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Course
Syllabus
Contents:
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Background
Information on Assistive Technology
Assistive Technology (AT) is a
general term that includes devices, services, and policies that benefits older
adults and people with disabilities, the institutions and facilities where
beneficial efforts take place, as well as the process that makes them available
to this population. An AT device is one that has a diagnostic, functional,
adaptive, or rehabilitative benefit. Engineers employ an AT process to
understand the challenge, design, develop, test, and bring to market new
devices. Other professionals are involved in evaluating individuals' challenges
and engaging in AT device activities: prescribing them, supplying them,
installing and setting them up, instructing their use, and assessing their
benefit. These products promote greater independence, increased opportunities
and participation, and an enhanced quality of life for people with disabilities
by enabling them to perform tasks that they were formerly unable to accomplish
(or had great difficulty accomplishing, or required assistance) through
enhanced or alternate methods of interacting with the world.
There are an estimated 61 million
Americans (25 percent of the population) with some level of disability which
limits their ability to fully participate in society. As the nation ages, the
number of people experiencing such limitations will certainly increase. New AT
devices incorporating novel designs and emerging technologies have the
potential to further improve the lives of people with disabilities and older
adults. |
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ENGR110/210
ENGR110/210 consists of
semi-weekly lectures from experts in the field, including designers,
entrepreneurs, clinicians, and users. Beyond these lectures, students can
choose to engage in a team project experience that includes project selection,
understanding the problem, and designing, fabricating, testing, and refining a
functional prototype. These students interact with users of assistive
technology, design coaches, and project partners. Other students can choose to
pursue individual projects that do not require fabrication skills or
experience, including developing a CAD design or to writing a comprehensive
report on an assistive technology product or organization that works with a
person with a disability or an older adult. Finally, there is a lecture-only
option for students whose schedule does not permit working on a
project. |
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Expectations for
Students
By taking Perspectives in
Assistive Technology, students will:
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Gain a full
appreciation for and an understanding of the engineering, medical, and social
aspects associated with the design, development, and use of assistive
technology,
-
Learn about a wide
variety of issues in technology development, including intellectual property
rights and best practices in community engagement, and
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Engage in a
comprehensive design experience that includes working with users of assistive
technology to identify challenges, prototype solutions, perform user testing,
practice iterative design, and communicate results.
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Overview
The Winter Quarter
ENGR110/210 explores technology that benefits people with disabilities
and older adults.
The course consists of online
semi-weekly class sessions that features discussions, guest lectures, virtual
field trips, a virtual assistive technology faire, a film screening, and
student project presentations.
Enrollment is open to any student
- undergrad or grad - from any discipline.
The course content is
non-technical. There are no exams, quizzes, problem sets, or finals.
There is an opportunity to work
on projects that address real challenges experienced by individuals in the
local community. These projects are pursued individually or in a team. Students
choose projects from pitches presented by people from the community who would
benefit from a device that would enhance their function, improve their
independence, and / or increase their quality of life.
Students can also suggest their
own projects - typically one that benefits themself (as a student with a
disability) or a family member (or friend) with a disability. Such projects
must be approved by the instructor.
The flexible course structure
includes project options as well as a lectures-only option. The team project
option is 3 credit units, the individual project option is 1 credit unit, while
taking the course as a seminar (just attending lectures, no project involement)
is 1 credit unit CR/NC. |
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Course
Description
Perspectives in Assistive
Technology is a one-quarter (10-week) course taught at Stanford during the
Winter Quarter that explores the design, development, and use of technology
that benefits people with disabilities and older adults. Students from diverse
disciplines (mostly mechanical engineers) and from all academic years
(approximately equally divided between upper class and graduate students) have
enrolled in the course.
The course combines online
discussions, presentations by guest lecturers, individual and team projects,
site visits to medical and engineering facilities, an assistive technology
faire, a film screening, and project presentations by students.
