1. Projects in Microsclae Engineering for the Life Sciences

Projects in Microscale Engineering for the Life Sciences

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Spring 2007

Staff

Instructors:
Prof. Alexander Aranyosi
Prof. Dennis Freeman
Prof. Martha Gray

Course Meeting Times

Lectures:
Two sessions / week
3 hours / session

Level

Undergraduate

Members of the class inspect one of the wafers they created in lab. (Image by A. Aranyosi.)

Course Description

This course is a project-based introduction to manipulating and characterizing cells and biological molecules using microfabricated tools. It is designed for first year undergraduate students. In the first half of the term, students perform laboratory exercises designed to introduce
(1) the design, manufacture, and use of microfluidic channels,
(2) techniques for sorting and manipulating cells and biomolecules, and
(3) making quantitative measurements using optical detection and fluorescent labeling. In the second half of the term, students work in small groups to design and test a microfluidic device to solve a real-world problem of their choosing. Includes exercises in written and oral communication and team building.

Special Features

• Image gallery

Technical Requirements

Special software is required to use some of the files in this course: .m.

Syllabus

Contents - Engineering Systems at the Scale of Cells and Biomolecules

• How do you build tools that can manipulate cells?
  • Lithography: Shrinking patterns to the micro-scale
  • Soft lithography: Making bio-compatible fluid reservoirs
  • Rapid prototyping: Using existing microscale structures to test new ideas
• How do you measure properties of individual cells?
  • Optical imaging
  • Electrical signals
  • Cell sorting
  • Averaging

Teaching/Learning Activities

• Two lectures each week to introduce new material.
• Two lab sessions each week to provide hands-on experience.
• One project to help students learn to pose testable hypotheses, to conduct research, and to communicate results.
• Weekly homework assignments to encourage students to actively assimilate the course material.

Homework

Weekly homework assignments provide an opportunity to develop intuition for new concepts by actively applying the new concepts to solve problems and answer questions. The process of actively struggling with the use of new ideas until you understand them is an effective and rewarding form of education.

Weekly homework assignments will be distributed in class on Thursdays and will be due the following Thursday at the start of lecture. Late homework will not be accepted. Homework assignments will be corrected, graded, and returned the week after they are due. The solution to each homework assignment will generally be made available to the class a few days after the homework due date. Paper copies of homework assignments and solutions will not be distributed.

Homework problems will be chosen for their educational value. Reading someone's solution to a problem is not educationally equivalent to generating your own solution. If you skip the process of personally struggling with the use of new concepts, you will have destroyed your most important educational experience.

Collaboration Policy

We encourage students to discuss the homework with other students and with the teaching staff to better understand the concepts. However, we expect that you wrote the solutions that you submit under your name. Students should not use solutions of other students (from this year or from previous years) in preparing their own solutions. Students should not take credit for computer code or electronic plots generated by other students. Students should not share their solutions with other students. Any student caught plagiarizing will receive a grade of zero on the assignment. All incidents of plagiarism will be reported to the Committee on Discipline (COD). More information about what constitutes plagiarism can be found at MIT Academic Integrity.

Projects

This subject includes one project. In this project, students are asked to improve on an existing microfluidic design or technique. Students will be expected to demonstrate the improvement with a working prototype. The project provides an opportunity to learn about, planning R&D and experiments, acquiring, processing, and interpreting data, communicating the results to others. The project requires a written proposal, which includes a well-defined hypothesis and procedures to test the hypothesis. Students are encouraged to work in pairs for the project. Partners are encouraged to submit a joint proposal and to cooperate in design, in collecting and processing data, in discussing interpretations, and in preparing their reports. Partners are also encouraged to submit a joint report. We strongly believe that students learn more by working with other students than by working in isolation. The final report will be presented in the form of a short talk to the class. It should be 12 minutes in length and should be delivered during the next to last week of the semester. The report has a firm due date, which is listed on the subject calendar. There are severe lateness penalties for missing the due date.

Communications Intensive

This subject is communications intensive. We feel that communications skills are essential for professional engineers and scientists. We also feel that the process of creating written manuscripts and oral presentations can help clarify thinking and can be an effective way to learn technical material. Homework assignments will often ask you to explain something or to define something that you have been taught. In addition the project is communications intensive. For the project, you and your partner must submit a written proposal and revise the proposal until it is approved by the staff. You and your partner must prepare a formal report that is structured as a scientific oral presentation. First drafts of the report are due approximately one week before the final draft, and will be reviewed by the technical staff, staff from the Writing Program, and by student peers. You and your partner will be assigned to prepare a written critique of a first draft from a different team. The critiques will be discussed during a special session held between the first draft and final draft deadlines. Students can satisfy their freshman year communications requirement by taking this subject.

Grade

Because of the project-oriented nature of this subject, grades will depend strongly on the final project. It should be noted that this project grade itself has several components which will be graded separately (e.g., proposal, first draft, written critique, etc.). In addition, your final presentation will be graded on several metrics (technical content, effective use of slides, clarity of presentation, etc.). More detail on grading is provided in the assignments section of this site. The weighting factors for determining letter grades are:

Grading criteria.

ACTIVITIES	PERCENTAGES
Homework	50%
Lab project	50%

For students near grade boundaries, other factors may be taken into account, including participation in class, laboratory performance not evidenced in the laboratory grade, etc. The grades are determined by the staff.

Text

The course has no required text. Supplementary materials will be distributed over the course of the semester.

Calendar

Course calendar.

