A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results—Part I (original) (raw)
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A 10Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results - Part II
IEEE Transactions on Education, 2010
This paper describes the second and third phases of a comprehensive mechatronics curriculum development effort. They encompass the development of two advanced mechatronics courses ("Simulation and Modeling of Mechatronic Systems" and "Sensors and Actuators for Mechatronic Systems"), the formulation of a Mechatronics concentration, and offshoot research activities in the mechatronics area. The first phase involved the design of an "Introduction to Mechatronics" course and the infusion of mechatronic activities throughout the curriculum and in outreach activities and has been described in a companion paper "A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results-Part I" (IEEE TRANSACTIONS ON EDUCATION, vol. 53, no. 2, May 2010).
A 10Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results - Part I
IEEE Transactions on Education, 2010
This paper describes the second and third phases of a comprehensive mechatronics curriculum development effort. They encompass the development of two advanced mechatronics courses ("Simulation and Modeling of Mechatronic Systems" and "Sensors and Actuators for Mechatronic Systems"), the formulation of a Mechatronics concentration, and offshoot research activities in the mechatronics area. The first phase involved the design of an "Introduction to Mechatronics" course and the infusion of mechatronic activities throughout the curriculum and in outreach activities and has been described in a companion paper "A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results-Part I" (IEEE TRANSACTIONS ON EDUCATION, vol. 53, no. 2, May 2010).
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Based upon the feed-back from the industrial advisory board and needs of the local industry, the Engineering Technology Department in the Frank Batten College of Engineering & Technology at Old Dominion University has taken the initiative to develop an option within the existing Mechanical Engineering Technology program in the area of Mechatronics. Under this option, two new courses are being developed to meet the needs of local industry. For this purpose, an Introduction to Mechatronics course was developed and integrated into Mechanical Engineering Technology curriculum in the fall 2012 as a senior elective option choice. A second course, Mechatronics System Design is being planned as a follow-up course. In this paper, we present the motivation behind the development of these courses and the developmental effort that has gone in creating these senior electives for providing new competencies needed by industry and our future program graduates.
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Despite a world-wide interest in mechatronics education, there is no clear and consistent understanding of what mechatronics is, nor how, and at what level, it should be taught. The key challenge for mechatronics course designers is seen as that of ensuring an appropriate balance between depth and breadth while providing opportunities to enable students to practise integration. The paper discusses this in relation to a number of mechatronic themes. Factors influencing the design, structure and content of a mechatronics programme are discussed and suggestions made as to the possible core content of such a programme.
Teaching mechatronics engineering a challenge of the new century
One of the branches of the Engineering that more influences on the construction of our modern world is certainly MECHATRONIC ENGINEERING. Many definitions of Mechatronic exist, but more or less all talks about the technological integration of the mechanics, the electronics and computer science. A Mechatronic Engineer is a professional able to develop and to manage mechatronic systems, contributing to the development of the country by means of improvement of the industries for the profit of productive standards of worldwide class. Nowadays numerous challenges for the education of Mechatronics exist, among them are the following: The design and the putting in practice of the control continue being something own of the dominion of the specialist in controls. The controls and the electronics still are seeing like "additions" to the processes or equipments. Very few engineers of the industrial practice realize any class of physical and/or mathematical modeling. The mathematics is a matter considered more like an obstacle than like a matter that extends the capacities of the engineer. Very few engineers have the suitable balance between the analysis and hardware; essential for the success in Mechatronics. How to obtain the suitable balance between the knowledge of Mechanical and Electronic Engineering, Computation and Automatic control for the suitable formation of a Mechatronic Engineer who satisfies the increasing demands of the industrial development and the abilities that are required for this specialist. In the present work answers for these and other questions are offered.