Former EPICS in IEEE Project Co-Leader and current project mentor Chong Yu Zheng shares his memorable experience working with other volunteers to advance the field of access and abilities
In 2016, representatives of the IEEE Malaysia Section made tremendous strides in promoting greater access and ability for underserved populations by designing and developing a cost-effective upper extremities rehabilitation system for children with movement disorders such as cerebral palsy and spasticity. The initiative, called “Development of Hand-Cycle for Children with Movement Disorder,” was supported by EPICS in IEEE and driven by a proactive and enthusiastic group of engineers. Their resultant smart and child-friendly system – which incorporated animation in order to encourage continued movement of the limbs – not only made an affordable new rehabilitative system more accessible for children with movement disorders, but provided a great educational opportunity and platform through which high school and university students could help support community members in need.
The experience of working on that project was so positive and compelling for Project Co-Leader Chong Yu Zheng that he now serves as a mentor for other EPICS in IEEE projects. In the following interview, the IEEE Senior Member, author, and lecturer within the Department of Mechatronics and Biomedical Engineering at the Universiti Tunku Abdul Rahman in Petaling Jaya, Malaysia shares the current state of this ongoing project, the critical skills he himself gained through his project experience, and how high school/university students and IEEE volunteers alike will benefit from participation in an EPICS in IEEE project.
Beyond its value to children with movement disorders, please discuss some of the benefits of the “Development of Hand-Cycle for Children with Movement Disorder” initiative to the cohorts of high school students who continue to work on this project on an extra-curricular basis.
Zheng: This initiative currently introduces junior and senior-level high school students to the use of STEM principles in the development of solutions for underserved communities. Through informative IEEE workshops and interactions with relevant stakeholders such as parents, physiotherapists, and others, students get to apply technical knowledge gained in their curriculum when designing rehabilitation equipment and will gain experience in everything from design conceptualization and planning to design implementation, testing, troubleshooting, and more. Our project reinforces theoretical knowledge gained through such subjects as Science, Physics, Biology, and Living Skills, all of which can be utilized in the design of mechanical structures. Students will witness the practical implementation of projects throughout the development cycle and gain critical exposure to engineering management principles. Students are also encouraged to develop timely solutions using recycled parts, which helps promote greater awareness of the value and importance of sustainable design.
Are any of the solutions created through your project still in use today?
Zheng: We worked together with the Spastic Children’s Association of Selangor & Federal Territory (SCASFT) and the Home for Special People, Cheras, and the first prototype developed was commissioned by one of these partners. In addition, a repository has been created to enable open-source sharing of our experience and findings (https://github.com/ieeemysight4rehab) to help others in their research and development journey in this field.
What did you learn from your participation in an EPICS in IEEE project and how did it impact your career as an engineer?
Zheng: From my experience, collaborating with fellow engineers, IEEE volunteers, and target audiences/stakeholders helps young professionals strengthen their communication skills. At the same time, working with high school students who are curious and enthusiastic about STEM is extremely rewarding. The project helped me strengthen my skills when it comes to instructing/guiding high school students and tailoring my approach based on the audience at hand.
How have you engaged with IEEE since your project and what’s your hope for the EPICS in IEEE program in the future?
Zheng: I’ve volunteered my time to assess various proposals for the award of IEEE-HTB (Humanitarian Technologies Board) grants and have recently taken opportunities to mentor students working on current EPICS in IEEE projects. In the future, I’d love to see even more EPICS in IEEE events and opportunities that help promote cross-border activities.
Finally, please share why you feel it will benefit both students and IEEE members by getting involved with the EPICS in IEEE program?
Zheng: EPICS in IEEE is an excellent platform that enables all parties to learn from each other and volunteer their skills for the betterment of society at large. Participants will gain new and important skill sets beyond just the structured technical knowledge acquired through formal education, and they’ll also get to experience and contribute to the joy and fraternity that comes with volunteering through IEEE.
For More Information
For more information on EPICS in IEEE or the opportunity to participate in service-learning projects, visit https://epics.ieee.org/. “EPICS (Engineering Projects in Community Service) in IEEE” is an initiative which provides opportunities for students to work proactively with both engineering professionals, technological innovation, and local organizations/partners to develop solutions that address global community challenges.
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