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About

Donald Richter’s research centers on engineering and engineering technology education, with a particular focus on robotics, automation, and innovation pedagogy. His most cited work, “Infusing An Interdisciplinary Automation Experience In Engineering Technology Education” (2020, 8 citations), explores the benefits of integrating hands-on, cross-disciplinary automation projects into undergraduate curricula. Richter is also known for a pioneering service-learning project that employed a humanoid robot to enhance therapy for children with autism spectrum disorder (2018, 5 citations), demonstrating how engineering can directly impact healthcare and community well-being. His other influential papers, including “Using Open Ended Undergraduate Robotics Projects to Teach Innovation” (2013, 2 citations) and “Using Course Projects to Infuse Innovation Throughout the Undergraduate Experience” (2020, 2 citations), advocate for embedding innovation and real-world problem-solving throughout the engineering curriculum. Collectively, Richter’s work has shaped how engineering technology programs prepare students for modern, interdisciplinary challenges, emphasizing experiential learning and social impact. His contributions are especially valuable for educators seeking to bridge technical skills with creativity and societal relevance.