This course consists of
twice-weekly presentations by guest lecturers who are experts in the greater
assistive technology field, including product designers, entrepreneurs,
researchers, clinicians, and assistive technology users. Lectures are
open to all students and community members (local individuals without a
Stanford affiliation), including non-enrolled students interested in a
particular lecture and individuals with disabilities. Over the years, guest
lecturers have addressed a wide variety of issues in assistive technology such
as disability and rehabilitation, research and development, service learning,
design process and brainstorming, design software, intellectual property,
technology licensing, personal perspectives, and human subjects in
research.
Field trips to local
medical facilities and engineering laboratories (VA Spinal Cord Injury and
Brain Injury Services and Stanford Motion and Gait Analysis Laboratory) as well
as the Magical Bridge Playground (a facility designed to be accessible and
inclusive for kids and parents with disabilities) have been scheduled in past
years.
The Assistive Technology
Faire provides an opportunity for students and community members to get an
up-close look at a variety of commercial devices. Users of assistive technology
products as well as small companies and agencies serving individuals with
disabilities and older adults bring assistive technology devices to display and
demonstrate. The Faire will be also conducted virtually this coming
quarter.
Beyond these lectures and tours,
students can participate in a team or individual design project
experience that addresses problems faced by users of assistive technology
or research or research and write a comprehensive report on a facility that
serves people with disabilities or older adults.
The course is taught by David L.
Jaffe who holds a BS degree in Electrical Engineering from the University of
Michigan and a MS degree in Biomedical Engineering from Northwestern
University. Prior to coming to Stanford, he was a Research Biomedical Engineer
at the VA Palo Alto Health Care System's Rehabilitation Research and
Development Center. At the VA his interests were designing, developing,
testing, and bringing to market microcomputer-based devices for veterans with
disabilities including communication, mobility, and information
systems. |
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Course Description
on Explore Courses - Winter 2024
Perspectives in Assistive
Technology (ENGR 110) (ENGR 210)
Seminar and student project course.
Explores the medical, social, ethical, and technical challenges surrounding the
design, development, and use of technologies that improve the lives of people
with disabilities and older adults. Guest lecturers include engineers,
designers, researchers, entrepreneurs, clinicians, and assistive technology
users. Special activities include field trips to local facilities, an assistive
technology faire, and a film screening. Students from any discipline are
welcome to enroll. 3 units for students (juniors, seniors, and graduate
students preferred) who pursue a team-based assistive technology project with a
community partner - enrollment is limited to 27. 1 unit for seminar attendance
only (CR/NC) or individual project (letter grade). Projects can be continued as
independent study in Spring Quarter. See course
website. Designated a Cardinal Course by the Haas Center for Public
Service. |
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Course Note on
Explore Courses - Winter 2024
Thank you so much for your desire
to enroll in ENGR110/210, Perspectives in Assistive Technology.
The course has experienced
extreme popularity in recent years. Last year, 67 students enrolled on the
first day with 27 subsequently dropping by Week 3. I believe that with
additional information about the course, students will be able to make a more
informed enrollment decision, avoiding many enroll & drop
situations.
I have created a
Google
form that provides critical information about the course. Once a student
completes and submits this form, I will provide her / him with a permission
number which will enable him / her to enroll on Axess starting Wednesday,
November 29th. (The form text is replicated on
this webpage and in this pdf
file.)
If you have any concerns or
questions about the course, do not hesitate to contact me.