LEC #	TOPICS	KEY DATES
Introductory exercises
1	Microfluidics
2	Microfabrication
3	Cells and membranes
4	Cells and membranes (cont.)	Homework 1 due after five days
5	Models of diffusion and cell experiment
6	Laminar flow	Homework 2 due
7	Data analysis using MATLAB®
8	Research applications	Homework 3 due
9	Research paper discussion
10	Visit research lab	Homework 4 due
11	Cell traps
12	Cell traps (cont.)
13	Project brainstorming
Projects
14-18	Projects	Homework 5 due Lec #15 Project propsal due Lec #16
19	Device fabrication
20-23	Projects
24	Project presentation Dry runs
25	Projects
26	Project presentations

Training Programs

In addition to the specialized training programs designed as tracks within the Medical Engineering Medical Physics Doctoral Program, described above, HST offers three training programs in specific areas.

Biomedical Informatics Program

Biomedical informatics is concerned with the cognitive, information-processing, and communication tasks of medical practice, education, and research. It includes the information sciences and technology needed to support those tasks. The field is intrinsically interdisciplinary, drawing together all traditional medical disciplines, the science and technology of computing, biostatistics, epidemiology, decision sciences, and health care policy and management. In addition to a focus on clinical practice, additional areas of emphasis are in bioinformatics, and in informatics related to health services research.

HST's predoctoral and postdoctoral training program in biomedical informatics offers fellowships to qualified US citizens or permanent residents. Several training options are offered: the Master of Science in Biomedical Informatics from HST; the PhD in Computer Science from MIT's Department of Electrical Engineering and Computer Science; the PhD in Health Decision Science in the Department of Health Policy and Management at the Harvard School of Public Health; and research fellowship training at biomedical informatics laboratories in Boston-area hospitals carried out in conjunction with the HST Biomedical Informatics Master's Program. The master's program is available only to HST-enrolled medical students or to individuals who already have advanced training in the health sciences (e.g., a doctoral degree in medicine, dentistry, nursing, veterinary medicine, clinical psychology, or a PhD in a medical relevant field such as physiology).

The combined training program offers several opportunities for education, research, and interaction among the various training sites. Course offerings at MIT and Harvard, as well as a variety of seminars, journal clubs, and other opportunities to exchange information, provide all trainees with opportunities to learn about the work at various laboratories and affiliated institutions, as well as the broader field of biomedical and health informatics.

Predoctoral fellowship applicants must concurrently apply for admission to MIT or a Harvard doctoral degree program. Postdoctoral applicants typically have at least one year and preferably three years of clinical residency before beginning their fellowship. For more information about the Biomedical Informatics Training Program, visit http://www.mi-boston.org/Boston-Informatics/index.html or contact Dr. Lucila Ohno-Machado, Decision Systems Group, Brigham and Women's Hospital, 75 Francis Street, Boston, MA 02115, machado@dsg.harvard.edu.

Clinical Investigator Training Program

The Clinical Investigator Training Program (CITP) trains postdoctoral physicians from various clinical disciplines in the techniques and processes used in patient-oriented research. Trainees develop expertise in clinical investigation while participating in an extensive educational program. The two-year program is a cooperative effort between HST, Beth Israel Deaconess Medical Center, and Pfizer, Inc. The curriculum allows trainees to develop direct experience in performing clinical investigation while, simultaneously through didactic course work, providing a strong foundation in computational and statistical sciences, biomedical ethics, the principles of clinical pharmacology, in vitro and in vivo measurement techniques, and various aspects of the drug development process.

The fellowship program consists of a primary project and core curriculum, plus an elective curriculum and a project elective. Although not required, fellows may choose to pursue a Master of Medical Sciences degree from Harvard Medical School in conjunction with CITP. The degree is awarded at the end of the two-year period upon successful completion of didactic coursework, a research project, a thesis or thesis equivalent, and a qualifying examination. CITP is open to physicians who have completed the clinical requirements for Board eligibility in their chosen specialty or subspecialty. For more information or to obtain an application, visit http://www.bidmc.harvard.edu/citp/ or contact the CITP administrative manager, Linda Bard, Beth Israel Deaconess Medical Center, 330 Brookline Ave, GZ 811, Boston, MA 02215, lbard@bidmc.harvard.edu.

Graduate Education in Medical Sciences Certificate Program

The MIT Graduate Education in Medical Sciences (GEMS) Training Program is a part-time certificate program that can be taken concurrently with doctoral studies and research by students in the Schools of Engineering and Science to gain exposure to biomedical and clinical sciences, including translational medicine. This educational experience for PhD graduate students in the sciences and engineering fields addresses a national need articulated by the Howard Hughes Medical Institute: the growing gap between advances in basic biology and the translation of those advances into medically relevant therapies and tools for the improvement of human health.

The GEMS training program aims to integrate medical knowledge into graduate education at MIT by training a select group of PhD students to bridge the widening chasm between concept and functional execution with a supplementary curriculum that entails: (1) a human pathology course, including molecular and cellular mechanisms of disease, (2) a medical pathophysiology course, a kaleidoscope of HST's pathophysiology curriculum, (3) a student-individualized clinical experience, working with experienced mentors who move seamlessly between clinical medicine and basic biological research, (4) a seminar showcasing examples of translation, and (5) HST's Graduate Seminar—attended by all HST PhD candidates—focusing on professional skills needed to succeed in interdisciplinary research (ethics, responsible conduct of research, communication, etc.). GEMS participants will gain an understanding of the elements of translation, appreciate the science and art of medicine in a way that cannot be conveyed by textbooks, and develop relationships with students and faculty in the broad biomedical community.

Inquiries

Additional information on degree programs, admissions, and financial aid can be obtained from HST's Academic Office, Room E25-518, 617-492-4091.

