The Mechatronics Education Repository is a rich library of shared resources. Browse the curricula and syllabi of mechatronics programs and courses, student projects, research papers focused on mechatronics education, whitepapers, presentations and videos from workshops, and much more.
Bachelor of Science in Electrical or Mechanical Engineering - Mechatronics Concentration
Tennessee Technological University
Mechatronic engineering is a discipline that combines mechanics, electronics, controls and computing in the design of products and manufacturing processes. The TTU Mechatronics concentration prepares engineers that are familiar and competent with cutting-edge technology in both mechanical, electrical and computer engineering and are prepared to develop innovative products to address societal needs.
To read the full description of this and other Mechatronics programs, visit the Forum, click 'Repository' on the main menu and browse the Curricula and Syllabi section.
Synergie between Mechatronics and Industrial Engineering Curricula
Mechatronics Education Innovation Webinar Series
In the recent webinar, Dr. Nebojsa Jaksic from Colorado State University-Pueblo talked about two mechatronics engineering programs (B.S. and M.S) at his institution. As a founder of these programs, Dr. Jaksic discussed the programs, teaching/engagement principles, and the synergy with other engineering programs, interdepartmental and system-wise, as well as the hiring principles. He also described the labs supporting courses and the research in mechatronics performed at CSU-Pueblo and addressed the aspirations and role of CSU-Pueblo in the community.
To watch the webinar recording, visit the Forum, click 'Repository' on the main menu and browse the Webinars: Mechatronics Education Innovation section.
Lessons Learned Flipping a Mobile Robotics Course
The goal of this paper is to describe the motivation, process and results of converting a traditional mobile robotics classroom into a flipped one. Mobile robotics has been taught at this university for 10 years and the course has proven to be very successful. The challenge with this success is that there is only one instructor, one section, once per year with an enrollment cap of 24 students. These constraints are due to faculty workload, classroom size as well as available robots. Although more robots can be purchased, it is not possible to add more faculty to teach the course or change the classroom. The other challenges are the need to elevate the laboratory assignments to focus on high level technical aspects of mobile robotics control and provide more student assistance. In order to resolve this dilemma, the author feels that there must be more time in class to focus on the laboratory recitation and assignments while emphasizing background theory both online and in class. Therefore, in winter quarter 2016 the mobile robotics course was flipped to resolve some of these challenges. The lectures were moved online and the classroom time was spent on lab recitation, implementation, and demonstration. This paper will summarize the process of designing the flipped mobile robotics course as well as a presentation of the preliminary results of the first offering as compared to the traditional course.