Early Intervention and Mechanical Engineering: Balancing Stakeholder Expectations in an Engineering Education Environment

The mission of the Early Intervention and Mechanical Engineering (EIME) project is to provide real- world design experiences for undergraduate engineering students while simultaneously enhancing adaptive and assistive technology services provided to children with special needs in the Upper Cumberland region surrounding Tennessee Technological University. These enhanced services are provided through a mutually beneficial collaboration between early intervention programs and the College of Engineering at Tennessee Tech. As part of their curriculum, engineering students engage in team projects to design, develop, test, and deliver new and novel applications of adaptive and assistive technology to facilitate transitioning of children from early intervention programs to preschool programs and inclusive environments. This paper describes the EIME model that has been used at Tennessee Tech since 2001 and replicated at other institutions in the State of Tennessee. The EIME project is based on a close collaboration of multiple partners, each with specific motivations and expectations from the project. Success and sustainability of the project depends on meeting partners' expectations. The paper identifies the major stakeholders and defines the primary objectives of each. Historical evidence and assessment data of how the EIME project is meeting its objectives are provided.