Using Robus In Electrical And Computer Engineering Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2220 Using ROBUS in Electrical and Computer Engineering Education François Michaud, Mario Lucas, Gérard Lachiver, André Clavet, Jean-Marie Dirand, Noël Boutin, Philippe Mabilleau, Jacques Descôteaux Université de Sherbrooke (Québec Canada) Abstract ROBUS (ROBot University of Sherbrooke) is an autonomous mobile robot designed to facilitate interdisciplinary engineering design in Electrical Engineering (EE) and Computer Engineering (CE). Its primary purpose is to serve as an integrated platform for a project called INGÉNIUS that introduces electrical and computer engineering simultaneously to a large group of first-year undergraduate students registered in these two distinct programs. Divided in thirty-five teams of six or seven, these students are being initiated to various aspects of electrical and computer engineering such as electric circuits, electronics, sensors and actuators, logic circuits and CPLD, microprocessors, real-time C programming, robotics, technical drawing and communication. This way, ROBUS gives hands-on technical and teamwork experiences early in the curriculum. The robot is used in six different courses, and an interdisciplinary team of professors also work together to coordinate these activities. At the end of the second semester, teams participate in a robot competition where the objective is to design an entertainment robot for children with learning disorders. For fourth-year students in EE and CE, ROBUS is used in more advanced undergraduate courses such as Microprocessor Interfaces, Real-Time Systems, Robotics Projects and also in one graduate course on Artificial Intelligence. The projects done in these courses are oriented toward giving more advanced capabilities to ROBUS, help developed complete autonomous robots and to teach specific concepts. This paper gives a description of ROBUS and how it is used in these activities. I. Introduction The Department of Electrical and Computer Engineering at the Université de Sherbrooke offers two distinct bachelor engineering degrees, one in Electrical Engineering and one in Computer Engineering (which has been initiated six years ago). Even though both programs share some activities and that students are placed in an environment that involves electrical and software considerations, students are still having difficulties integrating and applying the engineering knowledge and skills that they learn. To avoid this problem, we thought that more could be done to develop this ability early in the curricula. We also wanted to put students in situations closer to the reality of the profession by making them work on projects that involve multidisciplinary considerations, design and analysis abilities, autonomous learning, teamwork and communication skills.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it