Perspectives in Assistive Technology is a Winter Quarter course that explores issues surrounding the design and use of technology that benefits people with disabilities and older adults.

This three-credit course consists of semi-weekly presentations by guest lecturers and tours of local medical facilities and engineering labs. Students pursue team-based projects that address problems faced by users of assistive technology.

Lectures are open to all students and community members.

For students whose schedule does not permit working on a team-based project, one-unit lecture-only options are offered. ENGR110 is a certified Service Learning course that satisfies the optional course requirement for the BSME degree and is an approved course for the Program in Science, Technology & Society, the Learning, Design & Technology Program in the Graduate School of Education, and the Program in Human Biology.

The course objectives are to:

• Expose students to the engineering, medical, and social issues facing engineers, researchers, entrepreneurs, clinicians, older adults, and individuals with disabilities in the design, development, and use of assistive technology

• Engage students in a team-based project experience that exercises team working skills (leadership & organization) and applies an engineering design process to tackle difficulties experienced by individuals with disabilities and older adults

• Provide an opportunity for students to interact with users of assistive technology in the local community along with health care professionals, coaches, and project partners

• Enhance students’ problem solving, critical thinking, and communication skills through in-class discussions, report writing, and project presentations

• Encourage students to apply their engineering skills and design expertise to help individuals with disabilities and older adults increase their independence and improve their quality of life

After taking the course students will:

• have a deep appreciation of the engineering, medical, and social issues facing engineers, researchers, entrepreneurs, clinicians, older adults, and individuals with disabilities in the design, development, and use of assistive technology

• be able to interact with users of assistive technology in the local community along with health care professionals, coaches, and project partners

• be able to utilize practiced engineering skills and design expertise and apply an engineering design process

• be able to exercise team working, prototype fabrication, and design analysis skills

• be able to employ enhanced critical thinking and communication (writing and presentation) skills

Students should enroll in this course if they:

• have an ongoing interest in exploring the design, development, and use of technology that benefits people with disability and older adults

• would like to work on an assistive technology project that addresses a challenge experienced by another student, family member, or friend

• want to gain confidence in their ability to apply Stanford-acquired knowledge and skills to address real problems

Students can pursue further prototyping, fabrication, user testing, and iterative design for credit in the Spring Quarter as an independent study project.

For more information, see the course syllabus.