Building a Prosthetic Hand: Introduction to Accessible Design

Dianne Grayce Hendricks; Sage Indigo Brill

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Conference: 2024 ASEE PSW Conference
Location: Las Vegas, Nevada
Publication Date: April 18, 2024
Start Date: April 18, 2024
End Date: April 20, 2024
DOI: 10.18260/1-2--46022
Permanent URL: https://peer.asee.org/46022

Paper Authors

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Dianne Grayce Hendricks University of California, Santa Cruz

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Dr. Dianne Hendricks is an Associate Teaching Professor in the Biomolecular Engineering Department at the University of California at Santa Cruz. She teaches molecular biology labs and technical communication courses. Prior to UC Santa Cruz, Dianne was an Associate Teaching Professor in the Department of Human Centered Design and Engineering (HCDE), the Director of the Engineering Communication Program, and an Assistant Teaching Professor in the Department of Bioengineering at the University of Washington.

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Sage Indigo Brill University of California, Santa Cruz

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Abstract

Introduction In this work-in-progress poster or presentation, we describe a project where students design and build a 3D-printed prosthetic hand and then analyze functionalities such as grip strength. The learning objectives of the project are aligned with ABET criteria involving design, inquiry, and accessibility.

A major goal of our project is to introduce students to diversity, equity, and inclusion (DEI) in the context of socially responsible engineering. Furthermore, we aim to attract underrepresented students to engineering, as project-based courses and engineering activities with positive social impacts have been shown to support engagement and retention of underrepresented students in engineering.

The co-authors of this report are an undergraduate student with a strong interest in interdisciplinary engineering, and a teaching professor with extensive experience designing and implementing project-based undergraduate engineering courses involving DEI and accessible design.

Curriculum on Accessible Design We began with an independent study for one undergraduate. We plan to pilot the project in a first-year design course, and then launch a course on accessible design.

In the independent study, the student did the following major steps: 1. 3D printing e-NABLE template with PLA material at University’s makerspace 2. Using OpenCAD software to design hinges 3. Casting hinges 4. Assembling prosthetic 5. Analyzing functionality

We chose the prosthetic hand template from e-NABLE (enablingthefuture.org), which is a global online community that provides free instructions for 3D-printable upper limb prosthetics and also accepts requests to connect makers with people in need of assistive devices. Thus, e-NABLE aligns with our DEI goals and introduces students to socially responsible engineering. In addition, e-NABLE is a real-life example of something that students can do to have a positive impact on others.

The prosthetic hand project introduces students to the importance of: 1. Diversity, equity, and inclusion in the engineering design process. In other words, identifying needs, problems, and solutions for people of diverse abilities. 2. Participatory design in engineering. In other words, engaging users in participatory design at every step of the design process. 3. Advocacy and representation of underrepresented groups in engineering.

Our innovative curriculum bridges the gap between engineering and social responsibility with the aim of fostering growth for engineers with a commitment to inclusivity and ethical design. With the skills learned in this course, engineers of varying backgrounds can advocate for affordability of prosthetics and other assistive technologies.

Learning Objectives and Lesson Plans This project is designed for undergraduate engineering majors with some background in biology and engineering concepts. The project can be scaled up or down depending on number of students and pre-existing knowledge.

The following describes topics covered in class and student assignments. Student teams will keep a written record of their design choices and will meet with instructor weekly.

Week 1 - 2: Topics: Introduction to prosthetics, accessibility, and biomechanics of a hand. Safety training and certification in 3D printing space of institution.

Week 2 - 4: Topics: Intro to prosthetic design project, overview of e-NABLE hand files. In-class activity: Case studies of prosthetics needs for diverse users in real-world situations. Project Planning in student teams: Materials and budget, allocation of tasks within team.

Week 4 - 6: Topics: Common stress tests performed on prosthetics, common pitfalls in prosthetic design. Assignment: Practice printing a negative mold of any shape. Guest speaker with experience in assistive design, students come prepared with questions.

Week 6 - 8: Topics: Stress tests, measurements and analysis. Assignment: Students prepare to analyze prosthetic such as measuring individual part durability, rigidity and temperature resistance. Teams begin to work on presentations.

Week 8 - 10: Tasks: Finish stress tests and record results, finalize and practice presentations. Final presentation and prosthetic demo for class

Conclusion Here we describe a project that aims to introduce a curriculum focused on 3D-printed prosthetics to engineering students. Our primary objectives are (1) to raise awareness about DEI issues in regards to prosthetic accessibility and (2) introducing students to practical engineering skills. Students will engage in designing, building, and stress-testing 3D-printed prosthetics of that they create.

