1. The University of Detroit Mercy has developed three new courses in mechatronics over the past seven years through collaboration between mechanical and electrical engineering faculty. 2. These courses - Introduction to Mechatronics, Modeling and Simulation of Mechatronic Systems, and Sensors and Actuators - form the basis for a potential new undergraduate concentration in mechatronics. 3. Establishing a new concentration area faces challenges within the constraints of the existing curriculum at the small college, including determining what existing requirements could be replaced or adjusted to accommodate specialized mechatronics content.

1. Session F3F
0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN
35th
ASEE/IEEE Frontiers in Education Conference
F3F-7
Work in Progress - The Outgrowth of Mechatronics
Curriculum Development Efforts: An Undergraduate
Concentration in Mechatronics
Shuvra Das1
, Mohan Krishnan2
, and Sandra A. Yost3
University of Detroit Mercy, Detroit, MI 48221
1
Shuvra Das, Department of Mechanical Engineering, University of Detroit Mercy, dass@udmercy.edu
2
Mohan Krishnan, Department of Electrical & Computer Engineering, University of Detroit Mercy, mohank@udmercy.edu
3
Sandra A. Yost, Department of Electrical & Computer Engineering, University of Detroit Mercy , yostsa@udmercy.edu
Abstract – Today it is very important for engineering
programs to have their traditional program streams vested
with clearly identifiable themes for each concentration
area within a program, and for each theme to have a clear
connection with all of the associated course requirements
of an area. Over the past seven years three new courses in
Mechatronics have been developed at the University of
Detroit Mercy for both ME and EE students, through a
collaborative effort between faculty from the Mechanical
and Electrical Engineering Departments. These are
“Introduction to Mechatronics”, “Modeling and
Simulation of Mechatronics Systems”, and “Sensors and
Actuators”. Using these developments as a springboard,
an effort is currently underway to investigate the
formulation of a new undergraduate concentration area in
Mechatronics as part of the Bachelor’s Degree in
Mechanical Engineering. This paper outlines the effort,
including the difficulties associated with having to work
within the constraints of an existing curricular framework
in a small college.
Index Terms - Curriculum development, Curriculum
innovation, Mechatronics concentration, Mechatronics
curriculum.
INTRODUCTION
Over the past several years three phenomena have necessitated
a reexamination of engineering curricula: (a) globalization and
the attendant outsourcing of certain types of engineering jobs,
(b) technological advancements [1], [2], and (c) the learning
characteristics of the current generation of students. It has
been surmised that despite the effects of globalization
America will continue to lead the world in terms of
engineering innovation and new product development [3]. But
in order to attract and retain a new generation of learners,
engineering curricula need to be renovated to optimize the
inculcation of the skills that are relevant today. High on this
list are systems engineering skills that span multiple
disciplines, set in a curriculum that is thematically integrated
across all its course offerings.
The authors of this paper have been associated with two
NSF-funded grants to develop courses in the mechatronics
area. The first grant involved a curriculum-wide introduction
of a mechatronics theme [4], centered on the development of
an “Introduction to Mechatronics” course at the senior level.
The second grant which is ongoing supports the development
of two additional senior level courses. The first course,
“Modeling and Simulation of Mechatronic Systems” was
offered for the first time in Winter 2005. The second course,
“Sensors and Actuators for Mechatronic Systems” is currently
being designed and will be offered in Fall 2005.
MECHATRONICS COURSES DEVELOPED
I. E478: Introduction to Mechatronics
The course features a significant hands-on, team/project-based
focus, culminating in a capstone design experience. The
necessary theoretical background is integrated with the hands-
on activities as needed. While students have had some of the
theory in prerequisite courses, they have never considered the
integration of mechanical, electronic, controls, and computer
knowledge in a single system. The theoretical topics covered
are: a) the mechatronics concept, b) mechanical system
modeling, c) actuators, d) mechanisms, e) microcontrollers, f)
signal conditioning, g) data acquisition, h) sensors, and i)
controls. It should be noted that the coverage is at a basic
level with the main objective being to create an awareness of
mechatronic systems
The first four weeks are spent developing the necessary
background in the critical competency areas of mechatronics.
The Toddler robot kit [5] is introduced to the class at that
point. In subsequent weeks the theoretical coverage
progresses hand-in-hand with the exercises that are assigned
with the Toddler robot – the class meets alternately for lecture
and laboratory. Six different exercises are carried out with the
Toddler before the capstone design is assigned. These
exercises are designed such that the students learn about
microcontroller interfacing, functioning of different kinds of
sensors and actuators, and algorithm development and
implementation.
For the team-based capstone project real-time
programming techniques are used to develop an algorithm for

2. Session F3F
0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN
35th
ASEE/IEEE Frontiers in Education Conference
F3F-8
the toddler to stay on a table-top at all times, while walking
along the edge of the table and avoiding both big and small
obstacles. To achieve this three different sensors are used -
infrared to avoid large obstacles, a bump/proximity sensor to
avoid small obstacles and an ultrasound sensor to detect the
table edge. In the real-time algorithm the sensors are
prioritized so that the more immediate need takes precedence.