David L. Jaffe
Course
Instructor |
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Teaching
Team
- David L. Jaffe, MS -
dljaffe -at- stanford.edu
- Course Instructor
- Henry Oluwagbemiga
Ojeaburu - ojeaburu -at- stanford.edu
- Course Assistant
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Objectives
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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
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Engage students in a project
experience that exercises team working skills (leadership & organization)
and applies an engineering design process to address difficulties experienced
by individuals with disabilities and older adults
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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
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Enhance students' problem
solving, critical thinking, and communication skills, with specific emphasis on
in-class discussions, report writing, and project presentations
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Encourage students to use
their engineering skills and design expertise to help individuals with
disabilities and older adults increase their independence and improve their
quality of life
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Electronic Mail
& Course Website
Students are expected to have
access to email and to check it frequently. Instructors will use email to send
announcements as needed. The syllabus and other pertinent information are be
stored on the course website and links will be posted on Canvas. Please notify
the instructor if there are technical problems with the website or navigation
challenges to these materials. |
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Course Laptop
Policy
During in-person class session -
To encourage learning, discussion, and respectful interaction between students,
the teaching team, and guest lecturers, the use of digital devices such as
laptops, smartphones, tablets, etc. is only permitted before and after class
and during the short class session break. Students may use a tablet with a
stylus to take notes. The Learning Hub's
Tech Desk
on the first floor of Lathrop Library allows students to checkout iPads at no
cost.
Exceptions for the use of a
laptop may be granted for compelling reasons - such as providing an
accommodation - at the discretion of the instructor. |
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In-class
Discussions
Each class session typically
begins with a fifteen to twenty minute interactive discussion that promotes
critical thinking, analysis, and questioning. Topics include:
- Overview of
Accessibility - How this design feature relates to products, with many
examples
- Ableism - Definition
and examples of Ableism
- Ethical / Moral Dilemmas
Related to Disability
- Assistive Robotics -
Robotic technology benefitting people with disabilities and older
adults
- In the News - New
Assistive Technology products and research
- Vintage Assistive
Technology - Products and devices from the past
- Ten Commandments of
Making - Adam Savage's Maker Faire video
- The Upside of Failure -
Learning from prototypes that didn't work
- Who is Disabled? -
Making a determination with limited information
- Video Theatre - Watch
and discuss videos of new products and prototypes
- Product Pricing - What
goes into making and selling an Assistive Technology device
- Innovative Marketing
Metrics - How we use words to measure and advertise
- Famous People with
Disabilities - Focus on TV characters
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Class
Sessions
Presentations are given by guest
lecturers who address a wide variety of issues in assistive technology
including disability and rehabilitation, research and development, service
learning, design process, occupational therapy, robotics, exoskeletons,
prosthetics, cochlear implants, adapted sports, wheelchair development, product
commercialization, medical facilities, and personal
perspectives. |
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Field
Trips
In-person trips to local medical
facilities and engineering laboratories are scheduled during the
quarter. |
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One Credit Unit
Lecture-only Option
For students whose schedule does
not permit working on either a team or individual project in
ENGR110/210, a one credit unit lecture-only option is offered. As there
are no assignments or exams, the grading is Credit / No Credit - no
letter grades are given for this option. Students enrolled with the one unit
option must attend at least 15 class sessions, including the first class
session, Introduction to Assistive
Technology.
Students enrolled in the
Lecture-only option are required to attend at least 15 class sessions,
including:
Please be aware that ENGR110 is
listed as an approved elective for a number of majors - but only for the
3 credit unit option. |
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One Credit Unit
Individual Project Option
Individual Projects differ from
Team Projects that they (Individual Projects) address simpler problems, have
less complex solutions, do not require a fabrication component, may not involve
a user, may not require following an engineering design process, or result in a
lower level of prototype functionality (such as producing a CAD design instead
of building a working physical prototype). For example, a project may focus on
investigating a service related to assistive technology.
Optionally, two students may work
collectively on an Individual Projects, sharing these tasks: obtaining
background information and brainstorming. However each student is required to
pursue, present, and report on different solutions.
Students enrolled in the
Individual Project option are required to attend at least 15 class sessions,
including:
Individual Project
Assignment
Students are asked to choose and pursue a specific
project activity, present their work, submit a final comprehensive final
project report that encompasses their efforts for the entire quarter, and
reflect on their experiences.
-
Project ideas come from
various public and private sources in the community, such as the Department of
Veterans Affairs (VA) Palo Alto Health Care System's Spinal Cord Injury Center,
local assistive living facilities, senior centers, as well as from foundations
like the Muscular Dystrophy Association, or from individuals.
