Results for BIOE

An introduction to techniques in genetic, molecular, biochemical, cellular and tissue engineering. Lectures cover advances in the field of synthetic biology with emphasis on genetic engineering, plasmid design, gene synthesis, genetic circuits, and safety and bioethics. Lab modules will teach students how to conduct basic lab techniques, add/remove DNA from living matter, and engineer prokaryotic and eukaryotic cells. Team projects will support practice in component engineering with a focus on molecular design and quantitative analysis of experiments, device and system engineering using abstracted genetically encoded objects, and product development. Concurrent or previous enrollment in BIO 82 or BIO 83. Preference to declared BioE students. Students who have not declared BioE should email Alex Engel to get on a waitlist for a permission code to enroll. Class meets in Shriram 112, lab meets in Shriram 114. Scientific Method and Analysis (SMA).

The combination of the internet, phones/wearables, and diagnostic/generative AI allow fundamentally different approaches to healthcare to be conceived. Contemporary healthcare still relies heavily on human doctors, which restricts the number of people that can be helped, limits scaling and quality, and sets a basic cost floor on services. The purpose of this seminar is to explore a potential all-digital tech stack for healthcare, including diagnostic AI, data collection at the edge, and privacy-preserving compute. We will hear from industry experts and startup founders, and consider technical gaps as well as legal/societal barriers to ubiquitous adoption of healthcare provided primarily by computers.

Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.

The Bioengineering System Prototyping Laboratory is a fast-paced, team-based system engineering experience, in which teams of 2-3 students design and build a bioengineering-relevant system (e.g., centrifuge) that meets a set of common requirements along with a set of unique team-determined requirements. Students learn-by-doing hands-on skills in electronics and mechanical design and fabrication. Teams also develop process skills and an engineering mindset by aligning specifications with requirements, developing output metrics and measuring performance, and creating project proposals and plans. The course culminates in demonstration of a fully functioning system that meets the teams' self-determined metrics. Learning goals: 1) Design, fabricate, integrate, and characterize practical electronic and mechanical hardware systems that meet clear requirements in the context of Bioengineering (i.e., build something that works). 2) Use prototyping tools, techniques, and instruments, including: CAD, 3D printing, laser cutting, microcontrollers, and oscilloscopes. 3) Create quantitative system specifications and test measurement plans to demonstrate that a design meets user requirements. 4) Communicate design elements, choices, specifications, and performance through design reviews and written reports. 5) Collaborate as a team member on a complex system design project (e.g., a centrifuge). Limited enrollment, with priority for Bioengineering undergraduates. Prerequisites: Physics 43, or equivalent. Experience with Matlab and/or Python is recommended.

Second course of two-quarter sequence. Team based project introduces students to the process of designing new bioengineering technologies to address unmet societal needs. Focus is on implementation and demonstration of technical feasibility of the first quarter design. Primary deliverables/timelines based on each team's project plan, with weekly mentoring and design reviews during lecture/lab. Guest sessions introduce next-step aspects of bioengineering innovation projects: regulation, intellectual property, commercialization. Prerequisites: BIOE123 and BIOE44. Limited to seniors in Bioengineering (or instructor consent).

Combines biological knowledge and methods with quantitative engineering principles. Quantitative review of biochemistry and metabolism as well as recombinant DNA technology and synthetic biology (metabolic engineering). The course begins with a review of basic cell biology, proceeds to bioprocess design and development, and ends with applied synthetic biology methods and examples. Prerequisite: CHEMENG 181 or equivalent.

The famous computer scientist, Alan Kay, once said, "The best way to predict the future is to invent it." As such, we are all responsible for inventing the future we hope we and our descendants will experience. In this highly interactive course, we will be exploring how to predict and invent the future and why this is important by focusing on a wide range of frontier technologies, such as robotics, AI, genomics, autonomous vehicles, blockchain, 3D Printing, VR/AR, synthetic meat, etc. The class will feature debates in which students present utopian and dystopian scenarios, and determine what has to be done to inoculate ourselves against the negative consequences. Limited enrollment. Admission by application: dschool.stanford.edu/classes.

Directed study and research for undergraduates on a subject of mutual interest to student and instructor. Prerequisites: consent of instructor and adviser. (Staff)

Individual research by arrangement with out-of-department instructors. Credit for 191X is restricted to declared Bioengineering majors pursuing honors and requires department approval. See http://bioengineering.stanford.edu/education/undergraduate.html for additional information. May be repeated for credit.

This class will be a guided tour into regeneration biology, with an emphasis on fundamental developmental processes. Instead of focusing on what we know, the goal of this course is for students to trace how we know, and how we should ask questions for the future. In my opinion, the most important scientific problems are often left unresolved not for lack of adequate information, but for lack of insights to specify the questions that require explanation. Therefore, in this class, we will work together to search for important questions in the area, by reconstructing historical and controversial ideas, dissecting classic literature, formulating our own questions, and debating to test our answers. This class is a tour, as there is no intention for it to be comprehensive; students will be treated as my future colleagues and provided by a taste of science ? you should progress in your own way, at your own pace that matches your ambition in learning. Therefore, I expect the class to be interactive and even provocative, and the students to be willing to read beyond the class as active reading is essential to succeed in this course.