In conclusion, we describe a step-by-step, scalable project in assistive design that can be used in a variety of undergraduate design courses. We plan to pilot the project in a first-year design course and then launch our own course on accessible design. We hope that our project can be used by other instructors or serve as an example project in accessible design for engineering undergraduates. Example curricular materials will be provided at the conference.

Citation
Format

Hendricks, D. G., & Brill, S. I. (2024, April), Building a Prosthetic Hand: Introduction to Accessible Design Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46022

TY - CPAPER
AB - Introduction
In this work-in-progress poster or presentation, we describe a project where students design and build a 3D-printed prosthetic hand and then analyze functionalities such as grip strength. The learning objectives of the project are aligned with ABET criteria involving design, inquiry, and accessibility.

A major goal of our project is to introduce students to diversity, equity, and inclusion (DEI) in the context of socially responsible engineering. Furthermore, we aim to attract underrepresented students to engineering, as project-based courses and engineering activities with positive social impacts have been shown to support engagement and retention of underrepresented students in engineering.

The co-authors of this report are an undergraduate student with a strong interest in interdisciplinary engineering, and a teaching professor with extensive experience designing and implementing project-based undergraduate engineering courses involving DEI and accessible design.

Curriculum on Accessible Design
We began with an independent study for one undergraduate. We plan to pilot the project in a first-year design course, and then launch a course on accessible design.

In the independent study, the student did the following major steps:
1. 3D printing e-NABLE template with PLA material at University’s makerspace
2. Using OpenCAD software to design hinges
3. Casting hinges
4. Assembling prosthetic
5. Analyzing functionality

We chose the prosthetic hand template from e-NABLE (enablingthefuture.org), which is a global online community that provides free instructions for 3D-printable upper limb prosthetics and also accepts requests to connect makers with people in need of assistive devices. Thus, e-NABLE aligns with our DEI goals and introduces students to socially responsible engineering. In addition, e-NABLE is a real-life example of something that students can do to have a positive impact on others.

The prosthetic hand project introduces students to the importance of:
1. Diversity, equity, and inclusion in the engineering design process. In other words, identifying needs, problems, and solutions for people of diverse abilities.
2. Participatory design in engineering. In other words, engaging users in participatory design at every step of the design process.
3. Advocacy and representation of underrepresented groups in engineering.

Our innovative curriculum bridges the gap between engineering and social responsibility with the aim of fostering growth for engineers with a commitment to inclusivity and ethical design. With the skills learned in this course, engineers of varying backgrounds can advocate for affordability of prosthetics and other assistive technologies.

Learning Objectives and Lesson Plans
This project is designed for undergraduate engineering majors with some background in biology and engineering concepts. The project can be scaled up or down depending on number of students and pre-existing knowledge.

The following describes topics covered in class and student assignments. Student teams will keep a written record of their design choices and will meet with instructor weekly.

Week 1 - 2:
Topics: Introduction to prosthetics, accessibility, and biomechanics of a hand.
Safety training and certification in 3D printing space of institution.

Week 2 - 4:
Topics: Intro to prosthetic design project, overview of e-NABLE hand files.
In-class activity: Case studies of prosthetics needs for diverse users in real-world situations.
Project Planning in student teams: Materials and budget, allocation of tasks within team.

Week 4 - 6:
Topics: Common stress tests performed on prosthetics, common pitfalls in prosthetic design.
Assignment: Practice printing a negative mold of any shape.
Guest speaker with experience in assistive design, students come prepared with questions.

Week 6 - 8:
Topics: Stress tests, measurements and analysis.
Assignment: Students prepare to analyze prosthetic such as measuring individual part durability, rigidity and temperature resistance. Teams begin to work on presentations.

Week 8 - 10:
Tasks: Finish stress tests and record results, finalize and practice presentations.
Final presentation and prosthetic demo for class

Conclusion
Here we describe a project that aims to introduce a curriculum focused on 3D-printed prosthetics to engineering students. Our primary objectives are (1) to raise awareness about DEI issues in regards to prosthetic accessibility and (2) introducing students to practical engineering skills. Students will engage in designing, building, and stress-testing 3D-printed prosthetics of that they create.

In conclusion, we describe a step-by-step, scalable project in assistive design that can be used in a variety of undergraduate design courses. We plan to pilot the project in a first-year design course and then launch our own course on accessible design. We hope that our project can be used by other instructors or serve as an example project in accessible design for engineering undergraduates. Example curricular materials will be provided at the conference.

AU - Dianne Grayce Hendricks
AU - Sage Indigo Brill
CY - Las Vegas, Nevada
DA - 2024/04/18
PB - ASEE Conferences
TI - Building a Prosthetic Hand: Introduction to Accessible Design
UR - https://peer.asee.org/46022
DO - 10.18260/1-2--46022
ER -