This article describes the development of the Soft Robotics Toolkit, a set of open access resources to support the design, fabrication, modeling, characterization, and control of soft robotic devices. The ultimate aim of the toolkit is to support researchers in building upon each other's work, and thereby advance the field of soft robotics. An additional aim is to support educators and encourage students to pursue careers in engineering and science by making the resources as accessible as possible. The toolkit was developed and refined through a series of pilot studies and user tests. Specifically, the resources were used by students in a project-based medical device design course; volunteers from a variety of backgrounds tested the toolkit and provided feedback, and soft robotics researchers used the collection of resources and contributed to its development. Throughout all user studies, qualitative data were collected and used to guide improvements to the toolkit. This process of testing and refinement has resulted in a website containing design documentation describing general hardware control platforms and specific soft robotic component designs. The online documentation includes downloadable computer-aided design (CAD) files, detailed multimedia protocols for the fabrication of soft devices, tutorials and scripts for modeling and analyzing soft actuators and sensors, and source code for controlling soft devices. Successive iterations of qualitative data gathering and redesign have confirmed that the toolkit documentation is sufficiently detailed to be useful for researchers from a wide range of backgrounds. To date, the focus of the toolkit has primarily been fluid-actuated robotic systems, but the plan is to expand it to support a wider range of soft robotic-enabling technologies. The toolkit is intended as a community resource, and all researchers working in this field are invited to guide its future development by providing feedback and contributing new content.
Innovation in patient care requires both clinical and technical skills, and this paper presents the methods and outcomes of a nine-year, clinical-academic collaboration to develop and evaluate new medical device technologies, while teaching mechanical engineering. Together, over the course of a single semester, seniors, graduate students, and clinicians conceive, design, build, and test proof-of-concept prototypes. Projects initiated in the course have generated intellectual property and peer-reviewed publications, stimulated further research, furthered student and clinician careers, and resulted in technology licenses and start-up ventures.
D. Holland, C. J. Walsh, and G. J. Bennett, “Troublesome knowledge in engineering design courses,” in 6th Annual Conference of the National Academy for the Integration of Research, Teaching and Learning, and the 4th Biennial Threshold Concepts Conference, Trinity College Dublin, Ireland, 2012.PDF