2026 ASEE Annual Conference & Exposition

Work In Progress: Strategies for Hybrid, Hands-on Courses in Robotics, Embedded Systems, and IoT

This project investigated the design and implementation of two novel graduate-level introductory courses in Embedded Systems and Robotics. These courses were unique in both format and delivery, as they combined a flipped classroom approach with a hybrid learning model. Lecture material was delivered asynchronously through pre-recorded videos, while on-campus students engaged in weekly hands-on lab sessions that emphasized discussion, demonstrations, and guided troubleshooting. Distance learning students received identical lab kits (including microcontrollers, resistors, MOSFETs, motors, servos, and robot chassis) and participated by watching recordings of the in-person lab sessions, supplemented by online office hours for additional support.
The central goal of this project was to explore effective methods for teaching hands-on, hardware-intensive engineering courses in a hybrid environment. Because such lab-based courses were rarely accessible to distance learning students, this teaching model represented a departure from traditional approaches. By documenting both successes and challenges, this work aimed to contribute a case study to the engineering education community that highlighted the opportunities and pitfalls of hybrid, hardware-based instruction.
To inform the case study, baseline data were collected at the beginning of the semester using a student poll designed to measure prior experience, skills, and familiarity with embedded systems and robotics. Additionally, weekly feedback surveys captured student perceptions of their learning experiences, challenges, and engagement throughout the course. This iterative feedback loop not only supported continuous course improvement during the semester but also provided critical insights for the analysis.
The outcomes of this work were twofold: (1) a reflective case study documenting the implementation and lessons learned, and (2) the groundwork for a more comprehensive, research-driven investigation in subsequent years into pedagogical strategies for hybrid hardware laboratory instruction.

Authors

Dr. Jonathan Jaramillo Cornell University [biography]

Dr. Jonathan Jaramillo is a lecturer in Systems Engineering at Cornell University, where he teaches and develops courses that bridge robotics, embedded systems, and connected technologies. His research lies at the intersection of robotics, computer vision, and agriculture, with a focus on creating intelligent systems that advance automation and perception in agricultural environments. He has taught Fast Robotics, Cyber-Physical Systems, and Computer Systems Programming; courses that integrate hands-on experimentation with real-world engineering challenges. In partnership with Arm, he is developing three new experiential courses: Introduction to Robotics, Creating Solutions with Embedded Systems, and Internet of Things. His classes are transdisciplinary, serving students from across engineering disciplines and emphasizing accessibility for distances learning students, project-based problem solving, design thinking, and the integration of hardware and software in the development of connected systems.
Dr. Margaret Webb http://orcid.org/https://0000-0002-3925-2120 Cornell University [biography]

Dr. Margaret (Maggie) Webb is postdoctoral associate at Cornell University. She holds a B.S. in Mechanical Engineering (Rice University, a M.S. in Civil Engineering, and a PhD in Engineering Education (Virginia Tech). Her research interests include STEM graduate and postdoctoral education, andragogy, understanding how academic systems influence researcher professional development, motivation, and agency.
Dr. Alexandra Coso Strong http://orcid.org/0000-0003-4988-361X Cornell University [biography]

As an associate professor in the School of Chemical and Biomolecular Engineering and the Systems Engineering Program at Cornell University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. She joined Cornell University after co-founding the School of Universal Computing, Construction and Engineering Education at Florida International University (FIU). As an assistant professor at FIU, she co-developed two degree programs, a Ph.D. in Engineering and Computing Education and a B.S. in Interdisciplinary Engineering. Prior to working at FIU, Alexandra served as an Assistant Professor of Systems Design and Engineering at Olin College. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa).

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