BE Board:Visiting committee: Difference between revisions
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===ABS/Bioengineering (Paul, Bahar)=== | ===ABS/Bioengineering (Paul, Bahar)=== | ||
*Percentage and background: About 1/4 to 1/5 of all BE students are ABS. They generally have a diverse background with a focus on life sciences. | |||
*Core courses: 20.420 and 20.440 (Fall) 20.400 and 20.450 (Spring) | |||
**Overall, it seems that the 4 core courses encompass sufficient knowledge required for quantitative based biology. They can be a good foundation for preparing students for their Ph.D. projects and later on for their careers. | |||
**ABS courses together can give students broad flavor of diverse BE research (to be followed with more advanced graduate courses depending on one’s particular research interest). They can further expose students to research approaches applicable for their own projects and give them necessary critical reviewing skills. | |||
**Overall fair workload for both semesters (although 420 is perceived by many as more challenging than the rest). | |||
**Course material of 420 and 440 seem to be complementary. For example, qualitative network biology of 440 complements many of quantitative examples/strategies covered in 420. Therefore, they provide a good combination for bringing students to the same level of qualitative and quantitative background. | |||
**400 exposes students to the diverse contemporary research in the field of biological engineering while enhancing their skills for a critical review of the scientific journals. 450, on the other hand, covers cellular and molecular pathophysiology broadly applicable to research in the department. | |||
*Changes in the curriculum: Based on students’ feedback, there have been some changes within the curriculum (for 400 and 450). For instance, in previous years some ABS students felt somehow underwhelmed by their course load in the second semester. However, this year the workload has been increased by changing the course format (i.e., addition of molecular pathophysiology regarding DNA damage, and some changes regarding the format of the term project). While still less challenging than Fall, the work load now seems to be adequate for Spring semester in terms of providing students with time to attend to their research or study for the quals. | |||
*Other comments: | |||
**As more ABS students join engineering labs and vice versa, the labs are no longer are just toxicology or engineering based (division is becoming less noticeable). | |||
**Several BE track students took 440 last semester. Based on their response, it seems that they found it adequately supplementing other engineering courses they were taking. Hopefully this trend continues to increase. | |||
===General BE Board Activity Updates (Diana, Barry)=== | ===General BE Board Activity Updates (Diana, Barry)=== |
Revision as of 17:14, 19 April 2006
For current website see begradboard.mit.edu
Student opinionPeople
Topic AreasAdd, subtract as you see fit Curriculum (Sean)
Advisor Selection Process (Diana)
Facilities (Nate & Maxine)
Career Development (Nate, Jordan)
Undergraduate Major (Amy)
Thesis Mentoring (Diana, Danielle)
Faculty Research DirectionsFaculty/Student Interactions (Maxine)
ABS/Bioengineering (Paul, Bahar)
General BE Board Activity Updates (Diana, Barry)
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