Key Takeaways
- The Faces on Design program at University of Detroit Mercy pairs engineering and nursing students to develop assistive technology for people with disabilities.
- Over nearly two decades, the initiative has produced real‑world solutions, such as the ARMS (Assistant Reaching Modular System) device, which helps users with mobility challenges.
- Students work directly with individuals who have disabilities, ensuring designs meet actual user needs and preferences.
- Interdisciplinary collaboration is emphasized as a core learning outcome, preparing graduates to solve complex problems in diverse teams.
- The program aims to move prototypes from classroom demonstrations to market‑ready products that can improve quality of life for a broader population.
Program Overview and Mission
The Faces on Design program, housed at the University of Detroit Mercy, has been running for close to 20 years with a clear mission: to empower engineering and nursing students to create innovative assistive technologies that enhance daily living for people with disabilities. Each academic year, the program culminates in a final presentation where student teams showcase the prototypes they have designed, tested, and refined. This public demonstration not only celebrates student achievement but also raises awareness about the potential of interdisciplinary collaboration to address real‑world accessibility challenges.
Interdisciplinary Student Collaboration
A defining feature of Faces on Design is the intentional pairing of engineering and nursing students. Engineering students contribute technical expertise in mechanics, materials, and design processes, while nursing students bring clinical insight into user needs, safety considerations, and ergonomics. This blend of perspectives encourages teams to think holistically about a product’s function, usability, and impact on the user’s health and well‑being. By working side‑by‑side, students learn to communicate across disciplinary languages, a skill that is increasingly valuable in today’s collaborative work environments.
Student Motivations and Learning Experience
Participants often cite personal fulfillment as a key driver for joining the program. Marianne Mati, a nursing student, explained that she enrolled because she wanted to contribute to something that would “make a difference.” Similarly, Jezelle Manni, a mechanical engineering student, highlighted the excitement of seeing a concept evolve from sketches to a tangible device that someone can use every day. These motivations are reinforced by the program’s structure, which requires teams to engage directly with end‑users throughout the design process, fostering empathy and a sense of responsibility that extends beyond academic grades.
The ARMS Device: Concept and Purpose
One of the standout projects emerging from the program is the ARMS device—an Assistant Reaching Modular System designed to aid individuals with limited upper‑body mobility. The device was developed in close consultation with Richard Dries, a man living with a spinal cord injury who relies on assistive tools to perform everyday tasks. The ARMS device addresses a common difficulty: reaching, grasping, or manipulating objects that are otherwise out of reach due to reduced range of motion or strength.
Technical Features and Modular Attachments
Constructed primarily from lightweight carbon‑fiber tubing, the ARMS device can extend and retract to accommodate various reach distances. Its modular nature allows a range of attachments to be clipped onto the central shaft, transforming the tool for different functions. The current suite includes hooks for pulling items, a standard handle for gripping, a slimmer handle for precision tasks, a massager for therapeutic use, a back‑scratcher for comfort, and a scooper device for picking up small objects. This versatility means that a single base unit can serve multiple purposes, reducing the need for several separate aids and simplifying the user’s routine.
User Testimonial: Real‑World Impact
Richard Dries, the individual who co‑designed the ARMS device, expressed enthusiastic approval of the final product. He praised the creativity and attention to detail embedded in the design, noting that the device “is totally awesome” and anticipates that it will help “so many people.” His feedback underscores the importance of involving end‑users early in the development cycle; Richard’s lived experience directly informed the selection of attachments, the ease of the extension mechanism, and the overall ergonomics of the device. His endorsement also serves as a powerful validation for the student team, confirming that their efforts translate into meaningful improvements in daily life.
Faculty Perspective on Interdisciplinary Education
Professor Molly McClelland, a nursing faculty member involved with the program, articulated the educational philosophy behind Faces on Design. She emphasized that the program aims to teach students not only the technical skills of their respective disciplines but also how to collaborate effectively across fields to produce superior outcomes. By integrating nursing’s patient‑centered mindset with engineering’s problem‑solving approach, students learn to leverage “all the minds and all the disciplines that you can” to create products that are both functional and compassionate. This approach prepares graduates to tackle complex, real‑world challenges that rarely fall within the confines of a single specialty.
From Prototype to Market: Commercialization Goals
While the immediate focus of Faces on Design is on learning and prototyping, the program maintains a long‑term objective of translating successful designs into market‑available products. Faculty and administrators encourage teams to consider factors such as manufacturability, cost-effectiveness, regulatory compliance, and user feedback during the development phase. The ultimate hope is that devices like the ARMS system will attract interest from investors, healthcare providers, or assistive‑technology companies, thereby moving beyond the classroom to reach a wider audience of individuals who could benefit from increased independence.
Broader Implications and Community Impact
The influence of Faces on Design extends beyond the university campus. By highlighting the capabilities of student‑generated assistive technology, the program helps shift public perception about what emerging engineers and nurses can achieve. It also provides a model for other institutions seeking to embed community‑engaged, interdisciplinary projects into their curricula. The success stories, such as Richard’s endorsement of the ARMS device, demonstrate that meaningful innovation can arise when academia listens to and partners with the people it aims to serve. These outcomes contribute to a growing ecosystem of inclusive design that values accessibility as a core component of technological advancement.
Conclusion and Future Outlook
In summary, the Faces on Design program at University of Detroit Mercy exemplifies how sustained collaboration between engineering and nursing students can yield practical, user‑centered solutions for people living with disabilities. Through hands‑on projects like the ARMS device, students gain technical proficiency, empathy, and interdisciplinary communication skills—all while delivering tangible benefits to real users. As the program looks ahead, its commitment to refining prototypes, pursuing commercial pathways, and expanding its impact promises to continue fostering innovations that make everyday tasks easier, safer, and more dignified for individuals who face mobility challenges. The ongoing blend of academic rigor and community partnership ensures that Faces on Design will remain a vital conduit for creating a more accessible future.