是一种有价值的学习工具，可以提高整体STEM理解和批判性思维。 机器人的跨学科构建使其成为所有STEM领域的有用教学工具。 机器人技术的新奇有助于吸引和招募不同的STEM学生。 在课堂上，机器人平台提高了学生对科学和数学原理的理解，开发和提高了解决问题的技术，并促进了合作学习。 机器人自动化领域也迫切需要工业认证计划。 该课程包括开发的课程，旨在为学生提供配置和执行现实生活中，行业可比的机器人场景的机会，并有机会获得认证。 外部评估人员将与工业合作伙伴联系，以核实课程是否有效地满足了工业需求。 学生的学习正在使用前测试/后测试嵌入式测试方法进行评估。 评估方法的重点是确定课程材料和教学方法对不同学生群体的有效性。 预计在课程开发和试点阶段进行的形成性评价将为随后的课程设置调整提供信息。预计总结性评价将有助于确定该项目如何实现其目标，并将结果记录下来供传播。 该项目的推广部分还需要进行评估，对K-12教师、学生营参与者和参与学校的参与者进行调查，以评估影响。 项目传播计划包括为期2天的研讨会，最多12名教员。研讨会的目标是利用从课程开发中获得的知识和从实验室开发中获得的技术信息，并将其与机器人技术培训联合收割机结合起来，以制定实用的课程规划和策略，开发类似于本项目中试点的课程。