2026 ASEE Annual Conference & Exposition

A persistent challenge in undergraduate engineering education is bridging the gap between theoretical knowledge and practical design expertise. This paper presents a pedagogical model implemented in an upper-level Experimental Robotics course that replaces a traditional lecture-based format with a deeply integrated, hands-on curriculum. The core of this model is a sequence of scaffolded, low-stakes experimental modules that progressively build student competency in fundamental subsystems, including actuators, sensor integration, embedded control, and iterative mechanical prototyping. This cumulative learning culminates in a final project where student teams define a novel research question and subsequently design, prototype, and experimentally validate a unique mobile robot under strict budgetary and component constraints. Project development was significantly enhanced by access to the university’s Engineering Innovation Hub (EIH), which provided students with state-of-the-art resources, including advanced manufacturing, 3D printing, and fabrication technology. A structured project framework, including a formal proposal, mandatory weekly progress reports, and a final report formatted as a peer-reviewed research paper, ensures academic rigor.

The efficacy of this intervention is supported by significant quantitative gains in student outcomes, as measured by university-administered Course Instructor Feedback (CIF) surveys. The data indicate high levels of student engagement, with 95.7% of students agreeing that they “felt engaged in this course.” The effectiveness of the hands-on methodology is further supported by 95.7% of students affirming that “the assignments and activities of this course effectively promoted learning.” Furthermore, 91.3% of students rated the instructor’s stimulation of their interest in the subject matter as “Excellent” or “Very Good,” corroborating the success of the scaffolded structure in fostering an investigative mindset.

This pedagogical model demonstrates that strategically imposed constraints are a powerful tool for fostering engineering ingenuity. By limiting budgetary and component options, the course compels students to move beyond textbook solutions and engage in creative problem-solving, enhancing both their resourcefulness and critical thinking. The project-based structure necessitates a holistic approach, forcing a deep, practical appreciation for the multidisciplinary integration of mechanical, electrical, and software engineering. The results affirm the profound impact of an accessible, iterative learning cycle, which stands in contrast to traditional models that often isolate theory from practice. Ultimately, this approach cultivates graduates who possess not only core technical proficiencies but also a robust, investigative design competency—the ability to formulate, execute, and validate a research-driven engineering project. Therefore, the principles of scaffolded learning, resource constraint, and research integration presented in this paper offer a versatile and replicable framework for advancing hands-on curriculum innovation across diverse engineering disciplines.

This abstract addresses new teaching and learning strategies, specifically active and blended learning approaches in Electrical and Computer Engineering education. The full paper will provide a detailed analysis of assessment methods, course structure, and a comprehensive presentation of results to guide curriculum innovation. The authors would prefer a regular session presentation.