Speech and Hearing Bioscience and Technology

HST's doctoral program in Speech and Hearing Bioscience and Technology (SHBT), formerly Speech and Hearing Sciences, prepares students with an undergraduate background in science or engineering to have a broad acquaintance with the field of speech and hearing, and to develop specialized knowledge that focuses on a particular approach in research.

The only program of its type in the country—and the only doctoral training program funded in this area by the National Institutes of Health—SHBT is designed to develop research scientists who can apply the concepts and methods of the physical and biological sciences to basic and clinical problems in speech and hearing using innovative research.

No other research training program provides the multidisciplinary depth and breadth offered by SHBT. The five-to-seven–year program leads to a PhD in speech and hearing bioscience and technology from MIT. SHBT's more than 50 participating faculty members represent 10 academic departments from Harvard and MIT, with research facilities at MIT, Harvard University, Harvard Medical School and affiliated teaching hospitals, and the Massachusetts Eye and Ear Infirmary (MEEI).

The small class size of this unique program (seven to eight students per class year) ensures personalized and high-quality training by a diverse and dedicated faculty from the two institutions.

SHBT's curriculum provides an effective method of training researchers by introducing the physical and biological bases of speech and hearing mechanisms involved in the communications process. While SHBT seeks to develop research scientists rather than clinical practitioners, there is a strong emphasis on providing students with exposure to clinical problems, approaches, and techniques. Graduates are thoroughly prepared for successful careers in basic and applied research in industry, universities, or government laboratories involved with biological and synthetic communication systems.

Typically, a student's first two years in the program are devoted to coursework, which is supplemented by significant exposure to various research projects. Courses in the first year assume familiarity with calculus and differential equations, college-level physics, probability and statistics, and biology. The core curriculum covers the anatomical, acoustical, physiological, perceptual, and cognitive basics, as well as the clinical approaches to speech and hearing problems.

The early introduction of important concepts in acoustics, anatomy, and physiology provides a solid base from which to pursue individual research interests. Early in the curriculum, students are introduced to various research laboratories that use different approaches to solving speech and hearing problems. 

This involvement in research provides an immediate application of classroom subjects. Students work with research advisors to develop a thorough understanding of basic concepts and tools in their fields of concentration. Later, students participate in subjects that require them to apply basic concepts to clinical problems and scientific research.

Throughout the curriculum, special attention is devoted to developing personal integrity, scientific values, and scholarly practice. With faculty guidance, each student plans a concentration tailored to the student's particular interest.

By the end of their second year, students identify an area of professional interest and choose a research project that forms the basis for their doctoral thesis. SHBT research in the speech and hearing sciences focuses on the biological and physical mechanisms underlying human communication by spoken language. 

The processes addressed by these sciences include the physical acoustics of sound and the perceptual neurophysiological bases of hearing, as well as the linguistic, cognitive, and motor levels of processing by talkers and listeners.

Applicants to the program should have a bachelor's degree in physical science, biology, psychology, linguistics, communication sciences and disorders, engineering, computer science, or a related field. Superior analytical skills are strongly recommended for all applicants. Additional information may be obtained at http://web.mit.edu/shbt/ or by contacting Dr. M. Christian Brown, Massachusetts Eye and Ear Infirmary, 243 Charles Street, Boston, MA 02114, 617-573-9635, mcb@epl.meei.harvard.edu.

Sumber:

Harvard-MIT Division of Health Sciences and Technology

Harvard-MIT Division of Health Sciences and Technology

Doctoral Programs

Medical Engineering and Medical Physics

The Medical Engineering and Medical Physics (MEMP) Program is a five-to-seven–year program that leads to the PhD in Medical Engineering and Medical Physics awarded by MIT or by the Harvard Faculty of Arts and Sciences. The program trains students as engineers or physical scientists who also have extensive knowledge of the medical sciences. By understanding engineering and physical science applications, as well as their clinical implications, graduates of this program are well positioned to define new questions and formulate novel approaches in biomedical research.

The MEMP program is founded on a philosophy of openness and collaboration, characteristics that encourage innovative and independent thinking and creativity. This philosophy is fostered by the unique environment in which MEMP students study. While each MEMP student has depth in one classical discipline of engineering or physical science, the collective community has students in all disciplines. MEMP students also have peers with diverse career paths in medicine, science, engineering, business, and government. This community promotes an open exchange of ideas and exposes students to different perspectives on the health sciences.

Moreover, MEMP students have access to research opportunities in labs at Harvard, MIT, and the Harvard teaching hospitals. Students can do research with faculty at any of these institutions and have many opportunities through classes, events, and projects to interact with faculty from all of these institutions. 

The program's academic curriculum includes three phases that prepare students to be medical innovators who will advance human health. First, HST provides MEMP students with a thorough graduate education in a classical discipline of engineering or physical science. Each student selects a concentration area, such as mechanical engineering, chemistry and chemical engineering, materials science, electrical engineering, computer science, physics, aeronautics and astronautics, or nuclear engineering, and completes substantial coursework in this discipline.

Students then become conversant in the biological sciences through preclinical coursework followed by a series of clinical experiences. They acquire a hands-on understanding of clinical care, medical decision-making, and the role of technology in medical practice both in the classroom and in patient care. Because the interface of technology and clinical medicine represents a continuum that extends from the molecular to the whole-organism levels, MEMP offers two distinct but related curricular sequences in the biomedical sciences: the cellular and molecular medicine sequence and the systems physiology and medicine sequence.

Finally, MEMP students investigate important problems at the interfaces of science, technology, and clinical medicine through individualized research projects that prepare them to undertake independent research. MEMP students have the opportunity to perform thesis research in laboratories at MIT, Harvard, and the Harvard affiliated teaching hospitals.

