Edward Brown Headshot

Edward Brown

Associate Professor, Biomedical Engineering

Department of Biomedical Engineering
Kate Gleason College of Engineering

585-475-7043
Office Location

Edward Brown

Associate Professor, Biomedical Engineering

Department of Biomedical Engineering
Kate Gleason College of Engineering

Education

BS, University of Pennsylvania; MS, Ph.D., Vanderbilt University

Bio

Dr. Edward E. Brown, Jr. received his B.S. in Electrical Engineering from the University of Pennsylvania, and his M.S. and Ph.D. degrees in Electrical Engineering both from Vanderbilt University. Dr. Brown is an associate faculty member in the Department of Electrical and Microelectronic Engineering at the Rochester Institute of Technology. He is also the director of the Biomechatronic Learning Laboratory. His area of research is in the field of Rehabilitation Robotics, which is the study of how robots can be used to assist individuals with physical disabilities. Specifically, Dr. Brown is interested in multi-modal human-robot interaction, interfacing, and integration (or HRI3) for rehabilitation applications. His research activities center on developing more intelligent orthotics and wearable robotic systems that utilize human physical and physiological information. The goal is to design systems that aid individuals with diseases and disabilities that specifically affect the skeletal musculature of their upper-limb extremities, and thus impair their dexterity and mobility during reaching and grasping motions. These diseases and disabilities include muscular atrophying diseases such as Muscular Dystrophy, Polio/Post Polio Syndrome, Multiple Sclerosis, and various Spinal Cord Injuries including Central Cord Syndrome.

Dr. Brown is also interested in engineering education and developing more effective teaching, research, and mentoring strategies to address the needs of an increasingly diverse student population with diverse learning styles. His goal is to make STEM (science, technology, engineering, and math) related disciplines more accessible for all students regardless of background. His ultimate desire is to create a sustainable model for increasing the number of engineers graduating successfully from college and university engineering programs.

Selected Publications

1. Smith, A., and Brown, Jr., E. E., 'Myoelectric Control Techniques for a Rehabilitation Robot,” Applied Bionics and Biomechanics, Vol. 8, No. 1, pp. 21-37, 2011.

2. Nanda, P., Smith, A., Gebregiorgis, A., and Brown, Jr., E. E., 'Design and Development of an Upper Extremity Motion Capture System,' 2009 IEEE Engineering in Medicine and Biology Conference (IEEE EMBC09), Minneapolis, MN, September 1-6, 2009

3. Smith, A., Nanda, P., and Brown Jr., E. E., 'Development of a Myoelectric Control System Based on a Time Delayed Neural Network,' 2009 IEEE Engineering in Medicine and Biology Conference (IEEE EMBC09), Minneapolis, MN, September 1-6, 2009.

4. Brown, Jr., E. E., “The ST@R Project: An Initiative to Increase the Retention Rates of 1st and 2nd Year Underrepresented Students Enrolled in Electrical Engineering,” 2007 ASEE Annual Conference, Honolulu, HI, June 24-27, 2007.  

585-475-7043

Currently Teaching

BIME-360
3 Credits
Introduction to and application of signal processing techniques to evaluate and manipulate continuous time signals presumed to originate from systems that are linear, time invariant, and continuous time in nature.
BIME-460
3 Credits
Application of engineering analysis, modeling, problem solving and design skills to characterize and manipulate the operation of biomedical systems for the purpose of remediating, supplanting, replacing or enhancing the function of physiological processes. This presumes that those same tools and skills can be used to model the observed and/or known function of the physiological systems and processes under consideration. In addition to lectures, homework and examinations, the course will a project oriented assignment to design and evaluate a model that faithfully duplicates and predicts the operation of that process or system.
BIME-492
1 Credit
This course involves laboratory experiments and simulations designed to explore and reinforce key principles in biomedical engineering. Students will engage in hands-on activities that involve designing appropriate protocols and controls, collecting, analyzing, and interpreting data, and drawing objective conclusions. A strong emphasis is placed on accurate documentation and the clear, effective presentation of findings and results.
BIME-499
0 Credits
One semester of paid work experience in biomedical engineering.
BIME-589
3 Credits
Topics and subject areas that are not regularly offered are provided under this course. Such courses are offered in a normal format; that is, regularly scheduled class sessions with an instructor. The level of complexity is commensurate with an upper-level undergraduate technical course.
BIME-689
3 Credits
Topics and subject areas that are not regularly offered are provided under this course. Such courses are offered in a normal format; that is, regularly scheduled class sessions with an instructor. The level of complexity is commensurate with a graduate technical course.
EGEN-210
1-3 Credits
The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises each VIP team composed of 2nd through 5th year students, with each student participating from one to three years. VIP teams generally can, and will, also include Graduate students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of sophomores through PhD students each semester; Long-term - each undergraduate student may participate in a project for up to three years. Students taking the 200-level course will: build basic knowledge/skills related to the project and begin making meaningful contributions. Students will be required to make basic contributions to the project through fundamental engineering activities, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations.
EGEN-410
1-3 Credits
The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises each VIP team composed of 2nd through 5th year students, with each student participating from one to three years. VIP teams generally can, and will, also include Graduate students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of sophomores through PhD students each semester; Long-term - each undergraduate student may participate in a project for up to three years. Students taking the 400-level course will: have technical foundations within their discipline, pursue needed knowledge/skills independently as-needed, make meaningful contributions, assume technical/leadership responsibilities, and serve as mentors for junior members. Students will be required to make significant contributions to the project, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations.
EGEN-610
1-3 Credits
The Vertically Integrated Projects (VIP) engage students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on engineering topics, with team membership coming from across RIT’s colleges. Each VIP team has large-scale and multi-faceted objectives in research, design, entrepreneurship, and/or community outreach & service. A VIP faculty advises students on each VIP team, with each student participating from one to three years. VIP teams generally are comprised of undergraduate students as well as students at the Masters and PhD levels. New VIP students learn from and replace those who graduate by engaging in peer-to-peer learning and mentorship which sustains each VIP team beyond any one student. The teams are: Multidisciplinary - drawing students from different disciplines on campus; Vertically-integrated - maintaining a mix of undergraduate through PhD students each semester; Long-term - each student may participate in a project for up to three years. Students taking the 600-level course will: have technical foundations within their discipline, pursue needed knowledge/skills independently as-needed, make meaningful contributions, assume technical/leadership responsibilities, and serve as mentors for junior members. Students will be required to make significant contributions to the project, maintain detailed notebooks describing their contribution to the project, attend and participate in team meetings, learn about topics specific to each VIP via tutorials and readings from appropriate literature, and participate in reporting and presentations. Graduate students will focus on research skills, such as: reviewing literature and presenting to the team, developing research project plans, and participating in external paper submissions.