Joel Voldman - Neural engineering for middle schoolers
MIT STEM Mentoring Program introduces students from Boston, Cambridge, and Lawrence to an evolving field.
Sydney Lester | MIT Office of Engineering Outreach Programs
May 19, 2015
middle school students from Boston, Cambridge, and Lawrence,
Massachusetts, participated in two hands-on activities on Saturday,
March 7, that taught them how engineers can improve quality of life for
people affected by medical conditions relating to the nervous system.
The workshop — an introduction to the evolving field of neural
engineering — was part of the STEM Mentoring Program
at MIT, which matches middle school students with mentors who are
undergraduate students, graduate students, or young professionals from
the Boston area.
Learning to adapt
Neural engineering is a branch of engineering that innovates
solutions for people affected by nervous system disorders and injuries.
“This is a science that is happening currently, and there is a lot of
work going on as we speak,” says Catherine Park, MIT STEM Program
coordinator. “I wanted to get the students in on what’s happening now.
Neural engineering is a relatively new field, so I wanted them to be
exposed to it as well as its very helpful applications in the real
Real-world applications of neural engineering include the bionic arm
and more recently, the retinal implant, which can restore sight for
people with severe vision loss. One of the most celebrated successes of
neural engineering has been the cochlear implant, which the U.S. Food
and Drug Administration approved in 2000. Today, hundreds of thousands
of children and adults rely on the device to hear.
The first activity of the mentoring workshop employed earplugs,
blindfolds, and other tools to demonstrate to the middle school students
what it would be like to live with one or more of the conditions that
neural engineering seeks to address. Participants attempted to eat
breakfast without senses they may have taken for granted and learned how
challenging it would be to suddenly lose those functions.
Some experienced limited hearing on one or both sides, while others
gave up their senses of smell, taste or sight. One student who wore an
earplug described himself as feeling “off balance” during the activity,
“only hearing one side of the world.” Blindfolded students had trouble
finding the food on their plates.
Along with giving the students insight into life with limited senses,
the activity taught collaboration. “It’s teaching the students how to
rely on their teammates,” said mentor and MIT freshman Rebekah
Duembeg-Quesada. “I believe everyone has a different way of learning,
and they get to make up for that together.”
Neural engineering on a small scale
Following the first activity, Park led a discussion introducing the
role of neural engineering. One topic was the brain-computer interface,
which transmits electric signals from neurons in the brain to a device
outside the body, such as a robotic arm or cochlear implant.
“Your brain is going to be communicating with a computer, and it will
tell the machine what to do,” said Park, describing the brain-computer
interface. “It will be coded and decoded into an action.”
MIT Professor Joel Voldman of the National Science Foundation's Engineering Research Center for Sensorimotor Neural Engineering
(CSNE) recruited a team of graduate students to help the mentors and
mentees build robotic arms to demonstrate a simplified application of
neural engineering. Graduate students Aalap Dighe of MIT and Matthew
Sample of the University of Washington work with Voldman on a research
project funded by the CSNE and assisted Voldman in the demonstration.
Graduate students Haowei Su, Dan Wu and Theodore Golfinopoulos, all of
MIT, also helped with the event.
Groups of mentees and their mentors worked together to build circuits
that would send signals from students’ arm muscles via sensory nodes to
the robot arms, which would cause them to move.
Both mentors and students found the task challenging, including
mentor Gabrielle Raymond of Tufts University. "We’ve had to work
together as a team to try and figure out exactly how things should be
put together in the right way,” Raymond said.
The session concluded with two groups of students participating in a
simulated arm-wrestling competition between robot arms. They witnessed
the kind of technology that changes peoples’ lives every day and left
with a new understanding of and appreciation for the field neural
engineering. “You put sensor pads on your biceps or forearms, then
flex,” says STEM Program student Evelyn Reyes of East Boston. “Your
nervous system sends signals to this tube, and then it starts working."