Enhancing Programming Industrial Robots Course through Integration of the Entrepreneurial Mindset

Maged Mikhail; Khalid H. Tantawi; Jeffrey Ma

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 1: Robotics and Bio-Inspired Projects
Tagged Division: Entrepreneurship & Engineering Innovation Division (ENT)
Page Count: 16
DOI: 10.18260/1-2--43361
Permanent URL: https://peer.asee.org/43361
Download Count: 176

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Paper Authors

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Maged Mikhail Purdue University Northwest

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MAGED B. MIKHAIL, PhD., is Associate Professor, Mechatronics Engineering Technology at Purdue University Northwest. He received his PhD in Electrical Engineering from Tennessee State University, Nashville, Tennessee (2013), M.S., Electrical Engineering, Tennessee State University, Nashville, Tennessee (2009) and B.S.,
Electrical Engineering, University of El Mina Cairo, Egypt (2001). His dissertation title was “Development of Integrated Decision Fusion Software System For Aircraft Structural Health Monitoring” and thesis title was “Development of Software System for Control and Coordination of Tasks among Mobile Robot and Robotic Arm.”

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Khalid H. Tantawi University of Tennessee at Chattanooga orcid.org/0000-0002-2433-6815

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Dr. Khalid Tantawi is an Assistant Professor of Mechatronics at the University of Tennessee at Chattanooga . He holds a PhD and MSc. in Electrical Engineering from the University of Alabama in Huntsville, and a double MSc. in Aerospace Engineering from the Institut Superieur de l’Aeronautique et de l’Espace and University of Pisa. He served as a Program Evaluator for ABET- ETAC commission, as a trainer for Siemens Technik Akademy, and was the elected chair of the Engineering section of the Tennessee Academy of Science in 2022 and 2017. His research interests include MEMS, Lipid Bilayer Membrane sciences, and advanced manufacturing.

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Jeffrey Ma Saint Louis University

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Dr. Jeff Ma is Associate Professor of Mechanical Engineering at Saint Louis University. Dr. Ma attended KEEN Foundation-funded programs and workshops to learn fundamental pedagogical techniques of EML, ACL, and PBL to instill entrepreneur mindset into engineering students.

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Abstract

Development of engineering students’ entrepreneurial mindset is critical to better prepare them for entering a global workforce driven by technological solutions and new product development. Fortunately, the Kern Entrepreneurial Engineering Network (KEEN) has provided resources for higher education engineering programs across the United States to modernize their curriculum through integration of the entrepreneurial mindset and the 3C’s (curiosity, connections, and creating value). However, unfortunately, limited literature is available which highlights the effectiveness of the newly developed entrepreneurially minded curriculum, in particular for engineering technology courses. The purpose of this study is to highlight findings and lessons learning as a result of integrating the entrepreneurial mindset (in addition to bio-inspired design and STEAM) into the engineering technology classroom. Specifically, curriculum changes were implemented into a course on programming industrial robots (as part of the minor in robotics). This course is designed for teaching technology students how to install, maintain, and work with industrial robots through real world applications. This course also assists students in discovering the capability of industrial robots to perform many jobs and jobs and real-world applications that could be both unsafe and unpleasant to people. As part of the integration of the new interdisciplinary project (crossing the realms of entrepreneurially minded learning, STEAM, and bio-inspired design), students completed a photovoice metacognitive reflection aimed to understand their perceived learning outcomes. Preliminary thematic analysis conducted on the metacognitive reflections showcase three core patterns within the data. First, students generally highlighted increased engagement and motivation for the newly developed project. Second, students positively noted the opportunity to apply greater amounts of creativity to the newly implemented project. Third, students explained how STEAM was the core component allowing for interdisciplinary understanding within the new project. From a practical perspective, this study provides evidence of learning gains with curriculum when integrating EM + Bio + STEAM. In addition, this study shows how metacognitive reflections can be used to help students better understand the overarching benefit of completing the project, while at the same time providing the instructor with rich feedback for improving the course. The paper concludes with best practices and lessons learned so other practitioners can easily implement the new curriculum within their classroom.

Citation
Format

Mikhail, M., & Tantawi, K. H., & Ma, J. (2023, June), Enhancing Programming Industrial Robots Course through Integration of the Entrepreneurial Mindset Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43361

TY - CPAPER
AB - Development of engineering students’ entrepreneurial mindset is critical to better prepare them for entering a global workforce driven by technological solutions and new product development. Fortunately, the Kern Entrepreneurial Engineering Network (KEEN) has provided resources for higher education engineering programs across the United States to modernize their curriculum through integration of the entrepreneurial mindset and the 3C’s (curiosity, connections, and creating value). However, unfortunately, limited literature is available which highlights the effectiveness of the newly developed entrepreneurially minded curriculum, in particular for engineering technology courses.
The purpose of this study is to highlight findings and lessons learning as a result of integrating the entrepreneurial mindset (in addition to bio-inspired design and STEAM) into the engineering technology classroom. Specifically, curriculum changes were implemented into a course on programming industrial robots (as part of the minor in robotics). This course is designed for teaching technology students how to install, maintain, and work with industrial robots through real world applications. This course also assists students in discovering the capability of industrial robots to perform many jobs and jobs and real-world applications that could be both unsafe and unpleasant to people. As part of the integration of the new interdisciplinary project (crossing the realms of entrepreneurially minded learning, STEAM, and bio-inspired design), students completed a photovoice metacognitive reflection aimed to understand their perceived learning outcomes. Preliminary thematic analysis conducted on the metacognitive reflections showcase three core patterns within the data. First, students generally highlighted increased engagement and motivation for the newly developed project. Second, students positively noted the opportunity to apply greater amounts of creativity to the newly implemented project. Third, students explained how STEAM was the core component allowing for interdisciplinary understanding within the new project.
From a practical perspective, this study provides evidence of learning gains with curriculum when integrating EM + Bio + STEAM. In addition, this study shows how metacognitive reflections can be used to help students better understand the overarching benefit of completing the project, while at the same time providing the instructor with rich feedback for improving the course. The paper concludes with best practices and lessons learned so other practitioners can easily implement the new curriculum within their classroom.

AU - Maged Mikhail
AU - Khalid H. Tantawi
AU - Jeffrey Ma
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Enhancing Programming Industrial Robots Course through Integration of the Entrepreneurial Mindset
UR - https://peer.asee.org/43361
DO - 10.18260/1-2--43361
ER -