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Integrated Undergraduate-Graduate Teaching Reform for Robotics Mechanism Course Under Emerging Engineering Education



Author(s)

ZHAO Yinjun, CHEN Long, QIU Binbin, WANG Jieyu

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DOI:10.17265/2161-623X/2026.07.006

University of Shanghai for Science and Technology, Shanghai, China Shanghai University, Shanghai, China

Traditional teaching in Robotics Mechanism courses often suffers from a disconnect between theory and practice, a gap between undergraduate and graduate content, and a lack of cutting-edge technologies like compliant and soft mechanisms. To address these issues and meet the demand for cross-disciplinary engineering talent, this paper proposes an integrated undergraduate-graduate teaching reform. The reform follows a core logic of “tiered training, continuous practice, and competition-driven learning”. At the undergraduate level, we introduce practical modules on robot end-effector gripper design and parallel robot applications, using academic competitions to drive the forward design process. At the graduate level, the curriculum shifts to compliant mechanisms, continuum soft robots, and bionic deployable structures, utilizing flipped classrooms and literature seminars. This creates a progressive system: grounding in rigid bodies, refining through competitions, and exploring flexible frontiers. By bringing real engineering demands and grant application logic into the classroom, the reform successfully bridges the gap between degree levels, providing a replicable model for training top-tier talent in the robotics field.

undergraduate-graduate integration, robotics mechanism courses, compliant mechanisms, emerging engineering education

ZHAO Yinjun, CHEN Long, QIU Binbin, WANG Jieyu. (2026). Integrated Undergraduate-Graduate Teaching Reform for Robotics Mechanism Course Under Emerging Engineering Education. US-China Education Review A, July 2026, Vol. 16, No. 7, 501-505.