Syllabus Enabling Technology ECE BME OT 6620

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1 Syllabus Enabling Technology ECE BME OT 6620 No: ECE BME OT Title: Enabling Technology Credits: 3-4 Lecture WSU Catalog Description: Coordinator: Robert Erlandson, Professor of Electrical and Computer Engineering Instructor: Robert F. Erlandson, Professor of Electrical and Computer Engineering Donna Case, Ph.D., OT Office Hours: Mondays 3-5pm or appointment Office Location: Erlandson Engineering Case - Cooke School Northville Public Schools Phone - Erlandson: (313) ac5957@wayne.edu Phone - Case: (248) cased@bry.northville.k12.mi.us Course Meeting Time: Mondays 6:00PM 9:30PM Course Meeting Location: 1200 Engineering Building Goals: To develop a broad based knowledge of enabling technology its utilization and design. Learning Objectives: At the end of this course, students will: 1. Be able to analyze a product or service with respect to accessible and universal design principles. 2. Have knowledge of the federal laws governing accessibility. 3. Have knowledge of the impact of enabling technology on people across their life span and in a variety of environments and activities; home, leisure, work, school, activities of daily living, etc. 4. Have knowledge of human functioning across the life span and in a variety of environments and activities; home, leisure, work, school, activities of daily living, etc. 5. Understand disability as an interaction of the person, activity, and environment. Textbook: The Design of Everyday Things, Donald Norman Reference Texts: Reading list varies each semester Prerequisites by Topic: Consent of the instructor Corequisites by Topic: None Page 1 of 7

2 Topics & Schedule: Instructors Robert Erlandson, ECE (313) Room 3115 Engineering Building Donna Case, OT Cooke School Northville Public Schools Where 1200 Engineering Hall of Fame Lounge When Mondays 6 p.m. 9:30 p.m. January 8, 2007 Disability Demographics: Numbers, percentages, and categories. Introduction to Assistive / Enabling Technology: Definition, categories. Development Review: Review the general principles of human development, identify key issues or skills that emerge within each life stage, identify when developmental guidelines are no longer appropriate for an individual. Investigate how technology interacts with individuals throughout their life span, this will include changing technology needs as the person ages. Define appropriate technology. Homework for January 22, >Read The Design of Everyday Things Answer questions that are handed out. >Read The BIS Report on Assistive Technology in the U.S. >Go to the following website: Answer questions that are handed out. January 15, 2007 January 22, 2007 January 29, 2007 Martin Luther King Day No classes Design: Critical look at the design process. The principles presented in Norman s book will be discussed and explored. Universal design concepts will be presented in the context of built environments, consumer products and education. Homework for January 29, 2007: Based upon the material in the book The Design of Everyday Things and class discussion, identify at least 3 examples of bad and good designs consumer products, buildings, services, etc. Prepare a short no more than one page critique of each product/service. Attach a sketch, diagram, photograph, photocopy of the product. Be prepared to present and discuss your examples. Each example is worth 5 points. No extra credit for extra examples. Continuation of universal design concepts and discussion. Home Environments: Identify technologies that can enable an individual to greater independence throughout his/her life stages focus on home. Differentiate between ideal and useful technologies. Look at home automation and Smart House Concepts. Community Environments Homework for February 12, 2007: Based upon material from class discussion and Page 2 of 7

3 lecture, develop a kitchen utilizing Universal Design Elements. Visit to design your kitchen via the internet. Also look at the OXO web site for other ideas. Write a short narrative or chart (no more than 2 pages) detailing the specific details you designed and how they pertain to universal design theory. February 05, 2007 Wright & Filippis, Inc Crooks Road Rochester Hills, MI (248) Ken Eick Cell Phone: February 12, 2007 Wright & Fillipis Tour ( ) The focus will be on orthotics, prosthetics, mobility, ramps, lifts, and a wide variety of wheelchairs. Walk through a case study. Homework for February 19, 2007: Case study #1. Home Environment: How life stages of an individual can be blocked by impairments/disabilities. Discuss hierarchy of independence issues. Information and Communication: Review related issues for access to information and communication throughout the life stages. Skills necessary for achieving access to information and communication. Issues that interfere with an individual s ability to communicate and obtain information. Importance of play in the development of information and communication skills. Technologies that can enable an infant and child to achieve independence. Homework for February 26, 2007: Develop an action plan for allowing an individual with a specified disability to access information from his/her computer and the internet. February 19, 2007 Audiology and Speech Pathology Hearing Aids, communication disorders, and related topics. February 26, 2007 Homework: Case Study #2. Due March 05, Dr. Jan Collis-Eaglin WSU Accessibility Information and Communication: (Continued) Review related issues for access to information and communication throughout the life stages. March 05, 2007 (OK) March 12, 2007 March 19,2007 Special Education IEP/IFP and Universal Design for Learning Skills needed for note taking, oral-presentations, and the manipulation of objects. Technologies to foster independence in these areas will be presented. Homework: Case Study #3. Due March 26, Mid-winter Break Play & Leisure Page 3 of 7

