Thanks guys.
I really appreciate the chance to come and

talk to you today.

I guess I should tell you a little
bit about myself I direct one of

the research labs here and
School of Applied Physiology.

I was hired about six years ago and
I actually think

I was hired to teach one of the basic
physiology courses for the Ph D. program.

The former Chair Bob Gregor had hired me
and he promised that I would have a year

off my first year just to to get things
going you know my lab up and running and

well before that time when he came
up to me in July late July and

say that hey can you teach the Cape
course and for the atmosphere program and

you know a few weeks of frantic and
I remember I talked to Mark

guile a great deal about how to go about
doing this but I really enjoyed my time

interacting with him as a peer program and
over the years have become

more progressively more involved with the
program and I have been really pleased and

satisfied with my interactions and
I hope I hope it continues.

What I'd like to talk about today
though is part of my efforts

as a faculty member I will
talk to a bit today and

you'll see a lot of the results of
the program and the caps on research but

as an independent faculty member what what
can a faculty member doing basic research

do for them as a pure program in the piano
field in general so I'll talk to you today

about a National Science Foundation
grant that I was recently awarded

which leverages heavily on
the atmosphere program and

I want to talk to you
a little bit about that.

So the grant titles is his

title dynamic control of the media
locomotive compensations and

like and the basic research that we do

related to this project is really to
look at mechanisms of compensation

within like how the joints coordinated and
controlled while we walk.

Actually specifically this grant
deals with hopping of all things but

with N.S.F. they're always interested
in educational outreach and so

there's actually a very
significant educational aim.

That's associated with this grant and I'll
just read this year it's the main goal for

this educational aim is to infuse basic
research into the curriculum of both

undergraduate and graduate levels here at
Georgia Tech which seems like a pretty

grand am but you know and
if I can even get part way there.

I think could be a success and the reason
we'd like to do that is if we can form

a nice model where we can get
undergraduate students engaged in piano

GET THAT INTO THE AMAS piano the Ph D.
program at Georgia Tech create a model for

what we're doing that can be
then replicated elsewhere.

I think that's would be
the ultimate success.

So here's sort of sort of an overview
of what we're trying to do.

A little Venn diagram.

OK So here's the campus Georgia Tech.

We've got maybe hard to
see from the back but

this little white oval here represents
the undergraduate population.

The yellow represents the M.S.P. zero
program and the blue represents the Ph D.

programs both of which are in
the School of Applied Physiology and

so we're represented here
locally on campus and

the first act I would call it would be to
try and get at these undergraduates and

let them know about what's going
on in Applied Physiology both in

terms of the master's program and the Ph
D. program with respect to the field of P.

and O. the second act then would
be to go at the graduate level.

So we're trying to get undergraduates
sort of funneled into this program and

then this interaction here that
we're I seem to get better and

better with each year that I've been here.

The master students and the Ph D.

students intermingling this year we've
just moved into new building as you.

Most of you will go and
see later but there.

Actually seated relatively close to
each other they can actually walk to

each other's desks.

There's always already been mingling
going on within the laboratories but

now we're in a good spot geographically
that they can that intermingle and

we've also had some students go on to
do a Ph D. in Applied Physiology and

that to me is sort of it and
ultimate for this grant.

And then finally once we get our act
together here we can then try to get

this program modeled into
other campuses and S.P.O.

programs are popping up all over the
country we're hoping that we can try and

serve as a flagship program not not
just what I'm talking about but

everything that the piano
program is doing here and and

Rob and Chris and
everyone else in the A.P. faculty.

And really a little small here.

But again I want to emphasize
the word awareness access and

appreciation that's really what
I'm going for at every level.

OK So
first off how do we do this again Act one.

In engaging the undergraduates so

I've been working with a undergraduate
course organized by a doctor.

Theresa snow and apply physiology.

She organizes a very large survey
course called Health concepts and

strategies they teach about twenty
six hundred undergraduates a year and

so over the five year span of this grant

we will potentially be able to
touch thirteen thousand students.

Basically every undergraduate on campus.

It's a huge resource that is
available to us because this is

being taught within our own program.

Within this course I've been able to
again with Dr Snow's Grace has allowed

me to go in with my students and give
guest lectures one or two semester for

several of her sections and book.

Let me go back second what's really
interesting is we'll go in and give this.

Talk and every time at least one or
two or three students will come up to me

afterwards and say wow I didn't know this
stuff was going on here at my campus.

I've had multiple times
students come up to me.

I remember one in particular said
I'm a BEING MEAN student and

this is exactly what I want to do.

Can can I still get into this program
even though I'm a Being Me student

from the second best
program in the country.

I'm mind you and I say Yeah I think
you could you know probably made it

so I curse them to apply.

So how do we provide access so many of
the fact they are already doing this for

this particular and stuff project we have
a research several research teams as well.

Were recruiting undergraduates and again
this this lecture that a given ten forty

is a nice mechanism for
record recruiting undergrads as well.

This is Natalia Strada who was
a preemie undergrad several years ago

particular she was working with amputees.

But she was helping out
on this project as well.

What kind of outcomes that we
had let me know from running and

we've developed a one lecture module and

a to lecture module that we offer every
semester to the ten forty class and

depending on their interest their
syllabus they'll ask us to come on.

So far in three years we've given
twenty three lectures that's about

almost five thousand contacts with
students over three years and we've

had three undergrads working in the lab
related specifically to this to this work.

