A research-driven approach to undergraduate robotics education

Abstract

Robotics is a rapidly-progressing and applied subject. This paper advocates for a researchdriven model for modern robotics course design that, based on a principled approach, prepares students to consider and adopt recent results in their mechatronics applications. This view provides a rubric for defining a sufficient set of topics that give a broad overview of robotic technologies and provides a foundation for later (undergraduate) research experience. To address the inherently multidisciplinary nature of robotics, a modular co-teaching model is adopted in which separate sections are taught by different lecturers, who potentially span various academic departments. Evidence supporting this approach is illustrated from case studies of student projects in The University of Sydney’s Experimental Robotics course, MTRX 4700. Standard course surveys and class uptake over the past five years has been positive with the introduction of team teaching giving a 10 % improvement in overall student perception. By providing an engaging topic, a research approach, extensive mentorship, and an open-ended problem, the course not only meets learning objectives, but also promotes a research foundation supporting later undergraduate research opportunities.