-
Funding to support the course
and student projects come from Stanford sources, company partners, foundations,
etc.
Please be aware that ENGR110 is
listed as an approved elective for a number of majors - but only for the
3 credit unit option. |
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Three Credit Unit
Team Project Option
Students work in teams of no
more than three to address problems faced by individuals with disabilities and
older adults in the local community with the goal of fabricating, testing, and
presenting a functional prototype device or software application. Team project
activities include selecting team members; considering project choices;
selecting a project; meeting with project partners, assistive technology users,
design coaches, and the course instructor; understanding the problem;
identifying the need; searching for existing commercial products; brainstorming
and identifying appropriate project design alternatives; selecting a project
design to pursue; fabricating a prototype; testing and analyzing the
performance of the prototype; iterating the fabrication and testing steps;
presenting and demonstrating the project; writing a report; and reflecting on
the course and team project experience.
-
Mid-term Team Project
Assignment
In the first half of the quarter, students form into teams,
select a team project, contact the individual who suggested the project,
interview an individual with a disability or an older adult who would benefit
from the project, gather information on existing products and research,
determine the magnitude of the need, brainstorm and evaluate potential
solutions, choose top-ranked designs, start fabrication, present their
findings, and submit a report of the team's progress.
-
End-of-term Team Project
Assignment
During the second half of the quarter, teams choose a
specific design concept and continue to fabricate / test / refine prototypes.
The embodiment of the chosen design will be in the form of detailed sketches,
drawings, and a functional, testable prototype. Teams present their design in
class and submit a final comprehensive end-of-term project report that
encompasses their work for the entire quarter and individually reflect on their
course and team project experience.
Project ideas come from various
public and private sources in the community, such as the Department of Veterans
Affairs (VA) Palo Alto Health Care System's Spinal Cord Injury Center, local
assistive living facilities, senior centers, as well as from foundations like
the Muscular Dystrophy Association, or from individuals.
Funding to support the course and
student projects come from Stanford sources, company partners, foundations,
etc.
Students working on team projects
use the Product Realization
Lab facilities to fabricate their prototypes. There is no fee for its
use.
Note - There is no 2 credit unit
enrollment option. However, students who wish to work on a team project and
have a limitation in the total number of units they can take in the Winter
Quarter may - with Instructor approval - enroll for one or two credits, but are
expected to complete all the 3-unit course requirements. |
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Assignment Dues
Dates
| Assignment |
Date |
| Team Mid-term Project
Presentations |
Tuesday,
February 13th |
| Team Mid-term Project
Reports |
Tuesday,
February 20th |
| Individual Project
Presentations |
Week of
March 5th |
| Team End-of-term Project
Presentations |
Tuesday,
March 12th |
| Team End-of-term Project
Demonstrations |
Thursday,
March 14th |
| Individual and Team Final
Project Reports |
Monday,
March 18th |
| Individual
Reflections |
Monday,
March 18th |
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Over-enrollment
The course enrollment is strictly
capped at 27 students taking the course for 3 credit units - which
equates to 9 three-student teams. This limit is imposed by the desirability of
having 7-minute student team mid-term and -end-of-term presentations in the
80-minute class session. (There is no cap on the number of students enrolling
in the 1 credit unit options.)
In the event that the cap is
reached, students can choose to be added to a Wait List. If a previously
enrolled student who enrolled for 3 credit units drops the course, his/her spot
is given to the first individual on the Wait List (with priority given to
graduating seniors). Please note that there is no guarantee that any students
already enrolled for 3 credit units will indeed drop the course although 11
students have done so last year.
Here are all the enrollment
options for students to consider:
-
Wait List Option - As
described above, students can take their chances with the Wait List. If a spot
opens up, I will notify the student. Please note that seniors are given
preference on the Wait List. If no spots open up, students will be required to
choose one of the following options.
-
Individual Project
Option - Students may enroll in the course for 1 credit unit and work on an
individual project for a letter grade and are required to attend at least 10
class sessions.
