2023 ASEE Annual Conference & Exposition

This paper presents the design and first-time offering of a convergence engineering course, “Introduction to Autonomous Robotic Systems,” where students from four engineering majors worked in interdisciplinary teams to create submarine robots and accomplish complex autonomous missions. The technical knowledge covered in the course included: robot design, mechanical analysis, sensing and actuation, electrical system design, guidance, navigation, control, robot operating system, computer vision, object recognition, and mission planning. The students are engaged in a whole project cycle within one semester, such that they can experience how engineers with different backgrounds work together to solve real-world problems. The course plays multiple roles in the engineering curriculum, filling up the knowledge gaps left between majors, improving students’ knowledge in and out of their majors, providing students with practical experience for internship or job interviews, and raising students’ interest in engineering. Students’ learning outcomes were assessed in three presentations, a demonstration, and a report. This course was designed and piloted at the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. More than two in three students in the college are LatinX, and many are first-generation students. Many of these students may not have opportunities for practical engineering training without this course. In a survey conducted at the end of the course, students reported improvement in all of the following three areas: (1) knowledge and skills in and out of their majors, (2) self-efficacy in solving complex problems in diverse team settings, and (3) soft skills such as leadership, collaboration, and public speaking. Many students indicated the course offered very valuable real-world experience during their engineering education. Students also commented that this course experience is challenging but inspiring and motivating for them to pursue engineering careers. Their responses to open-ended questions revealed a high level of engagement and enthusiasm about the interdisciplinary team-based learning experience.