Focus on learning the fundamentals of each imaging modality including X-ray Imaging, Ultrasound, CT, and MRI, to learn normal human anatomy and how it appears on medical images, to learn the relative strengths of the modalities, and to answer, "What am I looking at?" Course website: http://bioe220.stanford.edu

Physics, instrumentation, and algorithms for radionuclide-based medical imaging, with a focus on positron emission tomography (PET) and single photon emission computed tomography (SPECT). Topics include basic physics of photon emission from the body and detection, sensors, readout and data acquisition electronics, system design, strategies for tomographic image reconstruction, system calibration and data correction algorithms, methods of image quantification, and image quality assessment, and current developments in the field. Prerequisites: A year of university-level mathematics and physics.

We will focus on design, development, and application of imaging agents that target specific cellular and molecular aspects of disease. Covers the strengths and limitations of different imaging agents and how to optimize their design for image-guided intra-operative procedures, brain imaging, probing infection, or interrogating tumor metabolism. Emphasis this year will be on clinical molecular imaging, state-of-the-art strategies for early detection of dementia, imaging response to cancer immunotherapy, and how 'Deep Learning' can be used for probe design and high-throughput automated image analysis.

Basics of functional magnetic resonance neuroimaging, including data acquisition, analysis, and experimental design. Journal club sections. Cognitive neuroscience and clinical applications. Prerequisites: basic physics, mathematics; neuroscience recommended.

3D bioprinting promises engineered tissues with precise structure, composition, and cellular architecture. This biofabrication technology lies at the interface of biology, bioengineering, materials science, and instrumentation. This course will teach some of the latest technologies through fundamental lectures and hands-on 3D bioprinting workshops. Student groups will embark on independent projects to innovate in any aspect or application of 3D bioprinting hardware, wetware, or software. Experience in tissue engineering ( BIOE260), instrumentation ( BIOE123), or biomaterials ( MATSCI 381) is helpful but not required.

As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.

Experimental techniques to study human and animal movement including motion capture systems, EMG, force plates, medical imaging, and animation. The mechanical properties of muscle and tendon, and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopedics, and rehabilitation.

Introduction to the mechanical analysis of tissues (biomechanics), and how mechanical cues play a role in regulating tissue development, adaptation, regeneration, and aging (mechanobiology). Topics include tissue viscoelasticity, cardiovascular biomechanics, blood rheology, interstitial flow, bone mechanics, muscle contraction and mechanics, and mechanobiology of the musculoskeletal system. Undergraduates should have taken ME70 and ME80, or equivalent courses.

Mechanical cues play a critical role in development, normal functioning of cells and tissues, and various diseases. This course will cover what is known about cellular mechanotransduction, or the processes by which living cells sense and respond to physical cues such as physiological forces or mechanical properties of the tissue microenvironment. Experimental techniques and current areas of active investigation will be highlighted. This class is for graduate students only.

Learn some of the fundamental principles and cutting edge research topics in molecular and cellular bioengineering, while improving your scientific communication and quantitative skills. The course is structured around weekly discussions of selected articles, and includes oral presentations, written critiques, and problem sets. Example topics: DNA sequencing, transcriptional regulation, genetic engineering, protein engineering, cell signaling, and synthetic biological circuits. In addition, you will practice computing probabilities, solving differential equations, and coding stochastic simulations (some require Python).

This course introduces bioengineering students to medical technology as it is used in the modern tertiary care hospital. Required elements include labs, in which small groups of students participate in hands-on experiences using advanced clinical technologies such as medical imaging, robotic surgery, and minimally invasive treatment. Other elements included shadowing clinical faculty mentors for an in-depth exposure in two clinical areas, and tours of bay area medical technology companies. Final grades will be based on attendance and final presentations. Because many course activities require observation in the clinical environment, all students are required to complete medical clearance and observer training prior to enrollment. This course is graded primarily by in-person attendance, and most course activities occur outside of regular class hours.

Biophysical principles of cryogenic electron microscopy and tomography from sample preparation to data collection, image reconstruction, modeling and structure validation. Molecular and cellular examples will be used to demonstrate the types of biological questions that can be answered with this imaging method.

Observation plays an integral role in scientific explorations - being the first moment that inquiry begins and actively generates questions we pursue. In this class - using table top experiments and explorations in natural philosophy - we will practice the art of observation and learn to use this framework to ask questions. Amongst other approaches - the class will heavily utilize open source microscopy based tools to broadly observe microscopic life forms from various ecosystems including the ocean (plankton) and table top soft-matter experiments to uncover fascinating phenomena visible in our daily lives. This is a project based class culminating with participants making original observations and pursuing imaginative questions that spring from above.

Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.

In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.

Addressing the systemic (Behavioral, Social, Environmental, Structural) drivers of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and speakers are inspiring innovators and leaders in the fields of entrepreneurship and health. Cardinal Course certified by the Haas Center.

In this intensive, hands-on project based course, teams continue to develop their ventures based on a user need that they validated in preparation for the course. They build out more elaborate versions of their prototypes and Business Model Canvas; test hypotheses about the product/service, business model, value proposition, customer acquisition, revenue generation, and fundraising; and deliver a seed round financing pitch to a panel of investors. Students develop entrepreneurial skills as they 1) Get out of the building and gather insights from users, investors, and advisors, 2) Make decisions about pivoting, 3) Work through their operating plans and unit economics, 4) Test go-to-market strategies, 5) Consider equity splits, 6) Learn term sheet negotiations, and 7) Practice their pitches. PREREQUISITE: SUSTAIN 376 or a team application. See details and apply at http://startupgarage.stanford.edu/details (login required).

May be used to prepare for research during a later quarter in 392. Faculty sponsor required. May be repeated for credit.

For Bioengineering graduate students. Previous work in 391 may be required for background; faculty sponsor required. May be repeated for credit.

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