-
Seminar Option -
Students may enroll in the course for 1 credit unit and are required to attend
at least 10 class sessions for CR/NC with no project participation.
-
Taking the Course Twice
Option - Please note that students may enroll in the course (as ENGR110)
for either of these 1 credit unit options in the current year and take the
course (as ENGR210) for 3 credit units in a subsequent year with credit given
for lectures already attended. This option would not apply to graduating
seniors. (Three students have exercised this option.)
-
Independent Study
Option - Students may enroll in ME191 (Independent Study) in a subsequent
quarter and work on an individual project for a letter grade and a negotiated
number of credit units.
-
Next Year Option -
Students who will be around next year may sit in (without enrolling) on
lectures they find interesting and enroll in the course the following year with
credit given for the lectures already attended.
-
Sit in on Class Session
Option - Students may choose not to enroll in the course, but are most
welcome to sit in on any class sessions that interest them.
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Excuses
A student who has missed a course
event (class session, field trip, or deadline) or has knowledge he/she will
miss a course event should not provide a reason for his/her absence as
this requires the instructor to make a judgment on the validity of that reason.
Instead, the student should ask how to make up the missed
event. |
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Missed Class Session
Policy
-
All enrolled students are
encouraged to attend all ENGR110/210 lectures.
-
Enrolled students taking the
course for 1 credit unit must attend at least 15 class sessions
including the first lecture, Introduction to
Assistive Technology.
-
One Excused Class Session for
Student Project
-
Students taking the
course for 3 credit units may be excused from attending one class
session (after Week 6) to work on their projects. The instructor may
designate which class session can be missed. Class sessions that are mandatory
are:
-
The student must inform
the instructor of their desire to work on their project prior to the
class session that will be missed.
-
Making Up Missed Class
Sessions
-
Missed class sessions may
be made up by first reviewing the material from the missed class session: view
the video (taking notes), following along with the PowerPoint slides, reading
any handout material, viewing any photos and other videos, and browsing any
weblinks posted on the lecture webpage.
-
Next arrange to meet with
the instructor to discuss the missed class session. Be prepared to lead the
conversation on the class session's content with questions, comments,
observations, thoughts, and reflections. Consider "What one item did you hear,
see, or learn that was new, surprising, interesting, or provided a new
perspective?" The meeting should take no longer than 20
minutes.
-
After the meeting, the
student will be credited with "attending" the class session.
-
Missed class sessions
should be made up at the earliest opportunity (ideally within a week) as it may
be more difficult to find the time to review the material and meet near the end
of the quarter.
-
Grade Impact for Missed Class
Sessions
If one or more required class
sessions are missed and are not made up by the deadline for grade submission,
the student's grade will be affected as follows:
-
For students taking the
course as Credit / No Credit, the following options are available for
student who have not attended at least 15 class sessions:
- Receive No
Credit for the course.
- Request to receive
Incomplete for the course. If the missed class sessions are subsequently
made up, the grade will be changed to Credit.
-
For students taking the
course for a Letter Grade, the following options are available for
students who have missed one or more class sessions:
- Deduct 20% from the
student's Participation (which accounts for 10% of the student's grade) for
each missed class session not made up.
- Request to receive
Incomplete for the course. If the missed class session(s) are
subsequently made up, a letter grade reflecting the student's performance will
be recorded.
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Honor
Code
Stanford's
Honor
Code articulates University expectations of students and faculty in
establishing and maintaining the highest standards of academic work. Examples
of conduct - relevant to this course - that have been regarded as being in
violation of the Honor Code include plagiarism, misrepresenting one's or
another students's attendance, and out-sourcing a report or review to another
individual or an AI program. Students are responsible for the work
submitted. |
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Mental
Health
Attending Stanford University can
be stressful. Diminished mental health, including significant stress, mood
changes, excessive worry, or problems with eating and/or sleeping can interfere
with optimal academic performance. Relationships issues, family worries, loss
or a personal struggle or crisis can also contribute to decreased academic
performance and well-being.
