Robotics Engineering: Assessing An Interdisciplinary Program

Abstract

In the spring of 2007, Worcester Polytechnic Institute introduced a BS degree program in Robotics Engineering. The degree program is a collaborative effort, involving faculty from the departments of computer science, electrical and computer engineering and mechanical engineering. The motivation for the program is twofold: First of all, the dramatic drop in the cost of sensors, computers and actuators is making possible entirely new classes of products, capable of both automating nontrivial tasks as well as performing functions not possible before. Secondly, robotics has proven to be an excellent means to excite pre-college students about science, technology, and engineering. While much of the technical foundation for the new program is drawn from Computer Science, Electrical, and Mechanical Engineering, we believe that Robotics Engineering is on the path to emerging as an independent discipline with its own intellectual goals and body of knowledge. Thus, graduates from the program are expected to exhibit mastery that is greater than simply knowing some computer science, electrical and mechanical engineering. Assessment of student learning therefore must go beyond measuring the mastery of the various knowledge domains contributing to the discipline. Here we discuss our current assessment results, the tools we have used, and our plans for continuing assessment.