Lindsey Elliott is big into bolts. At last year’s Bolting Symposium — the 13th annual — she said the highlight was playing “Bolting Bingo” against the many self-proclaimed “torque dorks” who were in the room.

A former engineer and planner at ExxonMobil, Elliott has spent years thinking about how to improve the infrastructure that moves oil, gas, and petrochemicals. Bolts are what she landed on. Specifically, the bolts that connect sections of pipe (technically called “bolted flange joints”). These bolts require hard, physical work to loosen and tighten, and are the source of many pipefitters’ injuries. Like many trade industries, there’s also a labor shortage.

“Those people get really tired when they’re asked to work 12 hours a day for three months in a row,” she told TechCrunch. “I’ve talked to pipefitters across the U.S. across Canada, and just repeatedly have been told North American pipefitting productivity is notoriously low.”

The solution Elliott came up with at her startup Nexterity, which is one of the Startup Battlefield 200 selected to participate in TechCrunch Disrupt, is a remote-controlled robot that can handle this part of the job. It’s the kind of idea that could fundamentally change this particular blue collar job if widely adopted, making the workers safer and more productive.

Think: more dork, less torque.

The robot comes in two main pieces that fit around a pipe. Powered by batteries, the robot can slide across the pipe once it’s attached and quickly loosen and tighten four bolts at a time.

Elliott said Nexterity has developed a few different configurations of the robot to fit different standard pipe sizes, but they’re all small enough to fit in a Pelican case and be carried by a single worker. That makes them easy to deploy to new sites — flexibility that is crucial to Nexterity’s business model of treating the robot like rental construction equipment.

Elliott said she arrived at this particular design as a result of conversations she’s had over the last few years — not just at the Bolting Symposium, but also with members of the Pressure Vessels & Piping Division of the American Society of Mechanical Engineers.

“What I learned from the people, the torque dorks per se,” she said, “is that 80% of our pipes are between two to eight inches in diameter, or what they call NPS2 to NPS8. And so when you have that much repeatability, you have a fantastic candidate for automation.”

It’s a pretty straightforward idea, but one that Elliott believes has a lot of upside.

“I think it would shock a lot of people just how big this market is,” she said. “I mean, day to day, most of us don’t think about piping infrastructure, but even water, wastewater, water treatment, food and beverage, mining, nuclear, any kind of green and sustainable manufacturing facility — they all use the same kind of piping.”

In Guadalajara, Mexico, many high schools have motivated teachers and talented students with an interest in science, technology, engineering, and mathematics, but they lack access to advanced tools such as robotics laboratories. The resources shortfall limits the students’ opportunities for hands-on learning on cutting-edge applications.

A team from ITESO, Universidad Jesuita de Guadalajara, is working to change that. Through the EPICS in IEEE initiative, a multidisciplinary group of 15 engineering students, faculty advisors, and IEEE Guadalajara Section volunteers developed RoboMeshA. The portable, self-contained educational platform brings robotics and AI experiences into classrooms.

EPICS is administered by IEEE Educational Activities and funded by the IEEE Robotics and Automation Society.

A mobile laboratory

Rather than requiring a school to build a dedicated computer lab or install complex software, RoboMeshA operates as an all-in-one mobile learning network.

“RoboMeshA brings robotics and AI to students who don’t have access to specialized facilities or preinstalled software,” says team member Fernando Vidal Luna, an IEEE student member and a mechatronics engineering major at ITESO.

Students connect directly to the platform from a user-friendly web browser. They can interact with the robot manually or use its control modes to watch it move and detect and avoid obstacles.

“The project combines mechanical design, embedded systems, control engineering, computer vision, and AI into a single robotic system that functions as a mobile learning laboratory,” says faculty advisor Jorge A. Lizarraga.

The team says young students are interested in technology, programming, and robotics but don’t have an opportunity to work with systems that combine mechanics, electronics, software, and control.

“RoboMeshA allows students to see how all these disciplines work together in a tangible and understandable way,” says team member José S. González, who also is studying mechatronics engineering.

The team has built two units and is developing a modular coupling framework to expand the system’s capabilities for research and classroom demonstrations. The structured system design approach connects independent software components while minimizing internal dependencies, enabling four RobotMeshA robots to operate together.

Overcoming design challenges

The team faced significant hurdles while designing the project.

“One key challenge involved the robot’s structural design,” Luna says. “It wasn’t only about making a chassis where all the components fit and the design had sufficient stability, rigidity, and weight distribution. It was also about ensuring that the electronics were protected while still being accessible for maintenance, testing, and modifications.”

“It was also challenging to design a platform that could be used by students with different levels of experience,” González adds.

“When students realize the technology they develop can inspire others and improve lives, engineering becomes far more meaningful.” —Luis Fernando Luque-Vega

The team partnered with the CETI Colomos and Prepa ITESO high schools to validate the platform in classroom settings.

“We wanted the first interactions with the robot to be simple and intuitive,” González says, “such that students could simply power the robot, connect to its network, and begin interacting with it, rather than having to deal with software installation, extensive configuration, or troubleshooting.”

Engineering with social impact

Many of the students who participated were from ITESO’s applied professional projects program. The experience offered them practical training in project management, system integration, and user-centered design.

The team also presented a research paper and a project poster in May at the Engineering Congress of the Jesuit University System.

“Seeing a design move from a digital model to a physical system was invaluable,” González says. “Working with students from different backgrounds taught us to listen to end users and design for their actual needs.”

Project lead Luis Fernando Luque-Vega, an IEEE member, says he’d like the venture to serve as a blueprint for engineering education.

“I hope RoboMeshA is adopted by schools, universities, and IEEE student branches across Mexico and internationally as a model for integrating technical innovation with community engagement,” Luque-Vega says.

By pairing engineering talent with community service, initiatives such as EPICS in IEEE demonstrate how targeted support can turn academic concepts into real-world solutions.

“When students realize the technology they develop can inspire others and improve lives, engineering becomes far more meaningful,” Luque-Vega says.

For more information on service-learning opportunities, visit the EPICS website.

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