Stanford University provides
counseling resources to support students, faculty and staff. Some of options
include approaching Residence Deans,
Sexual
Assault and Relationship Abuse Office (SARA),
Bridge Peer Counseling
Center, the Office for Religious and
Spiritual Life, and Counseling
and Psychological Services (CAPS) to speak with an on-call clinician at
650/723-3785 for both urgent and emergent matters. |
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Affordability of
Project Materials
Stanford University is committed
to ensuring that all courses are financially accessible to all students.
Undergraduate students who need assistance with the cost of project materials
can work with the Financial Aid
Office or the
FLI
office, confidentially. |
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Other Course
Issues
- These statements are in
response to comments and suggestions provided by students in their evaluations
or Individual Reflections.
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Grading
|
Individual Projects (1 credit
unit) |
|
|
|
|
| End-of-Term
Presentation |
45% |
| End-of-Term
Report |
45% |
|
|
|
|
| Participation
* |
10% |
|
|
|
|
Team Projects (3 credit
units) |
| Mid-Term
Presentation |
10% |
| Mid-Term
Report |
10% |
| End-of-Term
Presentation |
20% |
| End-of-Term
Report |
20% |
| Prototype Design
& Functionality |
20% |
| Project
Suggestor Feedback |
10% |
| Participation
* |
10% |
|
|
-
* Participation
includes attending class sessions, meeting with instructor, actively listening,
posing questions to the guest speakers and the course instructor, engaging in
class discussions, verbalizing thoughts and analyses, and submitting
Weekly Project Reports or meeting with the
course instructor.
-
Failure to submit an
Individual Reflection witll incur a grade-step decrement. Example: If a
student has earned an A+, that grade will be reduced to an A and
an A will become an A-, etc.
-
Extra Credit -
committing to participate in the Meet the Makers event will bolster a Team's
Participation score.
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Letters of
Recomendations and Employment References
- Students: Please strive to
make your qualifications, skills, and abilities evident.
Letters of Recommendation:
-
Be aware that the course
instructor is not a professor, nor does he have a PhD. Make sure this is ok
with the agency or institution to which the Letter of Recommendation is being
sent.
-
For Mechanical Engineering
students seeking a Coterminal Degree, a
cummulative grade point average of 3.7 is highly desirable. If this average is
met, a Letter of Recommendation is a simple formality for the instructor to
complete. The student must waive his / her right to inspect the contents of the
Recommendation. Submit a filled-out, signed, and dated Recommendation Form (Coterminal Application for ME
Program - page 6) to the instructor - no envelope is
needed.
-
For students seeking a
Coterminal Degree in CS, the recommender is asked to write candidly about the
candidate's:
- qualifications,
- potential to carry on
advanced study in the field specified,
- intellectual
independence,
- capacity for analytical
thinking,
- ability to organize and
express ideas clearly, and
- potential for
teaching.
In addition, the recommender
is instructed to describe specific examples of attributes such as motivation,
intellect, and maturity.
-
For students seeking to apply
to MIT's Media Arts and Science graduate program, the recommender is asked to
respond to these questions:
- What particularly
qualifies this applicant for study at MIT?
- What are the applicant's
accomplishments in research or independent projects?
- How does the applicant
compare to other students you know who have attended MIT?
- Can the student clearly
communicate ideas in written and spoken English?
- Do you have any
reservations about the applicant's ability to succeed at MIT?
-
For students who desire a
Letter of Recommendation for a university application or job employment, a
declaration must be made at the start of the quarter and the student must meet
with the instructor three times during the quarter (beginning, midway,
and end) to provide the instructor an opportunity to follow the student's
progress throughout the course.
-
Requests for a Letter of
Recommendation must be made at least a month in advance of the due
date.
-
Please review this webpage,
"Getting a
Letter of Recommendation" by Scott D. Anderson, a Lecturer in
the Computer Science Department of Wellesley College.
