Academic Innovators: FSE100 AR Project, Anoop Grewal, Ph.D.

Anoop Grewal, an Associate Teaching Professor in the Fulton School at ASU, developed new ways to teach concepts in FSE100: Introduction to Engineering, a foundational course designed to introduce engineering principles and problem-solving methodologies for first-year students. Demonstrating his penchant for innovation, Grewal recently pioneered an initiative to integrate Augmented Reality (AR) technology into the FSE100 curriculum.

Grewal guided and challenged these aspiring engineers to explore the possibilities of AR, enabling them to craft their own applications using the augmented reality development tool Adobe Aero. This initiative not only aligns with the dynamic nature of the engineering field, but also demonstrates Grewal’s commitment to revolutionize the learning experiences of students, transforming them from consumers to creators of technology.

Guided by Grewal during interactive class sessions, the students were plunged deeply into the field of augmented reality, learning and applying the process of developing their own applications utilizing Aero. The user-friendly interface, minimal coding requirements, and accessibility across various modern mobile devices enables a seamless entry point into the world of augmented reality development.

Under the direction of Grewal, students engaged in two distinct AR development assignments. The introductory project, tailored for novices, offered an introduction to the basics of AR application development. Following Grewal’s instruction, students crafted their very first AR project file which enables users to utilize a cell phone camera to overlay a race car maneuvering through a virtual track.

The subsequent project presented a more intricate challenge, involving the creation of a drone simulation and giving students the opportunity to maneuver a virtual drone. Their task involved the delivery of virtual packages to various locations, demonstrating a higher level of proficiency in AR development.

Moreover, the collaborative nature of the more challenging second project catalyzed peer-to-peer learning, empowering the students to exchange ideas and refine their applications collectively. Grewal’s in-class guidance and instruction throughout their journey enabled students to witness the fusion of creativity, technology, and engineering principles, facilitating their path towards becoming bold-thinking engineers.

Grewal’s drive to infuse emerging technologies into the curriculum of FSE100 stems from his relentless desire to broaden the scope of engineering education, as well as a commitment to nurturing the next generation of engineers with both technical prowess and innovative mindsets. In his own words, “Innovation breathes life into education.”

Conclusion

The integration of Augmented Reality (AR) technology into the FSE100 curriculum didn’t just introduce a novel tool; it also initiated Grewal’s first-year students into a new realm of engineering concepts and began developing their capacity for critical thinking, problem-solving, and design innovation. Through this hands-on experience, they were not only exposed to new theoretical concepts for the first time, they also gained practical insights into the process of applying engineering principles to real-world challenges. This paradigm shift epitomizes Grewal’s efforts to enrich the educational journey of aspiring engineers.