These requirements of teaching robotics mean departments must cooperate. Particularly, the CSIT and Electronics Technology departments have the resources, both in terms of professors and classrooms/labs, to conduct classes in robotics.
Although teaching robotics requires effort, the benefits are invaluable. One benefit is the increased enthusiasm of students. Instead of teaching concepts and ideas in an abstract form or through a series of ``textbook experiments'', students can now participate in projects that have ``products'' that performs some predefined operations. The competitive nature of mini-Sumo and other competition robots also improves students' interest.
On a more practical side, students will be better prepared for the industry as well as four-year universities. Project-based courses train students to think independently, communicate via verbal and written presentations as well as to cooperate with others. In addition, many employers appreciate students who have participated in a ``product design'' process because such students better understand how everything fits together.
Some may be concerned about the cost of robots. Although commercial robots often cost more than US$100, a ``homemade'' and non-profit autonomous educational robot can cost less than US$50. A minimally designed robot kit costs about US$25, but it can still serve as a teaching tool for most of the courses listed in the following subsections.
Needless to mention, if ARC becomes the first community college (at least in the state) to offer a program in robotics, it will become the leader in this area and gain prestige due to the leadership.
The following is a list of specific classes (most are not currently in the catalog) that can benefit from the incorporation of robotics.