The MIT-Skywalker is a novel robotic device developed for the rehabilitation or habilitation of gait and balance after a neurological injury. It represents an embodiment of the concept exhibited by passive walkers for rehabilitation training. Its novelty extends beyond the passive walker quintessence to the unparalleled versatility among lower extremity devices. For example, it affords the potential to implement a novel training approach built upon our working model of movement primitives based on submovements, oscillations, and mechanical impedances. This translates into three distinct training modes: discrete, rhythmic, and balance. The system offers freedom of motion that forces self-directed movement for each of the three modes. This paper will present the technical details of the robotic system as well as a feasibility study done with one adult with stroke and two adults with cerebral palsy. Results of the one-month feasibility study demonstrated that the device is safe and suggested the potential advantages of the three modular training modes that can be added or subtracted to tailor therapy to a particular patient's need. Each participant demonstrated improvement in common clinical and kinematic measurements that must be confirmed in larger randomized control clinical trials.

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Research suggests that, to narrow the gender gap in engineering, we should focus on helping young girls identify with engineering both because gendered attitudes emerge around kindergarten and because identity is more predictive than performance on persistence in the field. This qualitative study sought to understand the impact of collaborative engineering design on the development of engineering identities in elementary-school students and compared the findings across gender. We focused on three tiers of collaboration embedded into the engineering design process: peer groups, role models, and shared goals. More specifically, the elementary students worked in small teams and partnered with undergraduate engineers to help design and build dancing robots that come together for a coordinated dance performance. We used ethnographic methods, including pre-and post-program student interviews, videorecorded program sessions, and documentation of student work, to investigate elementary students' engineering identities. Three themes emerged from our analysis. First, working with peers encouraged students who were initially uninterested in engineering, the majority of whom were girls, to join the program and helped them to engage in the activities. Second, partnering with engineer role models contributed to the elementary students' developing identities as engineers: The girls were most influenced by the personal bonds they formed, while the boys were most influenced by the technical skills they learned. Third, all girls and most boys preferred the idea of working toward a shared goal over competitive projects that, as described by the students, can cause bad feelings and hurt friendships. Our work supports and extends elementary engineering literature by considering the role of multiple tiers of collaboration in identity development in girls and boys. Our results suggest that engineering design programs that foster collaboration can help more students, especially more girls, engage in and identify with engineering, thereby contributing to the narrowing of the gender gap.

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Locomotion involves complex neural networks responsible for automatic and volitional actions. During locomotion, motor strategies can rapidly compensate for any obstruction or perturbation that could interfere with forward progression. In this pilot study, we examined the contribution of interlimb pathways for evoking muscle activation patterns in the contralateral limb when a unilateral perturbation was applied and in the case where body weight was externally supported. In particular, the latency of neuromuscular responses was measured, while the stimulus to afferent feedback was limited. The pilot experiment was conducted with six healthy young subjects. It employed the MIT-Skywalker (beta-prototype), a novel device intended for gait therapy. Subjects were asked to walk on the split-belt treadmill, while a fast unilateral perturbation was applied mid-stance by unexpectedly lowering one side of the split-treadmill walking surfaces. Subject's weight was externally supported via the body-weight support system consisting of an underneath bicycle seat and the torso was stabilized via a loosely fitted chest harness. Both the weight support and the chest harness limited the afferent feedback. The unilateral perturbations evoked changes in the electromyographic activity of the non-perturbed contralateral leg. The latency of all muscle responses exceeded 100 ms, which precludes the conjecture that spinal cord alone is responsible for the perturbation response. It suggests the role of supraspinal or midbrain level pathways at the inter-leg coordination during gait.

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Tyler Susko is a Lecturer PSOE at the University of California Santa Barbara in the department of mechanical engineering where he is responsible for the mechanical engineering design program. Prior to this appointment, he completed his PhD from MIT in mechanical engineering where his research focused on the development of a novel robotic system for the treatment of neurological injuries affecting movement, specifically gait. He has previously held positions as a design engineer at Ingersoll Rand and an adjunct professor at Augusta State University. A coupled course design to strengthen multidisciplinary engineering capstone design projects Abstract Multidisciplinary Capstone Design courses are becoming a focus of engineering institutions as multidisciplinary skills have become a priority for accreditation and have shown promise for the development of young engineers. Most of the implementations are done using a stand-alone course or a dedicated section of a capstone course which involves a high institutional resource cost. Here we propose a Supplementary Multidisciplinary Capstone Course (SMCC) to be coupled to the departmental capstone courses to promote quick adoptions of multidisciplinary capstone projects without sacrificing discipline specific rigor. Two student surveys and one endof-quarter grading rubric are used to assess the merits of the coupled course design through the first quarter of a three quarter capstone series. Results of the surveys show that the SMCC course structure resolves student meeting scheduling problems by mandating attendance and retains departmental rigor by having advisors directly assigned in the departmental capstone course. We found that highly motivated teams with defined projects thrive with this model but that industry-defined projects require increased communication for all involved faculty and industry mentors at the onset of the project.