Undergraduate Robotics Education in Technologically Underserved Communities

Abstract

This paper addresses the challenges and benefits of undergraduate robotics education in technologically underserved communities. We present two robotics courses that the authors designed and taught in Qatar and Ghana. While different in context and setting, these courses share a similar structure and approach. We describe and analyze our experiences in the two case studies, and extract lessons that are relevant to others teaching robotics; especially in underserved communities. We also address the impact of these courses on the local communities and the broader academic community