Bioinformatics and integrative genomics (BIG), neuroimaging and bioastronautics are areas of specialization within MEMP for which HST offers specially designed training programs. MEMP candidates may choose to apply through MIT, Harvard, or both. Those applying to MEMP through MIT should submit a single application. Those applying to MEMP through Harvard must also apply to the School of Engineering and Applied Sciences or the Biophysics Program. Additional information about applying to MEMP is available at http://hst.mit.edu/public/admissions/.

Medical Sciences

HST's Medical Sciences Program leads to the MD degree from Harvard Medical School. It is oriented toward students with a strong interest and background in quantitative science, especially in the biological, physical, engineering, and chemical sciences. The subjects in human biology developed for this curriculum represent the joint efforts of life scientists, physicians, physical scientists, and engineers from the faculties of Harvard and MIT.

The programs of study are designed to meet the interests and needs of the individual student. The student is encouraged to pursue advanced study in areas of interest that may complement the subjects offered in the division. Such study may be undertaken as part of the MD degree requirements or may be pursued in a program that combines the MD with a master's or doctoral degree. HST students join the students of the regular Harvard Medical School curriculum in the clinical clerkships.

Because HST is committed to educating physicians who have a deep understanding of the scientific basis of medicine and who are well equipped for an interdisciplinary research career, HST encourages students in the MD curriculum to devote time to research and requires a thesis for completion of the degree. 

Many MD students desire even more research training than is possible during the standard four-year MD curriculum. For such students, one option is to pursue a formal PhD program in addition to an MD program. Another option expands the MD program to five or more years in order to include a major research training component. This option may lead to a master's degree in health sciences and technology in addition to the MD degree.

The general requirements for a master's degree at MIT are given under Graduate Education in Part 1. The subject requirements must be in addition to the minimum number of units required for the MD degree. Subjects may be chosen in scientific, technical, or clinical areas relevant to the student's research area. Thesis research may be conducted at MIT, Harvard, or at Harvard-affiliated teaching hospitals. The completed thesis must be approved by the thesis supervisor and submitted to HST's Graduate Committee. The master's thesis simultaneously fulfills the thesis requirement for HST's MD degree. The two degrees are not formally linked; the MD degree is not a prerequisite for the master's degree.

Further details on the Medical Sciences Program and application forms may be obtained from the Office of Admissions, Harvard Medical School, 25 Shattuck Street, Boston, Massachusetts 02115. Applications must be submitted by October 15 of the year before desired matriculation. For further information, candidates can contact HST's Medical Sciences Admissions Coordinator at hst-md-admissions@mit.edu.

Radiological Sciences Joint Program

The Radiological Sciences Joint Program (RSJP) offers a unique integration of engineering and physical sciences education with research opportunities in a broad spectrum of biomedical research laboratories. The RSJP doctoral program is administered in collaboration with MIT's Nuclear Science and Engineering Department and Boston-area teaching hospitals. Students complete a doctoral program in nuclear science and engineering in addition to a focused clinical experience that includes basic biomedical courses and a clinical practicum. 

Training is provided in ionizing and non-ionizing radiation systems engineering and applications to biological and biomedical issues. This is accomplished through an academic core of nuclear physics and radiation engineering supplemented by biomedical subjects and a focused clinical experience. Student research topics typically involve radiation therapy or imaging, such as magnetic resonance imaging (MRI), computer-aided tomography (CT), positron emission tomography (PET), or single-photon emission tomography (SPECT). Recent innovations in the areas of particle radiation therapy and medical imaging have made this area one of the most exciting in the field of applied nuclear and radiation science.

The core curriculum includes topics in nuclear and radiation physics, radiation biology, medical imaging, and the biomedical application of radiation. These subjects form the basis of the departmental doctoral examination taken by most students two years after entering the program. After successful completion of the exam, full-time thesis research is pursued in specialty areas of radiation therapy, medical imaging, radiation biology, and biophysics, or image processing and computer applications. 

To supplement the program's academic training, a one-month clinical practicum in one of the affiliated Boston-area hospitals is also required. Students submit a doctoral thesis and defend it before a committee of MIT faculty, including members from HST and the Department of Nuclear Science and Engineering, in accordance with the interdisciplinary nature of the program.

Admission to the RSJP program is decided jointly by HST and MIT's Department of Nuclear Science and Engineering. In addition to a strong background in the physical and engineering sciences, applicants should have completed two undergraduate subjects in biology or biochemistry before entering RSJP. Additional information may be obtained by contacting Clare Egan, Room 24-102, 617-253-3814, cegan@mit.edu.

Sumber:

Harvard-MIT Division of Health Sciences and Technology 

Harvard-MIT Division of Health Sciences and Technology

Faculty and Staff

Faculty and Teaching Staff

Martha L. Gray, PhD
Edward Hood Taplin Professor of Medical and Electrical Engineering, MIT
Director
David E. Cohen, MD, PhD
Associate Professor of Medicine and Health Sciences and Technology, HMS, BWH
Director
Lee Gehrke, PhD
Hermann von Helmholtz Professor of Health Sciences and Technology, MIT, HMS
Professor of Microbiology and Molecular Genetics, HMS
Associate Director for Faculty
Richard N. Mitchell, MD, PhD
Associate Professor of Pathology and Health Sciences and Technology, HMS, BWH
Associate Master for MD Program