OK So the next level graduates you're
going to see a lot of that today of them

as people capstone projects we are
starting this year we're going to helps

support that program directly with
each of the capstone projects.

Sorry second years it's
going to be in next year's.

Start.

I also teach the clinical gait analysis
course which I mentioned before.

What we've instituted
there is a problem based.

Learning project it says on
the second half of the semester.

It's a project coordinated with Dr Coble
are lower limb are thought of course and

the great thing.

There is so this is required of all
first year I miss people students and

as well as all the training ground
students for the Ph D.'s program and so

we've got about ten people students and
two to four Ph D.

students kind of working together and
they have about a six or

seven week project that they do and
they fabricate their own ankle foot or

if those Cs in Dr Kobi republish lab and
then there.

I will.

I don't say forced but they then there
are persuaded to do a project in

the Course related to that and
so they they have.

Interesting time I think it's a it's
a really great learning experience

of course six weeks isn't a whole lot of
time to get much done but I think it's

a really good primer for their capstone
projects which they get into and

finally in the spring I run a P.H.D.
grad summoner course look motion nor

mechanics what I think the reason
I want to bring this up is because

the final project in this course is
actually rather than write a term paper

they write a Wikipedia entry and
so they're writing a review

on some aspect related to look in motion
or mechanics which I think is is fairly

an important aspect of piano and
they're actually going out there and

affecting the public and that's where I
think would be a great resource for P.

and I was to try and utilize the Internet
more which I talk about that a bit and

a bit in terms of access.

This is just the standard access
we have capstone projects going on

in our lab we've got Ph D.
students as well in the lab.

It's nice that when they can work together
which they often do another aspect is

that the M.S.P. you know student and
the Ph D. student my lab is helping

develop these lectures that we give for
the undergrads and they're actually giving

these lectures so depending on who's
available between myself and the students.

We'll sort of take turns giving.

These lectures and I think I'd like to
hope that they enjoy it and it's something

different when you're sitting in the
audience listening versus standing up here

and having to deliver the message and and
I can tell you that the lecture model that

we specifically talk about addresses
basic elements of locomotion.

They talk about crabs horses
dogs humans of course

they go into the clinical gate area
of course amputee gate or thought.

Ix history of piano and they and
they try to incorporate everything

from basic research all the way
to the clinical application.

Again I we've gotten a really positive
response from the undergrads what

outcomes that we had in terms of
graduate students we had six Imus P.S.

students working on projects
related to this grant to Ph D.

students who have finished and
graduated this year relate to this.

We've had some publications as well
from these twelve wicked P.D.N.

trees have been created so
far from the course and

hopefully more as we go forward if
there's no way you can read that.

But if you want to go to Wikipedia and
just search for

locomotion neuro mechanics.

It will likely show a lot of the entries.

It's also on my web lab website.

If you want to look for it but.

There are entries such
as Parkinson's gate.

Spinal e generated look at motion look

at motion without shoes things like
that are often the entries and so

that I looked the other in January and
looked at some of these entries and

they're averaging about
five hundred hits a month.

So that's really something
that's I've never seen before.

But as a student taking a course
you write a term paper and

you give it to your
professor of the grade it.

And then they stick in the file
cabinet which is what I used to do it.

It's it's a different expectation
I think the student has it.

I tell them every year you write this
thing and some high school student in

Omaha is going to be writing their
paper based on your Wikipedia entry so

it gives them a.

Well I think in lightened sense
of importance or accountability.

OK so this next stage this
next act is national outreach.

This is more of a planned stage this
is one of the venues that I'm hoping to

start with but I'd like to get a bigger
presence myself in my lab at national

meetings piano meetings.

Again I want to use a and

in a more Internet more to disseminate
some of this work that we're doing

social media outlets like Facebook I
think would be a great resource and

I'm hoping to try to incorporate this
as the final stage of this project but

imagine for instance a Facebook
page entitled gait analysis.

And so now all of a sudden we can have
all the students in our course signed on

discussing a topic we can then link
with the gate course from Pittsburgh and

they can all sign on you get instructors
and students clinicians can come on and

you can get that kid in Omaha
signing on so you can get public

commissions students researchers
everybody into the same site talking.

OK.

And of course we want to try and
increase that sort of networking but

also increase the funds to support
this kind of work I think it's.

It's a real shame that right now
there's a a lot of funding out there

specifically aimed at prosthetics.

You know the military and I H S F They're
all gearing all this funding for

prosthetics and orthotics research but
who's getting all this money.

Not not too many piano programs
are getting this money they're going to

basic researchers.

And basic researchers who often don't
have very good clinical knowledge so

I think it would be a really nice way
to try and create collaboration's.

So this is just an overview of these are
the end of independent piano programs as I

see them clinicians out in
the world the public and

then we can connect them
through the Internet.

And then hopefully that will create
individual connections between.

These groups.

OK And then of course we want some funding
for all this to keep it sustainable.

That's all I had I'd like to just thank
everyone involved people on the grant

Chris of orca Richard Nichols Boris
pullets John shoals to research snow and

Linda Roscoff especially have been really
instrumental in helping keep the undergrad

course participation the other instructors
in the course as well for inviting us to

give talks as well and that's really
a critical component of all of this and

many students that have been
involved with this project.

So I think with that I'll leave it.

I hope I can go over.

I Pod as I have to leave and
little bit for another engagement but

I'll be back for the reception if anybody
wants to talk to me more about this or

have feedback from me I would love to
get some feedback on what you think

I should be doing to do this better.

Thank you.