RAOP
The Robotics and Automation Outreach Program (RAOP) at Howard University connects research experiences in STEM settings with school teaching. Its central educational goal is to help educators bring robotics and automation learning into their courses, curriculum units, after-school activities, and clubs, while supporting continued inquiry and professional learning.
Professional development combines guided inquiry-based learning, technical practice, peer discussion, and planning for school integration. The 2026 pilot provides a foundation for an adaptable grades 6–12 curriculum informed by educator experience, evaluation, and subsequent classroom use.
Eight educators participated in the first cycle. Preparation and technical assistance supported the two-week virtual phase and one-week on-site experience. Faculty, training assistants, and peer exchange helped educators connect technical observations with possible teaching uses.
Preparation
The approved MathWorks STEM Outreach License was shared one month before training to support MATLAB Onramp and Simulink Onramp preparation. Onboarding on June 15 and technical follow-up on June 29 addressed software access and setup; T1 documented readiness and support needs.
July 6–17, 2026
Educators used MATLAB, Simulink, and QLabs digital twins to work with prepared models, identify commands and measurements, record plots, and explain responses. The investigations also introduced ways to adapt the concepts for students.
July 20–24, 2026
Educators rotated through Qube-Servo 3, Aero 2, QArm, and QBot Platform activities. They examined components and interfaces, ran assigned models with support, observed physical responses, and compared the work with their virtual experience.
July 24, 2026
The T5 group discussion brought educators together to reflect on learning, practical challenges, and school integration. Educators identified intended instructional and professional uses. These ideas provide a starting point for further activity development.
The following areas guide activity development. Their suggested planning products help educators turn a research concept into a feasible learning task as they prepare activities for their own students.
Use a focused question, a prediction, a controlled comparison, and an explanation supported by observations or data.
Suggested planning product: Teacher prompts and student checkpoints that connect the investigation to its learning objective.
Select a technical concept that fits the course or club, students’ prior knowledge, available time, and instructional goals.
Suggested planning product: A lesson outline identifying what the educator introduces, what students do, and what evidence they produce.
Check understanding during the activity and evaluate the final explanation, plot, model, or other student work using clear criteria.
Suggested planning product: A brief formative check and criteria aligned with the selected objective, with a rubric where appropriate.
Choose a feasible activity format and plan for device access, software permissions, supervision, pacing, and different levels of readiness.
Suggested planning product: An implementation plan with required resources, a simpler version, and an optional extension.
Start with one manageable investigation. Schools can use recorded data, images, or a demonstration to explore a concept without reproducing the AVRC research laboratory. Use these prompts to prepare a lesson, short unit, or club activity.
Record the grade level, course, curriculum unit, after-school activity, or club. Note students’ prior knowledge and the time available.
State what students will explain, measure, compare, or create. Connect the task to the course objectives and applicable school curriculum requirements.
Use recorded data, images, a demonstration video, a digital twin, or supervised hardware work where resources permit. Confirm software access and license permissions for virtual activities.
List the materials, student tasks, teacher prompts, and expected work. Include a short check of understanding and clear criteria for evaluating the result.
Work through the instructions, estimate the time, and check that the files open. Plan grouping, support, and any operating limits or stop procedures needed for physical equipment.
Record whether the activity is an idea, a developed plan, or an implemented lesson. After use, add the date, actual participation, adaptations, and available evidence of student learning.
Educators can build on the summer experience by revisiting a model, exploring another question, comparing observations, and discussing an activity with colleagues or the RAOP team. Keep a short record of the question, evidence, interpretation, and possible teaching connection to guide further learning.
The team plans to contact first-cycle educators to learn which activities have been used, which are being prepared, and what support is still needed. The discussion will address teaching settings, resources, adaptations, and available lesson or student-work evidence. Preparation for future teaching and implementation in a current school setting will be documented separately.
T4 participant feedback and T5 discussion inform this follow-up. T6 gathers advisory board recommendations and serves a separate purpose. Educator implementation experiences will help the team expand, evaluate, and refine the curriculum across subsequent program cycles.
Use the planning prompts above with the platform activities and technical resources. For a proposed school investigation, confirm the model, access arrangements, and required support with the RAOP team.
Illustrated investigations, objectives, school integration ideas, and Quanser technical resources for the four core platforms.
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Preparation, software access, technical assistance, and considerations for continuing the work in school settings.
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Discuss a teaching idea, identify a resource need, or ask about suitable next steps for a planned school activity.
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Program updates, announcements, and educator highlights.
Instagram links to Fadel Lashhab’s profile. Some social platforms may require sign-in.