Although biomaterials and electrophysiology are usually full classes in the engineering department, they, along with the other rigorous science courses offered in the Pratt School of Engineering, are not typically considered exciting. But Biomedical Engineering 260, "Devices for the Disabled," is a class that students vie for.
Assistant Research Professor of Biomedical Engineering Laurence Bohs has been teaching the class for the past six years.
Originally Bohs heard about student programs such as this through the National Science Foundation, which helps fund student projects for people with disabilities at universities throughout the United States.
Bohs begins searching for projects for his students long before the class begins.
"I have a growing number of contacts in the community, including occupational and physical therapists, rehabilitation engineers and teachers. I contact them during the spring and summer before the fall class, and see if they have ideas that might fit well with the course," Bohs said.
Bohs admits students who have taken BME 164 or another design engineering class into his course. Students either choose from a list of topics or receive assignments based on the specific mechanical or electrical engineering skills they possess.
The students split up into partners or small groups and meet with their clients 4 to 8 times during the semester to assess their clients' needs and to update them on the project. After working out the logistics of their devices, the students shop for parts, design a prototype and build the final product.
Senior Clark O'Niell and his partner worked on a digital counter for adults with mental and physical disabilities who were employed at a local nonprofit organization.
"We met with them in person three times, and called them about once a week to keep them informed and ask their opinions of our plans," O'Niell wrote in an e-mail.
Bohs does not provide much instruction to the students throughout the semester on their projects, but requires individual concentration.
"The students are expected to provide their own engineering expertise on the projects; I don't specifically cover the technical material they need to build their projects," Bohs said.
The class did more than construct devices, said senior Jeff Earhart. "We also discussed ethical issues in engineering, safety concerns, ergonomics, and other related issues in engineering," Earhart wrote in an e-mail.
Some of the devices included a task cueing unit, made by senior David Alspector, designed to allow his client to effectively time and cue his daily activities; a dressing support device, by senior Sarah Park, for a 9 year old girl that would allow her to dress more easily, and a stretch and exercise station, constructed by seniors Matt Gart and Jason Cooper, for a 9 year old girl with spastic diplegia, a form of cerebral palsy.
After a semester of hard work and long hours, the students presented their devices to their clients on Dec. 4.
"I felt so good when I saw our client use her device... I just couldn't believe that something that I had worked so hard on and stressed over was going to help someone," Park said. " And I had grown attached to her too, so it was important that we didn't fail her."
Cooper said he shared these feelings of pride. "Words are difficult to find to fully explain that feeling. A sense of accomplishment, of caring and of fulfilling a moral obligation," he said.
Bohs said he found that most of the students felt the class was an academic gem.
"Working with a client with a disability helps motivate them. I think they gain confidence in solving an open-ended problem--they realize that they can tackle real problems and be successful," Bohs said.
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