2026 ASEE Annual Conference & Exposition

WIP: Soft Robotics as a Learning Platform: A Case Study on Using a McKibben-Muscle-Powered Module for Teaching Fluid Mechanics Concepts

Presented at Mechanical Engineering Division (MECH) Poster Session

Soft robotics is an emerging subfield of robotics that enables the development of highly flexible and adaptable systems. While robotics is frequently incorporated into engineering curricula to teach topics such as mechanical design and machine design, its integration into thermo fluid sciences remains limited. Because commonly used fluidic driven soft robotic actuators operate through fluid power, they offer a valuable context for making abstract fluid mechanics concepts more tangible while simultaneously introducing students to emerging technological applications.
This ongoing study investigates the implementation of a soft robotics module in an undergraduate fluid mechanics course and examines its potential effects on both students’ conceptual understanding of fluid mechanics and their awareness of soft robotics. Twenty-two students are participating in a seven-week, project-based module in which they fabricate McKibben muscles using latex balloons and nylon sleeves that are pneumatically actuated using syringes. These actuators are used to compress intravenous (IV) fluid bags and pump fluid to a target height, modeling the pumping action of the human heart. Students collect and analyze pressure data from both the pneumatic actuator and the fluid system, perform relevant calculations, and propose potential commercial applications for McKibben muscles. The module emphasizes key concepts including pneumatic actuation, compressible versus incompressible flow, manometry, and pumping dynamics.
To evaluate the educational impact of this module, students will complete a post-module survey designed to assess both learning outcomes and student perceptions. The survey will collect feedback on content relevance, the effectiveness of hands-on engagement, perceived understanding of fluid mechanics concepts, awareness of soft robotics, overall satisfaction, and areas for improvement. Quantitative and qualitative analyses will be employed to identify patterns in student responses and inform future iterations of the module.
This work promotes soft robotics as a promising pedagogical tool for enhancing engagement, contextualizing theoretical fluid mechanics principles, and introducing interdisciplinary applications in engineering education. The findings will contribute to broader discussions on integrating emerging technologies into core engineering curricula to support active and experiential learning.
Presentation preference: Postcard

Authors

Markus Saleem Lewis Rowan University [biography]

Markus Lewis is an undergraduate mechanical engineering student at Rowan University, expected to graduate in 2026. He is a member of the Cultivating Soft Robotics Clinic at Rowan University, where he has spent the past two years working on soft robotics projects and developing educational modules in fluid mechanics. His research interests include advanced manufacturing and material properties.
Joseph Richard Midiri Rowan University [biography]

Joseph “Joey” Midiri is an adjunct professor and master’s student in Mechanical Engineering at Rowan University. He received a B.S. in Mechanical Engineering from Rowan University in 2024 and an A.S. in Engineering from Atlantic Cape Community College in 2022. His research interests include soft robotics, student teaching project design, and reflective learning within engineering education.
Dr. Mitja Trkov http://orcid.org/0000-0001-8556-7214 Rowan University [biography]

Dr. Mitja Trkov is an assistant professor in the Department of Mechanical Engineering at Rowan University, NJ. His research interests include soft robotics, human-machine interactions, wearable system, ergonomics, and biomechanics. Before joining Rowan, he was a postdoctoral fellow in the Department of Mechanical Engineering at the University of Utah in Salt Lake City, UT. He received his Ph.D. degree in Mechanical and Aerospace Engineering from Rutgers University, New Brunswick, NJ in 2016 and his B.S. degree in Mechanical Engineering from the University of Ljubljana, Slovenia in 2007.
Prof. Wei Xue http://orcid.org/0000-0001-6550-5366 Rowan University [biography]

Dr. Wei Xue is a Professor of Mechanical Engineering at Rowan University. He received his B.S. and M.S. degrees in Electrical Engineering from Shandong University in China and his Ph.D. in Mechanical Engineering from the University of Minnesota, Twin Cities. His research focuses on functional materials, soft robotics, and engineering education.
Dr. Smitesh Bakrania http://orcid.org/https://0000-0003-0663-0241 Rowan University [biography]

His research interests include combustion synthesis of nanoparticles and combustion catalysis using nanoparticles. He is currently involved in developing educational apps for instructional and research purposes.
Cassandra Sue Ellen Jamison http://orcid.org/0000-0002-0253-1636 Rowan University [biography]

Cassandra (Cassie) Jamison is an Assistant Professor in the Experiential Engineering Education Department at Rowan University (Glassboro, NJ). Her research interests focus on understanding and improving the learning that occurs in experiential, out-of-class activities for engineering students. Cassie previously received a B.A. in Engineering Sciences at Wartburg College (Waverly, IA) and her M.S. and Ph.D. degrees in BME from the University of Michigan (Ann Arbor, MI).
Dr. Aditya Dilip Lele http://orcid.org/https://0000-0002-1558-1560 Rowan University [biography]

Dr. Aditya Dilip Lele is an assistant professor in the department of mechanical engineering at Rowan University. His undergraduate teaching interests cover thermal-fluid sciences and simulations. With help from more experienced colleagues, he is interested in making the classroom experience engaging for all his students. He is always looking for innovative ways to make his classes interactive.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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