IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.

The work presented in this Full Paper is categorized as Innovative Practice, as per FIE guidelines. Robofest is a worldwide robotics competition program for students in 4th-12th grade and college. Student teams design, construct, and program their autonomous robots in a variety of competition categories. In the 2019–2020 academic year, due to the COVID-19 pandemic, we designed an innovative and novel online robotics competition format using Zoom Webinar tools rather than cancelling the world championship competition. The purpose of this paper is to show how we designed, implemented synchronized online robotics competitions, and to analyze the results and efficacy of the Robofest Online World championships (ROWC). One hundred and fifty-three teams comprising of 360 students competed in three age divisions and six categories held weekends from Aug. 28 through Oct. 10, 2020. Most teams set up playing fields at home and we trained judges online prior to the competitions. We sent the description of an unknown game ending task and unknown playing field factors to local volunteer judges at the same time just before the 30-minute work time on the competition day. After checking to make sure that all the teams were ready to play, we sent the game start signal to all the teams at the same time through Zoom. The local judges scored the runs and submitted videos to the Robofest office for score verification. Robofest office staff also proctored the competitions through Zoom screens for fair competition results and maximum learning opportunities. It was an innovative practice of using online conference tools to organize the world's first unique “synchronized” online autonomous robotics competitions for engineering and computing education. Anonymous coach & judge survey results after the ROWC showed that the satisfaction rate was better than the in-person competition surveys of previous years. Additionally, 95 % of students surveyed after the ROWC exposure said that they would now consider a career involving STEM versus 91 % of students surveyed after the 2019 in-person competitions.

AbstractRobotics competitions for K-12 students are popular, but are students really learning and improving their Science, Technology, Engineering, and Mathematics (STEM) scores through robotics competitions? If they are, how much more effective is learning through competitions than traditional classes? What is the best robotics competition model to maximize students' STEM learning? One robotics competition designed to promote the use of math and science is Robofest. Robofest is an autonomous robotics competition with some unique features for STEM education. An example is that students need to solve unknown problems on the day of the competition. The Robofest competition requires the use of mathematics and sensors which discourages dead reckoning. Results from 5th-12th graders who completed a STEM assessment before and after the Robofest competitions found students in the Robofest group showed improvement and achieved higher scores in math and science after the competition. These results suggest robotics competitions modeled after Robofest have the potential to improve STEM learning.IntroductionWe believe computer programming and robotics are powerful learning tools for children (Papert, 1980). Robots first appeared in U.S. classrooms for educational purposes more than 20 years ago (Bers & Portsmore, 2005; Cejka, Rogers & Portsmore, 2006; Chambers & Carbonaro, 2003; Groff & PomalazaRaez, 2001; Kolberg & Orlev, 2001; Whitman & Witherspoon, 2003). More recently, several informal learning environments have started to combine computers and robots through such programs as after-school, computerized, autonomous robotics programs and robotics competitions (Barker & Ansorge, 2007; Chung & Anneberg, 2003). Robotics competitions engage participants in fixed and open-ended activities, and as suggested by Fred Martin (2000), one of the inventors of the popular LEGO robotics platform, open-ended exhibitions might promote more creativity than fixed game competitions. Furthermore, the use of autonomous robotics in formal and informal learning environments improves math and science learning, as well as critical thinking and problem solving skills (Matson, DeLoach & Pauly, 2004; Robinson, 2005; Weiss, 2004; Ricca, Lulis & Bade, 2006; Wagner, 1998).The characteristics of robotics-based pedagogy provide at least the following five key advantages over traditional pedagogy in teaching the theory and practice of STEM: (1) integration of STEM topics in a multidisciplinary fashion, (2) efficient transformation of abstract concepts into concrete learning modules for students, (3) combination of STEM theory with its practice, (4) hands-on learning that is active and engaging, and (5) a highly enjoyable and motivating learning environment.Beginning in 2000 and continuing annually over the next fourteen years, we have utilized the robotics-based pedagogy through an autonomous robotics competition, Robofest (www.robofest.net), to teach STEM skills to over 12,000 pre-college students (Chung, 2011; Chung & Sverdlik, 2001; MacLennan, 2010). Robofest has become an international competition, engaging teams from 13 US States (Michigan, Ohio, New Hampshire, Texas, Florida, California, Washington, Missouri, Hawaii, Colorado, Indiana, Minnesota, and Louisiana), and 8 countries (Canada, Mexico, United Kingdom, South Korea, Singapore, France, India, and China).Goals and features of RobofestRobofest challenges student teams to design, build, and program autonomous robots that embrace and naturally associate with STEM components. The two ultimate goals of Robofest are:* Goal 1: Get students interested in STEM subjects and careers* Goal 2: Increase preparedness for successful college education by increasing knowledge of STEM topicsTo accomplish our goals effectively, we have introduced the following unique and innovative features into Robofest.Affordable for all studentsRobofest is one of the most affordable autonomous robotics competitions in the nation. …

In order to get students interested in STEM (Science, Technology, Engineering, and Math) areas and to increase preparedness in STEM subjects for successful college education, we developed a STEM curriculum connecting music based on Lego® NXT robots and Java MIDI programming. Through this, we are able to teach the STEM subjects in-depth and create interactive musical robots by emphasizing the computer science behind it. According to surveys from the first summer camp in summer 2013 with eleven high school students, the camp achieved the aforementioned goals and we believe it is a STEAM learning environment that could be effective in student recruitment and retention in STEM.