Professors

R. Rox Anderson, MD
Professor of Dermatology and Health Sciences and Technology, HMS, MGH
George B. Benedek, PhD
Alfred H. Caspary Professor of Physics and Biological Physics and Health Sciences and Technology, MIT
Sangeeta N. Bhatia, MD, PhD
Professor of Health Sciences and Technology and of Electrical Engineering and Computer Science, MIT
Howard Hughes Medical Investigator
Joseph V. Bonventre, MD, PhD
Robert H. Ebert Professor of Medicine and Health Sciences and Technology, HMS, BWH
Louis D. Braida, PhD
Henry Ellis Warren Professor of Electrical Engineering and Health Sciences and Technology, MIT
Emery N. Brown, MD, PhD
Professor of Health Sciences and Technology and of Computational Neuroscience, MIT
Thomas N. Byrne, MD
Clinical Professor of Neurology and Health Sciences and Technology, HMS, MGH
Richard J. Cohen, MD, PhD
Whitaker Professor in Biomedical Engineering, MIT
Ernest G. Cravalho, PhD
Professor of Mechanical Engineering and Health Sciences and Technology, MIT
Elazer R. Edelman, MD, PhD
Thomas D. and Virginia W. Cabot Professor of Health Sciences and Technology, MIT
Dennis M. Freeman, PhD
Professor of Electrical Engineering, MIT
John D. E. Gabrieli, PhD
Grover Hermann Professor of Health Sciences and Technology and Professor of Brain and Cognitive Sciences, MIT
David E. Housman, PhD
Ludwig Professor of Biology, MIT
Robert D. Howe, PhD
Gordon McKay Professor of Engineering, Harvard University
Isaac S. Kohane, MD, PhD
Lawrence J. Henderson Professor of Pediatrics and Health Sciences and Technology, HMS, CHB
Robert S. Langer Jr., ScD
Kenneth J. Germeshausen Professor of Chemical and Biomedical Engineering and Health Sciences and Technology, MIT
Institute Professor
M. Charles Liberman, PhD
Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
Roger G. Mark, MD, PhD
Distinguished Professor in Health Sciences and Technology and Electrical Engineering and Computer Science, MIT
Bruce R. Rosen, MD, PhD
Professor of Radiology and Health Sciences and Technology, HMS, MGH
John J. Rosowski, PhD
Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
Robert H. Rubin, MD
Gordon and Marjorie Osborne Professor of Health Sciences and Technology, HMS, HST
Professor of Medicine, HMS, BWH
Ram Sasisekharan, PhD
Professor of Biological Engineering and Health Sciences and Technology, MIT
Frederick J. Schoen, MD, PhD
Professor of Pathology and Health Sciences and Technology, HMS, BWH
Brian Seed, PhD
Professor of Genetics and Health Sciences and Technology, HMS, MGH
Daniel C. Shannon, MD
Professor of Pediatrics and Health Sciences and Technology, HMS, MGH
Anthony J. Sinskey, ScD
Professor of Biology and Health Sciences and Technology, MIT
Peter Szolovits, PhD
Professor of Computer Science and Engineering and Health Sciences and Technology, MIT
Mehmet Toner, PhD
Professor of Surgery and Health Sciences and Technology, HMS, MGH
Richard J. Wurtman, MD
Cecil H. Green Distinguished Professor of Neuropharmacology and Health Sciences and Technology, MIT
Martin L. Yarmush, MD, PhD
Helen Andrus Benedict Professor of Surgery (Biological Chemistry and Molecular Pharmacology), HMS, MGH
Laurence R. Young, ScD
Apollo Program Professor of Astronautics and Health Sciences and Technology, MIT

Associate Professors

Elfar Adalsteinsson, PhD
Associate Professor of Health Sciences and Technology and of Electrical Engineering and Computer Science, MIT
Brett Bouma, PhD
Associate Professor of Dermatology and Health Sciences and Technology, HMS, MGH
M. Christian Brown, PhD
Associate Professor of Otology and Laryngology, HMS, MEEI
Martha Bulyk, PhD
Associate Professor of Medicine and Health Sciences and Technology, HMS, BWH
Deborah Burstein, PhD
Associate Professor of Radiology and Health Sciences and Technology, HMS, BIDMC
W. H. Churchill Jr., MD
Associate Professor of Medicine and Health Sciences and Technology, HMS, BWH
Bertrand Delgutte, PhD
Associate Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
Donald K. Eddington, PhD
Associate Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
John J. Guinan, Jr., PhD
Associate Professor of Otology and Laryngology, HMS, MEEI
Hugh M. Herr, PhD
Associate Professor in Media Arts and Sciences, and Health Sciences and Technology, MIT
Robert E. Hillman, PhD
Associate Professor of Surgery and Health Sciences and Technology, HMS, MGH
Leonid A. Mirny, PhD
Samuel A. Goldblith Career Development Associate Professor of Health Sciences and Technology and Physics, MIT
Lucila Ohno-Machado, MD, PhD
Associate Professor of Radiology and Health Sciences and Technology, HMS, BWH
Lee H. Schwamm, MD
Associate Professor of Neurology, HMS, MGH
Christopher A. Shera, PhD
Associate Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
A. G. Sorensen, MD
Associate Professor of Radiology and Health Sciences and Technology, HMS, MGH
Collin M. Stultz, MD, PhD
Associate Professor of Health Sciences and Technology and of Electrical Engineering and Computer Science, MIT

Assistant Professors

Kamran Badizadegan, MD
Assistant Professor of Pathology and Health Sciences and Technology, HMS, MGH
Utkan Demirci, PhD
Assistant Professor of Medicine and Health Sciences and Technology, HMS, BWH
Alireza Khademhosseini, PhD
Assistant Professor in Medicine and Health Sciences and Technology, HMS, BWH
Jennifer R. Melcher, PhD
Assistant Professor of Otology and Laryngology and Health Sciences and Technology, HMS, MEEI
Shiladitya Sengupta , PhD
Assistant Professor in Medicine and Health Sciences and Technology, HMS, BWH
Jagesh V. Shah, PhD
Assistant Professor of Systems Biology, Medicine, and Health Sciences and Technology, HMS, BWH
Shamil R. Sunyaev, PhD
Assistant Professor of Medicine and Health Sciences and Technology, HMS, BWH

