Abstract
A master's level subject with one open-ended project spanning the full duration of the subject can offer powerful experiential learning opportunities where students apply their knowledge to both detailed sub-system design and system-level integration. Differential-drive robots can provide a basis for formulating projects that are sufficiently complex, both in terms of the range of concepts required to complete the project and the time required for a student team to bring a working prototype to fruition. In this paper, we present a new subject created to utilize project-based learning pedagogies for a semester-long project based on robots performing a task motivated by an autonomous warehouse application. We describe the level-of-detail that automatic control concepts were explicitly taught in the subject versus their application to the project being self-directed by the student team, and we provide discussion on challenges encountered and opportunities for improving our project-based learning implementation.
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