Social Consciousness
FSE404: EPICS
Across the span of two semesters, I participated in the service learning program at ASU known as Engineering Projects in Community Service (EPICS). This course is designed for all levels of engineering students to support and aid their understanding of real-world applications while making an impact in a specified community. It allows students to foster an open-mind mentality, build networking skills, and further their technical skills.
Fall 2023 Semester
Joining the EPICS program was an exciting opportunity that allowed me to select a project based on both my interests and the skills I could contribute to a team. For the Fall 2023 semester, I was honored to be chosen as a member of the 3D Dental Implants team, where I was able to expand my knowledge in 3D printing and apply my background in biomedical engineering to a meaningful project.
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Our team was assigned to a project aimed at addressing affordable dental care and accessibility in a rural area of a developing country. Recognizing the significant barriers to dental health in underserved communities, we were tasked with researching and developing innovative solutions to improve access to dental implants. Since our project was still in its early stages, we dedicated countless hours to research, gathering information on current challenges in dental care, existing solutions, and the feasibility of implementing cost-effective alternatives. We also actively engaged in brainstorming sessions and documentation to refine our ideas and set a strong foundation for the project.
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A key component of my contribution was in 3D printing and prototyping. I had the opportunity to work extensively with Fused Deposition Modeling (FDM) and Stereolithography (SLA) printers to develop beta prototypes for our project. This hands-on experience significantly enhanced my technical skills, allowing me to gain a deeper understanding of materials, design optimization, and the iterative process of prototyping. Beyond just the technical aspects, this project challenged me to think creatively, pushing me to find innovative solutions that balanced affordability, accessibility, and effectiveness.
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Additionally, I had the chance to collaborate with students from various disciplines, including mechanical engineering, material science, and public health. This interdisciplinary teamwork allowed me to gain new perspectives, understand the complexities of real-world problem-solving, and develop strong communication and leadership skills. Working with students from different backgrounds reinforced the importance of integrating engineering with healthcare solutions, making this project a perfect alignment with my chosen theme of health within the GCSP program.
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Beyond contributing to the project, my experience working with 3D printing technology and biomedical engineering applications led me to an exciting new opportunity—I was offered a position as an Undergraduate Teaching Assistant (UGTA). In this role, I now teach my peers how to properly use and handle 3D printers, helping them develop the same technical skills that I gained throughout my project.
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Overall, this project was an invaluable experience that strengthened both my technical and problem-solving abilities while allowing me to work on a solution with a meaningful impact on global healthcare. It reinforced my passion for biomedical engineering and my drive to use technology to improve lives in underserved communities.
Spring 2025 Semester
During the Spring 2025 semester, I joined the EPICS program and became involved in the Adaptive Snowboard team, where our mission is to develop a personalized snowboard for our community partner, Zach Sherman, a well-known triple amputee snowboarder. This project has been an exciting opportunity to apply my engineering knowledge to a real-world scenario, with the goal of making snowboarding more accessible and comfortable for adaptive athletes.
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Our team has spent numerous hours brainstorming innovative design concepts, researching biomechanics, adaptive sports equipment, and materials that could best suit Zach’s needs. We are currently in the prototyping phase, developing a beta prototype using laser-engraved plywood and 3D-printed PLA plastic components. By integrating these materials, we aim to create a snowboard that is both lightweight and structurally compatible, ensuring stability and performance. Additionally, we are working on incorporating a suspension system to improve shock absorption, which will enhance control and comfort through various terrains. While our goal is to have a functional snowboard by the end of the semester, we understand that we might need to refine our design, which may extend into the next semester to optimize performance and durability.
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This project has reinforced my understanding of how engineering can directly improve quality of life, aligning with the theme of health. It has allowed me to think beyond the classroom, challenging me to consider real-world applications of engineering principles while developing solutions that address individual needs and physical challenges. Through this hands-on experience, I have gained practical skills in design, prototyping, and collaborative problem-solving, all while contributing to a project that has the potential to make a meaningful impact.
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While I am still a current student of the class, I have been able to expand my knowledge in snowboarding and engineering applications. This experience has given me a greater appreciation for interdisciplinary teamwork, as I have worked alongside mechanical, computer science, and material science engineers to tackle design challenges. Most importantly, this experience has been a testament of my ability to apply necessary skills towards a project while creating a meaningful impact.