Faculty Teaching Staff

Jeffrey M. Karp, PhD
Instructor in Medicine and Health Sciences and Technology, HMS, BWH

Senior Lecturers

Stephen K. Burns, PhD
Teodoro F. Dagi, MD
Howard L. Golub, MD, PhD
Stanley N. Lapidus

Lecturers

Laurence I. Alpert, MD
Jeffrey S. Behrens, MS, MBA
Carl M. Berke, PhD
Jeffrey Blander, ScD
Jonathan P. Gertler, MD
Linda C. Hemphill, MD
Jacob Joseph, MD
Susanne Klingenstein, PhD
J. Christian Kryder, MD
Steven M. Lulich, PhD
Robert P. Marini, DVM
Timothy A. Wagner, PhD

Research Staff

Senior Research Scientist

Stan N. Finkelstein, MD
James C. Weaver, PhD

Principal Research Scientists

Jane-Jane Chen, PhD
Gari D. Clifford, PhD
Lisa E. Freed, MD, PhD
Julie E. Greenberg, PhD
Chi-Sang Poon, PhD
Simona Socrate, PhD

Research Scientists

Mercedes Balcells-Camps, PhD
T. R. Gowrishankar, PhD
Kichang Lee, PhD
Glover W. Martin, PhD
Gang Song, PhD
Gregory H. Underhill, PhD

Research Engineers

Michelle L. Farley
Li-Wei H. Lehman, PhD
George B. Moody

Research Associate

Ann M. Lees, MD

Research Fellows

Gil Alterovitz, PhD
David A. Harmon, MD
Michael Jernigan, MD
Ronilda C. Lacson, MD
Elizabeth L. Scheufele, MD

Postdoctoral Associates

Amit Agrawal, PhD
Natalie Artzi, PhD
Edwin Pak-Nin Chan, PhD
Aaron M. Dollar, PhD
Paula L. Feinberg-Zadek, PhD
Shmuel Hess, PhD
Elliot E. Hui, PhD
Salman R. Khetani, PhD
Vijaya B. Kolachalama, PhD
Li Yuan Mi, PhD
Neetu Singh, PhD
Evgeny Ter-Ovanesyan, PhD
A. Rami Tzafriri, PhD
Piia K. Valonen, PhD
David K. Wood, PhD
Brett G. Zani, PhD

Postdoctoral Fellows

Jeremy Slade Abramson, MD
Rajendra D. Badgaiyan, MD
Aaron B. Baker, PhD
Stephan B. Danik, MD
George C. Engelmayr, PhD
Elizabeth A. Hoge, MD
Steven Jay Isakoff, MD, PhD
Sandra March-Riera, PhD
Jason W. Nichol, PhD
N. V. S. Rajasekhar Suragani, PhD

Technical Assistants

Stephen M. Katz, BA
Emma-Kate Loveday, BS
Michele P. Miele, BS
Wanting Zhao, BA

Visiting Engineer

Mauricio C. Villarroel Montoya

Visiting Scientists

Robert G. Dennis, PhD
Yingle Fan, PhD
Pedro E. Huertas, MD, PhD
Luismar Marques Porto, PhD
Andrew T. Reisner, MD
Igor B. Rozenvald, MD
Viswanathan Sasisekharan, PhD
Rajesh V. Swaminathan, MD
Gordana V. Vunjak-Novakovic, PhD
Sang Hoon Yi, PhD
Stephen E. Zale, PhD

Visiting Scholars

Iram Amjad, MSc
Dina Uzri, BS

Professors Emeriti

Walter H. Abelmann, MD
Professor of Medicine, Emeritus, HMS
Director, Alumni Affairs
Robert S. Lees, MD
Professor of Health Sciences and Technology, Emeritus, MIT
Irving M. London, MD
Professor of Medicine, Emeritus, HMS
Professor of Biology, Emeritus, MIT
Kenneth N. Stevens, ScD
Clarence J. Lebel Professor of Electrical Engineering and Health Sciences and Technology, Emeritus, MIT

Harvard-MIT Division of Health Sciences and Technology

Harvard-MIT Division of Health Sciences and Technology

 http://hst.mit.edu/

Founded more than 35 years ago, the Harvard-MIT Division of Health Sciences and Technology (HST) is one of the oldest and largest biomedical engineering and physician-scientist training programs in the United States and the longest-standing collaboration between Harvard and MIT.

HST's unique interdisciplinary educational program brings engineering as well as the physical and biological sciences from the scientist's bench to the patient's bedside. Conversely, it brings clinical insight from the patient's bedside to the laboratory bench.

In this way, HST students are trained to have deep understanding of engineering, physical sciences, and the biological sciences, complemented with hands-on experience in the clinic or in industry; and they become conversant with the underlying quantitative and molecular aspects of medicine and biomedical science.

Within the division, more than 400 graduate students work with eminent faculty and affiliated faculty members from throughout the MIT and Harvard communities.

