Service Learning: Assistive Technology Undergraduate Design Projects

Abstract

It is essential that our next generation of engineers be educated about the needs of all individuals with and without disabilities. This may be accomplished via service learning opportunities that provide student engineers the opportunity to learn about and participate in universal design related projects. In this paper we describe a National Science Foundation sponsored project to link assistive technology needs with senior capstone design projects. The College of Engineering and Applied Science has partnered with the Wyoming INstitute for Disabilities (WIND) to publicize this program throughout the state. Assistive technology project needs requests are submitted to WIND staff. Projects are then reviewed by a team of senior design instructors to determine required senior design team size and composition to complete the projects. Student teams then choose a project and work with those who have requested the project to develop a useable assistive technology device. This program meets many needs including providing custom, assistive technology devices, meaningful capstone senior design projects and meet several ABET student outcomes. This paper provides detailed information on program implementation, challenges and successes. Several recently completed projects will be highlighted as case studies.• Address complex problems in complex settings. They offer participants the opportunity to develop mature problem-solving skills. 2,3 • Are likely to be personally meaningful to participants and enhance their social, emotional and cognitive learning and development. 2,3 Methods Last year the University of Wyoming, College of Engineering and Applied Science was funded for a second five year increment of a National Science Foundation's Research to Aid Persons with Disabilities grant. This is a joint effort between the College and the Wyoming Institute for Disabilities (WIND). WIND is a member of the national network of University Centers for Excellence in Developmental Disabilities (UCEDD) whose mission is "to assist individuals with developmental disabilities, their families, professionals, and University of Wyoming students through education, training, community services, and early intervention." 4When the program was first developed, the organizational structure shown in Figure 1 was implemented. We have described this program structure elsewhere. The interested reader is referred to reference 5. 5 Briefly, when a project request is received, program participants in WIND and the College of Engineering and Applied Science (CEAS) meet to determine suggested AT technology approaches that might be employed in completing the project. Also, engineering faculty mentors determine the engineering expertise, team composition and size required to successfully complete the project.