I am pleased to share that I will once again be teaching Mechatronics II this fall semester. I really love teaching this course, and I look forward to working with a new group of students as they push their understanding of integrated mechanical, electrical, and software systems into genuinely applied territory.
Mechatronics II builds directly on the foundations established in Mechatronics I. Students move beyond individual subsystem concepts and begin designing, building, and testing fully integrated systems. The course demands that students think across disciplines simultaneously, which reflects the way engineering problems actually present themselves in industry and research.
My approach to the course is grounded in a few principles I have carried throughout my career. The first is context before content. Before we dig into any technical material, I want students to understand why it matters and where it shows up in the real world. The second is consequence-driven learning. We do not learn system design in the abstract; we learn it by building things that either work or do not, and then figuring out why. The third principle is professional formation. Technical skill is necessary but not sufficient. Engineers who can communicate clearly, work collaboratively under pressure, and make defensible decisions in the face of uncertainty are the ones who make a lasting impact.
These principles are not theoretical for me. I spent 25 years in industry before joining the faculty at UNC Charlotte, working across roles from manufacturing engineering to executive leadership. The problems I ask students to solve in Mechatronics II are informed by that background. The stakes in the classroom are intentionally realistic.
If you are a current or prospective student with questions about the course, feel free to reach out through the department.