Courses and Service Organizations
EGR61/PPS109/ENV162: Natural Catastrophes: Rebuilding from Ruins. was piloted in spring 2006 and included a Spring Break service-learning experience for the students. 171 students were enrolled in the course, and approximately 135 students went to New Orleans over Spring Break. In spring 2008, approximately 100 students went to New Orleans over Spring Break. This course is to be offered in the spring of even numbered years. Instructor: David Schaad
CE185: Engineering Sustainable Design and Construction. In 2007/2008, students are involved with design projects for community clients (i.e., the WISER girls school in Kenya, mechanical aerator for shrimp farmers in Indonesia, and sustainable deployable shelters for survivors of natural disasters). The aerator and deployable shelter competed in the annual P3 contest on the National Mall in DC; the aerator was awarded an honorable mention. This course is to be offered in the spring semester of odd numbered years. Instructor: David Schaad
BME 260: Devices for People with Disabilities. Course Description: Design of custom devices to aid disabled individuals. Students will be paired with health care professionals at local hospitals who will supervise the development of projects for specific clients. Formal engineering design principles will be emphasized; overview of assistive technologies, patent issues, engineering ethics. Oral and written reports will be required. Selected projects may be continued as independent study. Prerequisite: Biomedical Engineering 154L or equivalent, or consent of instructor. Instructors: Larry Bohs, Kevin Caves, Rich Goldberg
Goal of the course, which fulfills the BME capstone credit, is to provide students the opportunity to apply their knowledge in developing an assistive device for someone in the community with a physical limitation or disability.
Course is offered for curricular credit both semesters. Approximately 18 students per semester enroll in the course. It is so popular that there is actually a lottery to sign-up for the class.
Students are divided into teams of 3 and are supervised by the faculty during the product design and development.
NSF grant of $25,000 supports the course. Each team is provided a budget of $500 for their work.
BME 261: Design for The Developing World. Course description: Design of custom devices to help the specific and unique needs of developing world hospitals. Formal engineering design principles will be emphasized; overview of developing world conditions, patent issues, engineering ethics. Oral and written reports will be required. Students may elect to personally deliver their projects to a developing world hospital, if selected, in the summer following the course. Prerequisite: Biomedical Engineering 154L or equivalent, or consent of instructor. Instructor: Robert Malkin.
BME 262 Electronic Design for The Developing World. Course description: Design of custom devices to help the specific and unique needs of developing world hospitals. Formal engineering design principles will be emphasized; overview of developing world conditions, patent issues, engineering ethics. Designs must be based on microcontroller or equivalent electronic circuitry. Oral and written reports will be required. Students may elect to personally deliver their projects to a developing world hospital, if selected, in the summer following the course. Prerequisites: Biomedical Engineering 154L or equivalent, or consent of instructor. Instructor: Robert Malkin.
Engineering Service Organizations
The Engineering World Health Summer Institute is an opportunity for engineering students to gain hands on repair and design experience while simultaneously helping disadvantaged hospitals and patients in a developing nation. Open to students of engineering, physics and chemistry, the Summer Institute begins with a one-month stay in Costa Rica or Tanzania in which students live with a host family. Mornings are spent learning Spanish or Swahili, while in the afternoons students receive three hours of technical training in the operation and repair of medical equipment. Day trips to the country's breathtaking natural features punctuate the experience and give volunteers a time to bond. After the one-month training, each student travels to his or her target hospital. Students work repairing and installing badly needed equipment. Whether they’re working on an infusion pump that helps treat a tiny infant, or an ECG that will aid in diagnosing someone's grandfather, each student-engineer makes a difference in patients’ lives. Approximately 40-50 students from around the country are involved each summer, with approximately 10% of them from Duke. Faculty adviser: Robert Malkin.
Duke's EWB works in concert with the international EWB program to improve quality of life in underserved communities worldwide through implementation of environmentally and economically sustainable engineering-based projects. Duke's chapter has fielded teams to Banda Aceh, Indonesia to work with rebuilding after the tsunami (2005), water supply system in Kasaka, Uganda (2006 and 2007), rural electrification and low power computers in Nokukonjeru, Uganda (2007), water supply system in Ciudad de Dios, Peru (2007 and 2008), assessment for a bridge project in Condor Chinoka, Bolivia (2008), assessment for a clinic near Las Mercedes, Honduras (2008), etc. Faculty adviser: David Schaad
The DukeEngage program provides funding for Duke undergraduates who wish to pursue an intensive civic engagement experience anywhere in the world. Several current programs are sponsored by Pratt faculty.
- Nitrate Concentration of Drinking Water by Farming Activities in Rural Ghana: Saving Lives Through Education and Awareness– Fred Boadu
- Duke – Engineering World Health in Northern Tanzania – Robert Malkin EWB/
- Engineering Change in Uganda – David Schaad
- EWB/Peru – David Schaad
- DukeEngage in NOLA – David Schaad