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Students with
Disabilities: Access and Accommendations
Stanford welcomes everyone and is
committed to providing equal educational opportunities for students with
disabilities as they are a valued and essential part of the Stanford
community.
Students who experience a
disability should register with the Office
of Accessible Education (OAE). Professional staff will evaluate students'
needs, support appropriate and reasonable accommodations, and prepare an
Academic Accommodation Letter for faculty in the current quarter in which the
request is being made. Students should contact the OAE as soon as possible
since timely notice is needed to coordinate accommodations.
Students who already have an
Academic Accommodation Letter should share it with the course instructor at the
earliest possible opportunity. The instructor and OAE will identify and resolve
any barriers to access and inclusion that might be encountered in the course
experience. |
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ENGR110/210
Lecture Schedule - 2024 |
|
Week |
Lecture Date |
Description |
Assignments |
Deliverables |
|
1 |
Jan 9th |
Course Overview & Introduction to Assistive
Technology
David L. Jaffe, MS
|
Assignment -
Project Report & Presentation handed
out |
This is a required class
session for all students |
| |
Jan 11th |
Project Pitch Day
Project
Suggestors
|
|
Project Selection and Team
Formation due Tuesday, January 16th
This is a required class
session for students working on projects |
|
2 |
Jan 16th |
Class Discussion
Creating Assistive Technologies - Understanding the
Problem
Gayle Curtis, MS
|
|
|
| |
Jan 18th |
Class Discussion
Bridging the Gap between Consumers and Products in
Rehabilitation Medicine
Deborah E. Kenney, MS, OTR/L
|
|
|
|
3 |
Jan 23rd |
Class Discussion
Perspectives of Stanford Students and Faculty with a
Disability
Participants to be determined
|
|
|
| |
Jan 25th |
Class Discussion
Exoskeletons in Rehabilitation and
Industry
Joanna Weakley, MS, PT
|
|
|
|
4 |
Jan 30th |
Class Discussion
Brain-Computer Interfaces for
Communication
Erin Michelle Kunz, PhD student
|
|
|
| |
Feb 1st |
Class Discussion
The Third Arm Project
J. Kenneth Salisbury,
Jr., PhD
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5 |
Feb 6th |
Class Discussion
Issues of Human Interface Design
Gary M.
Berke, MS, CP, FAAOP
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Feb 8th |
Class Discussion
Assistive Robotics
Monroe Kennedy III,
PhD
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6 |
Feb 13th |
Mid-Term Student Team Project
Presentations
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This is a required class
session for students working on projects |
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Feb 15th |
Class Discussion
Field Trip to the Magical Bridge
Playground
Olenka Villarreal |
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7 |
Feb 20th |
Class Discussion
Assistive Technology for Persons with Spinal Cord
Injury
B. Jenny Kiratli, PhD & Jeffrey P. Jaramillo,
MSPT
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Feb 22nd |
Class Discussion
Assistive Technology Faire
Various
Vendors |
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8 |
Feb 27th |
Class Discussion
Designing Beyond the Norm to Meet the Needs of All
People
Peter W. Axelson, MSME, ATP, RET
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Feb 29th |
Class Discussion
From Idea to Market: Eatwell, Assistive Tableware for
Persons with Cognitive Impairments
Sha Yao, MFA
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9 |
Mar 5th |
Class Discussion
Film Screening
I Didn't See You There - Reid
Davenport - Filmmaker
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Mar 7th |
Class Discussion
Wheelchair Fabrication in Developing
Countries
Ralf Hotchkiss
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10 |
Mar 12th |
End-of-Term Student Team Project
Presentations
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This is a required class
session for students working on projects |
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Mar 14th |
Student Project Demonstrations, Course Evaluation,
and Celebration
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This is a required class
session for students working on projects Project End-of-Term Reports
and
End-Quarter
Reflection due
Monday, March 18th |
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11 |
Mar 19th |
Final exam week - no
class |
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