In addition to its outstanding record of accomplishment for research in human health care, HST educational programs are distinguished by three key elements:

• A strong quantitative orientation
• Required hands-on experience in a clinical or industry setting
• A focused interdisciplinary research project

HST offers nine multidisciplinary options for graduate study:

1. Medical Sciences MD Program
2. Medical Engineering and Medical Physics Doctoral Program
3. Speech and Hearing Bioscience and Technology Doctoral Program
4. Radiological Sciences Joint Program
5. Biomedical Enterprise Master's Program
6. Biomedical Informatics Training Program
7. Clinical Investigator Training Program
8. Master of Engineering in Biomedical Engineering
9. Graduate Education in Medical Sciences Certificate Program

Master's Programs

Biomedical Enterprise Program

Launched in 2002 as a collaboration with the MIT Sloan School of Management, HST's Biomedical Enterprise Program (BEP) is designed for individuals with business experience and a strong foundation in science and engineering. BEP prepares students for leadership roles in the transfer of new technologies from concept through product development to clinical adoption in the context of existing companies or newly established ventures.

Acknowledging that medical innovations in laboratory research and clinical care benefit society only when they become commercial products and services, BEP offers a unique curriculum that leverages the strengths of HST, MIT Sloan, Harvard Medical School (HMS), and the affiliated hospitals.

BEP students take preclinical and engineering courses alongside HST's MD and PhD students, and business courses with other MIT Sloan students. They participate in unique integrative courses designed to address the specific needs of starting, growing, and managing a biomedical enterprise.

These courses were developed and are taught by a team of HST and Sloan faculty, including several local entrepreneurs. Also included in the curriculum is a hands-on hospital-based clinical experience that pairs students with physician-scientists and provides insight into the hospital environment and patient care.

BEP offers two dual-degree options for individuals who need training in both management and science, and a one-year degree option for business executives who already have a graduate degree in management. The dual-degree option leads to an MBA or SM degree from MIT Sloan and an SM degree from HST. The single-degree option leads to the SM degree from HST. Further information is available at http://bep.mit.edu/ or by contacting bep@mit.edu.

Master of Engineering in Biomedical Engineering

The Master of Engineering (MEng) in Biomedical Engineering aims to educate students at the interface between engineering and biology or medicine, preparing them for leadership positions in the medical products, pharmaceutical, and biotechnology industries.

The five-year program leads to a bachelor's degree in a science or engineering discipline and a Master of Engineering in Biomedical Engineering. The program emphasizes engineering applications in systems physiology and clinical medicine; it is of particular value to students interested in applying biomedical engineering to the basic understanding of disease processes in the post-genomic era, and is designed for individuals desiring a medical and clinical focus in their careers.

Students take subjects that enable them to apply engineering expertise to problems in the medical and clinical sciences. Admission to HST's MEng program is open only to current MIT undergraduate students and requires candidates to demonstrate adequate quantitative and engineering credentials through coursework as part of their undergraduate degree program. Students interested in applying should submit a standard MIT graduate application by the end of their junior year.



In addition to satisfying the undergraduate requirements of their departmental program, candidates also are expected to complete subjects in differential equations (18.03); organic chemistry (5.12); biochemistry (7.05 or 5.07); and one engineering transport or systems subject (e.g., 2.005, 3.185, 6.002, 10.310).

More detailed program objectives and the requirements can be found on the HST website, http://hst.mit.edu/.

 

Master of Health Sciences and Technology

HST offers a general master's degree program that can be coupled to other degree programs, such as the MD degree described below. To accommodate a wide range of student interests, the curriculum for the Master of Health Sciences and Technology degree is determined by agreement between the student and his or her advisor.

There are no specific requirements other than the Institute requirement for 66 subject units and a thesis. In each case, the Institute requirement for the master's degree must be satisfied. Further information can be obtained from HST's Academic Office, Room E25-518, 617-258-7084.

Sumber:

Harvard-MIT Division of Health Sciences and Technology

Subjects Taught

Subjects Taught HST Website

Harvard-MIT Division of Health Sciences and Technology

HST Home

| HST.00-HST.599

| HST.600-HST.999 plus UROP and Thesis |

---

IMPORTANT NOTES regarding preclinical subjects (HST.011-HST.185 and HST.191):

-Students not enrolled in an HST degree program may take preclinical subjects if space is available. Non-HST students are limited to one HST preclinical course and must provide justification for enrolling in this course. They must obtain permission from the course director and the Associate Master of HST at HMS.

-These subjects are scheduled according to the Harvard Medical School academic calendar, which differs from the MIT calendar. Students whose graduation depends upon completing one or more of
these subjects should take particular care regarding the schedule.

Strategi Membangun Sekolah Super

1. Menjaring dan mencari pelajar-pelajar terbaik dari seluruh negeri

2. Mengoptimalkan peran Sekolah Bertaraf Internasional di Indonesia

3. Memperkuat proses pendidikan Dasar di Indonesia

The Harvard-MIT Division of Health Sciences and Technology

Para Pelajar Indonesia dipersiapkan untuk belajar dan menuntut ilmu di institusi prestisius ini. 

 http://hst.mit.edu/

 

 Who We Are

The Harvard-MIT Division of Health Sciences and Technology (HST) brings together the Massachusetts Institute of Technology, Harvard Medical School, Harvard University, Boston area teaching hospitals, and an assortment of research centers in a unique collaboration that integrates science, medicine, and engineering to solve problems in human health. Over 400 graduate students of science, medicine, engineering, and management take their training side by side at HST. And HST's more than 60 full-time faculty members and 200 affiliates guide these students into vibrant careers as medical pioneers.

Our Mission

HST advances human health through academic excellence in education and research that integrates science, engineering and medicine. We educate outstanding minds, cultivate leaders, create knowledge, and generate cost-effective preventative, diagnostic, and therapeutic innovations.

We train our students to carry their engineering and scientific expertise from the laboratory bench to the patient's bedside and to bring clinical insights from the patient's bedside to the laboratory bench.