4 March 26, 2007 Importance of play in the development of other life skills and domains that can enable an infant and child to achieve independence. ATTIC demonstration. There will be hands-on demonstrations of a variety of assistive technology devices. This will be followed by a session on AT devices. Break into project Groups April 2, 2007 April 9, 2007 April 16, 2007 Homework: Case study 4. Due April 9, Specific Technologies for work. Competent participation in the work place will be covered. Office, manufacturing, assembly and service employment situations will be presented and discussed. Examine various state and federal mandates: e.g. OSHA that are impacting job functions and hence required capabilities Examine the difference in technologies required for physical versus cognitive disabilities. Examine the factors that can influence successful integration of an individual with disabilities into a work situation. Final Project Status Report South Lyon Schools Linda Ray and Architect New school utilizing accessible and universal design. Accessible play scape Tour of the Case Home. Holly Heath, Transition Specialist Cooke School, Northville Public Schools Transition (school work) issues for individuals with disabilities will be addressed in the continuum of: sheltered workshops, supportive employment and competitive employment. Legal and funding Issues related to equal access to services, facilities and the job market. David Moss Law School Explore the availability of funding for technology across the life stages. Availability of technology recycling and other strategies. WSU Facilities Crawl April 23, 2007 April 30, 2007 Homework: Final Project Status Report Panel: Discussion revolving around previously discussed topics. The intent is to bring together users of technology, providers, caregivers, professionals and look closely at the current state of affairs and project what the near future may bring. Homework: Final Project Status Report Final Project Presentations Page 4 of 7

5 Course Structure: See the table above under Topics and Schedule Computer Resources: The College of Engineering, College of Education, and University Computer Resources. Laboratory Resources: Not Applicable Laboratory Policy: Not Applicable Distribution of Points for Class Activities The final course grade will be based on a percentage of total points earned on all class assignments including class participation. Class Participation and Contributions 5% of total grade. This element considers class attendance. It starts at 100 points. Up to 2 absences no penalty. Between 3-4 absences the participation factor will be reduced to 60 points. Greater than 4 absences - special action must be considered. This represents a significant proportion of the class. The student may be eligible for an incomplete (I) or other special considerations. Homework Assignments 25% Each assignment will have a point value and a total homework score will be calculated as the sum of all points earned for the assignments. Case Studies 30% Each Case Study will have a point value and a total Case Study score will be calculated as the sum of all points earned for the assignments. Final Project 40% The Final Project will have a fixed number of points. The points will be summed, but weighted so as to represent the percent of the final grade indicated above. The ratio of this weighted sum to the maximum possible weighted sum score represents a percentage of the maximum possible score. The measure is: {(weighted sum)/(maximum possible weighted sum}*100 to yield a percentage. Grading Scale: Grades will be given as follows: A 100% - 93% A % - 90% B % - 87% B 86.99% - 83% B % - 80% Page 5 of 7

6 C % - 77% C 76.99% - 73% C % - 70% D % - 67% D 66.99% - 63% D % - 60% E less than 60% Attendance: You are expected to attend every class session in its entirety. Do not schedule other classes or commitments that conflict with any part of the time during which your lab section is scheduled. Attendance is recorded and will be used in determining your grade. For each unexcused absence, two (2) points will be deducted from your final cumulative point score. Makeup Exam and Makeup Assignment Policy: Quizzes and examinations may be made up if prior notification and instructor approval is provided. If there is an unauthorized missed assignment, quiz or exam a suitable, verifiable reason, e.g., medical, work, childcare, needs to be provided and permission obtained from the instructor to take a make quiz, exam, or assignment. All make up quizzes, exams, and assignments must be made up within a reasonable period of time, typically one week. Written Material. All written material must be typed and adhere to accepted APA or IEEE standards for references, citations, and manuscript style. Policy on late or re-submitted Homework Assignments or Case Studies. Homework Assignments and Case Studies will be accepted late but there will be a penalty of 10% unless prior arrangements are made. If a student is asked to re-submit an assignment or Case Study there will also be a 10% penalty on the revised score or they retain their original score if they do not re-submit.. Individual or Team Work. It is expected that students will work on the Homework Assignments and Case Studies independently unless otherwise explicitly stated. Final Project. The Final Project can be a team effort. There will be a team grade given and each member will receive that team grade as their Final Project Grade. Since the class contains a cross-disciplinary mix of students the Final Project requirements and assessment/evaluation procedures will be established on a project by project basis reflecting the experience of the participants. Outcome Coverage: (a) An ability to apply math, science and engineering knowledge. This course has a focus on accessible and universal design. (b) An ability to design and conduct experiments, as well as to analyze and interpret data. Product and service analysis, Case Studies, and the final project deal explicitly with the analysis of products and services. (c) An ability to design a system, component, or process to meet desired needs within realistic constraints Page 6 of 7

7 such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. The final course project directly addresses this element. (d) (e) Identify, formulate and solve engineering problems. This is a major focus of the class (f) (g) (h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. The main focus of the class (i) (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. To a degree emphasis on accessible and universal design Cheating Policy and Penalty for Cheating: Cheating will not be tolerated. If students are caught cheating they will receive an E for the class. Special assignments will be designated either an individual or team assignment. As an individual assignment students must do the work independently. All written work must be that of the individual student unless referenced according to that student s college policy i.e. APA or IEEE style. Plagiarism is the unacknowledged, uncited use of other people's ideas or words. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. At least ask your instructor for guidance. Students using information gleaned from Internet sources are expected to correctly cite those sources ( Plagiarism is a form of cheating. According to WSU rules and regulations it is grounds for dismissal from school. Anyone caught cheating on assignments, quizzes or engaging in plagiarism will receive an E for this class and could be subject to further disciplinary action. It is assumed you understand what plagiarism means. If you do not then see the following definition and resources. > Plagiarism is using others ideas and words without clearly acknowledging the source of that information. From What is Plagiarism and how to recognize and avoid it. Prepared By: Robert F. Erlandson, Professor of Electrical and Computer Engineering Last Revised: January 8, 2007 Page 7 of 7