II. E479: Modeling and Simulation of Mechatronics
The topics covered were: a) introduction to mechatronic
system modeling, b) systems, subsystems, components, c)
multiport systems and the concept of bondgraphs, d) simple
mechatronic elements in systems and construction of
bondgraphs, e) causality and governing equations, f) system
models and computer simulation, g) modeling and analysis of
linear systems, h) modeling automotive mechatronic systems,
motors, drive trains, vehicle dynamics, i) control systems, and
j) capacitive, inductive, magnetic, hydraulic transducers.
Student work in this course consisted of homework
assignments on the topics covered in class, computer projects
on simulating mechatronic systems, and a capstone project.
The simulation exercises were performed on 20-Sim [6], a
bond graph-based simulation tool. Students worked in groups
of three on the capstone project. They were assigned to pick a
mechatronic system from published literature, model and
simulate the system, and present their results in oral and
written form.
III. E452: Sensors & Actuators
This course is currently being developed for Fall 2005. The
objective of the course is to provide an overview of common
sensors and actuators that are used in mechatronic
applications, including those that are part of emerging
technologies such as MEMs. The theory of sensors and
actuators will be developed based on a categorization of the
underlying principles of transduction between electrical and
mechanical domains rather than in terms of specific areas of
application. Of course, each transduction mechanism will be
accompanied by discussion of appropriate applications. The
advantage of this mode of coverage is that it establishes a
better framework for extension through lifelong learning to the
sensors and actuators of the future. Experimental artifacts,
some in the form of hands-on student exercises and others in
demo form, involving sensors and actuators will be used
throughout the course to reinforce theory. Students will be
taught LabView [7], which will be the primary language used
to interact with sensor and actuator setups in conjunction with
a PC. Case studies involving the use of sensors and actuators
in mechatronics applications will also be used.
INTEGRATION INTO A MECHATRONICS
CONCENTRATION AREA
There is enough distinctive content to justify the case for
developing a separate undergraduate program in mechatronics
engineering, following in the footsteps of other non-traditional
and interdisciplinary programs such as biomedical
engineering, systems engineering, etc. Although the
importance of mechatronics as a new area of expertise is being
acknowledged by most academics in the US, we could not find
any mechatronics engineering program at a US university.
Many universities have introduced one or more courses in the
area, for example University of California (Berkeley),
Colorado State University, Virginia Polytechnic, and
Rensselaer Polytechnic. These single courses or multiple
course sequences are generally offered as technical electives
in the ME curriculum. On the other hand some Canadian,
European, and Australian universities are offering
undergraduate degree programs in Mechatronics made up of
courses from ME, EE, and CS.
We are exploring the possibility of offering an
undergraduate degree program in mechatronics at UDM.
From our discussions it is quite clear that we need to take
small steps, so first we are starting with a mechatronics
concentration area. The three upper level courses that we have
developed are a good beginning. In addition, for the last two
years the senior capstone design courses of the ME and EE
Departments has been a joint exercise, in which students
design and build an autonomous ground vehicle. But to take
the next step – a mechatronics program - several other
questions need to be answered, such as employer perception of
the new program vis-à-vis the traditional disciplines, specific
content, accreditation, etc. Additionally, for a small college
like ours it is not easy to create entirely new support courses
for the new program, which would be the ideal situation. We
would have to incorporate at least some of the existing lower
level courses serving the other concentration areas. In terms
of determining the content it is rather easy to determine what
needs to be added. However, determining what needs to be
subtracted from the traditional ME or EE program is a
formidable task. Early indications are that there is a lot of
enthusiasm among students for mechatronics. A more
detailed discussion of the challenges involved in defining a
viable and distinctive new area of concentration, while
reconciling it with heritage requirements in the existing
curriculum will be provided at the conference.
ACKNOWLEDGMENT
This work was supported by NSF CCLI award ID # 0309719.
REFERENCES
[1] Paul Wallich, “Electrical Engineering’s Identity Crisis: When Does a
Vast and Vital Profession Become Unrecognizably Diffuse?”, IEEE
Spectrum, November 2004, pp. 66-73.
[2] Peter Huber and Mark Mills, “The End of the M.E.?”, Mechanical
Engineering, May 2005, pp. 26-29.
[3] Dan McGraw, “Putting it into Perspective”, ASEE Prism, January 2004,
pp. 24-29.
[4] Sandra Yost, Mohan Krishnan, Shuvra Das, "Mechatronics: A
Comprehensive, Interdisciplinary Curriculum Development Initiative”,
Proceedings of the 1999 IEEE/ASEE Frontiers in Education
Conference, San Juan, PR, November 1999.
[5] The Toddler Robot, Parallax Inc., http://www.parallax.com/index.asp.
[6] 20-Sim Bond Graph Software, http://www.20sim.com/.
[7] LabView Software, http://ni.com/.