HST academics and research are committed to:

• Exploring the fundamental principles underlying diseases
• Discovering new pharmaceuticals and devices to ameliorate human suffering; and
• Training the next generation of physicians, scientists, and engineers to do the same.

We apply our mission in three primary research focus areas:

• Biomedical Imaging;
• Biomedical Informatics and Integrative Biology; and
• Regenerative and Functional Biomedical Technologies.

Sekolah Super Menuju MIT dan Harvard

"Jenius adalah 1 persen inspirasi dan 99 persen keringat"

Kutipan terkenal itu adalah milik ilmuwan Thomas Alva Edison. Ungkapan itu semakin terbukti dan ternyata ilmuwan-ilmuwan hebat itu muncul bukan karena sekedar JENIUS namun JERIH PAYAH, KERJA KERAS, KERJA ISTIQIMAH dan KERJA IKHLAS.

Indonesia memerlukan paling tidak 10,000 orang yang memiliki keahlian “advance In science and technology” sebagai persyaratan dasar sebuah bangsa untuk mengembangkan diri sejajar dengan bangsa-bangsa maju di dunia. Sekarang ini baru sekitar 100 orang yang tercatat memiliki keahlian dibidang itu, padahal berdasarkan uji statistik rata rata terdapat seorang genius diantara setiap 10.000 orang di dunia. 

Karena Indonesia berpenduduk 230 juta secara teoritis paling tidak seharusnya terdapat 230,000 orang jenius di Indonesia! Sebuah potensi besar untuk menemukan para ahli di bidang “Advance Science and Technology”. 

Kejeniusan seseorang diukur tingkat IQ-nya yang minimal 140, dan tidak mempunyai korelasi dengan standard gizi yang dikonsumsi sehari-hari. Jenius adalah sebuah bakat alam yang ada sejak dilahirkan. Masalahnya adalah sebagian terbesar anak-anak jenius ini tidak diolah, dilatih dan dididik secara proper. Jenius hanyalah potensi dasar.

Tujuan Sekolah Super

1. Memfasilitasi perkembangan kemampuan yang hebat dari para anak-anak yang tergolong berbakat (jenius) untuk menjadi ilmuwan yang luar biasa yang akan mengharumkan nama bangsa Indonesia.

2. Jumlah siswa per sekolah 1000 orang. 

3. Siswa dipilih yang mempunyai bakat dasar yang kuat/jenius (test IQ hanya menguji kemampuan bakat bawaan saja).

 

Tahun Pertama

a. Fisika, Matematika, Kimia, Biologi level perguruan tinggi tahun pertama.

b. Musik : Piano/biola pengetahuan dasar (fokus pada musik-musik klasik yang membangkitkan kreatifitas), mengenal berbagai musik tradisional.

c. Budi Pekerti (tentang etika dalam berbagai bidang, moral, tingkah laku, sikap dalam berhadapan dengan orang, sikap bicara, sopan santun, sikap dalam presentasi, mengunjungi penjara, mengunjungi suku terasing dsb)

d. Bahasa Inggris (fokus pada conversation untuk dipakai di kelas II)

e. Bahasa Indonesia (fokus pada bagaimana menulis karya ilmiah, menulis cerpen, mengenal karya sastra, membaca cepat).

f. Art: painting, drawing

 

Para Perintis Sekolah

Para perintis organisasi ini adalah para mahasiswa Universitas Pendidikan Indonesia dan para alumninya ditambah oleh para mahasiswa dan alumni dari universitas dan perguruan tinggi lain yang mempunyai minat untuk mengenbangkan pendidikan terbaik bagi para pelajar. 

Visi dan Misi Organisasi

"THE SCHOOL BIG SECRET!"

Komunitas ini adalah sebuah persiapan dan sarana untuk mengirimkan putra-putri terbaik bangsa untuk belajar dan menuntut ilmu di universitas-universitas terbaik di dunia.

Visi Sekolah di masa depan ini adalah

Menggembleng sekitar 1000 orang pelajar untuk dikirimkan belajar di MIT dan Harvard.

Pusat Studi ini adalah sejajar dengan SMP-SMA

Dan bagaimana cara agar Bangsa Indonesia punya kemampuan yang tinggi untuk menyerap sains dan teknologi ? 

Kuncinya adalah .... Pembangunan manusia-manusia unggul! 

Manusia-manusia unggul yang punya kemampuan tinggi dalam menyerap ilmu dan teknologi. 

Pembangunan manusia-manusia unggul, lewat pendidikan unggul. 

Pendidikan terbaik di dunia. 

Sejak lama, pemerintah telah berjuang agar anak-anak Indonesia memiliki nilai matematika dan sains yang tinggi. 

Tidak dalam ukuran Indonesia sendiri, tapi dalam skala global. 

Jadi sistem pendidikan terbaik di dunia harus dibentuk. 

Ahli-ahli pendidikan terbaik di dunia, pakar-pakar sains dan teknologi termaju didatangkan untuk membentuk sistem pendidikan Indonesia. 

Berbagai usaha dilakukan agar sekolah-sekolah universitas-universitas di Indonesia bisa sejajar, dengan Harvard dan MIT, terutama dalam advanced science dan technology.

Diawali saat ini, walaupun sangat berat, pemerintah telah memberikan lebih dari 20% anggarannya untuk mengakselerasikan proses belajar bangsa itu. 

Untuk menciptakan generasi super cerdas. 

Anak-anak Indonesia juga didorong untuk belajar ke kampus-kampus paling terkemuka dunia, Harvard, Princeton, MIT.

Bissmilahirrohmanirrohim

Asalamualaikum warrohmatulahiwabarokatuh

"Semoga diberikan keselamatan atasmu, dan rahmat Allah serta berkahNya juga kepadamu".