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ENE Explorer Presentation
As K-12 education is continuously evolving to prepare learners for the future workforce, there’s been a growing emphasis on integrating emerging technologies like robotics into new curricula. However, robotics faces comparable challenges to STEM education in attracting and engaging diverse participants, highlighting a need for a more intentional approach to introduce robotics.

To understand current approaches, I started by reviewing 20 papers that studied high-school-level integration of robotics into formal/informal educational programs. From my synthesis, I infer that robots are traditionally used as toys, teaching aids, and extrinsic motivators for learners, revealing the underutilization of robotics. Rather than using robotics as mere supplements, how about we teach students the knowledge to design and operate robots, empowering them to solve personally relevant problems? This shift grants students agency, encouraging creativity and problem-solving. In this presentation, I spotlight some alternative modes of presenting robotics to not just broaden but also retain participation. 

Tags: Robotics, robotics education, K12, informal learning, diversity, equity, inclusion, gender stereotypes, barriers to STEM

Bio 
Yash Garje is a second-year graduate student at Purdue University in the Engineering Education Ph.D. program. He has a robotics and mechanical engineering background and is passionate about broadening participation in STEM, particularly in robotics. His research interests include designing informal educational experiences to invoke a sense of belongingness, inclusion, and accessibility.