585.717.81 - Rehabilitation Engineering II
Description
This 2-course sequence is an introduction to a field of engineering dedicated to improving the lives of people with disabilities. Rehabilitation engineering is the application of engineering analysis and design expertise to overcome disabilities and improve quality of life. A range of disabilities and assistive technologies will be discussed and investigated. The relationship between engineering innovation, the engineering design process, the human-technology interface, and the physical medicine and rehabilitation medical community will be explored. This course sequence will require a 2-semester long design project that addresses an unmet technological need. Students will choose a project with the instructors’ approvals. An engineering solution will be developed over the two courses through specification development, design reviews, and interacting with appropriate members of the medical community. Either live or virtual interaction with a rehab clinic is required. Access to a 3D printer will be available with assistance from an experienced designer.
Instructor
Connor Pyles
Course Structure
Each semester’s course materials are divided into 14 modules. The Modules can be accessed in Canvas by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, and assignments. Students are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days. Students should regularly check the Calendar and Announcements for assignment due dates.
Course Topics
- Material selection
- Design for sustainability and the environment Optimization
- Design for manufacturing
- Risk, reliability, and safety
- Economic decision making
- Developing and presenting a conceptual design review
- Design prototyping
- Design testing and evaluation
- Developing and presenting a final design review
Course Goals
To apply a rigorous engineering design process to problems experienced by clients in a rehabilitation setting.
Textbooks
Cooper, R. A. (2007). An Introduction to Rehabilitation Engineering. Taylor and Francis Group. SBN-10: 0-8493-7222-4 ISBN-13: 978-0-8493-7222-3
Dieter, G. E., & Schmidt, L. C. (2013). Engineering Design (5th Ed.). McGraw-Hill. ISBN-10: 0-0733-9814-4 ISBN-13: 978-0- 07-339814-3 (Paperback version can be found on the internet)
Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.
Required Software
MATLAB
SolidWorks
COMSOL
Detailed information on how to install this software will be provided.
Student Coursework Requirements
It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and writing assignments (approximately 2–3 hours per week). Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).
This course will consist of the following basic student requirements:
Design Project Deliverables and Homework Assignments (50% of Final Grade Calculation)
The Design Project Overview document details which deliverables are part of the Design Project.
Discussions (5% of Final Grade Calculation)
Conceptual Design Review (15% of Final Grade Calculation)
Mid-term presentation with instructors where students will present on conceptual design and field questions, suggestions, and constructive criticism from instructors.
Final Design History File (10% of Final Grade Calculation)
The Final Design History File is a collection of design documentation generated throughout the course to support the design of project solution. The Design Project Overview document details which documents are part of the design history file.
Final Design Review (20% of Final Grade Calculation)
Final presentation with instructors after submitting the DHF and field questions, suggestions, and constructive criticism from instructors.
Grading Policy
Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. We will post grades one week after assignment due dates. We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade. A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week. A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.
EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).
| Score Range | Letter Grade |
|---|---|
| 100-98 | = A+ |
| 97-94 | = A |
| 93-90 | = A− |
| 89-87 | = B+ |
| 86-83 | = B |
| 82-80 | = B− |
| 79-77 | = C+ |
| 76-73 | = C |
| 72-70 | = C− |
| 69-67 | = D+ |
| 66-63 | = D |
| <63 | = F |
Academic Policies
Deadlines for Adding, Dropping and Withdrawing from Courses
Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.
Academic Misconduct Policy
All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.
This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.
Students with Disabilities - Accommodations and Accessibility
Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.
For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.
Student Conduct Code
The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically.
For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/
Classroom Climate
JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).
Course Auditing
When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.