Category: students

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Gardening in Costa Rica Yields Inspiration During Quarantine

by Isabella Lopez

María Suarez in her garden.

When the coronavirus pandemic began in March, María Suarez, junior in bioengineering, left Penn’s campus and returned home to Costa Rica. What should have been the final weeks of club activities, social events and end-of-year celebrations shifted to months spent at home, far away from Philadelphia. But Suarez, like many others, wanted to do something productive with her time in quarantine. Drawing on her bucolic roots, she decided to start a garden.

“I was born and raised in a very rural area,” Suarez says. “There is a huge river in my backyard where I learned how to count by throwing pebbles in the river with my mother and sister. Nature is a big part of my life, and it’s really shaped my personality. As a child, I planted herbs, like basil, mint and oregano, with my parents. When you are close to the land like this, gardening was something that grew naturally out of our lifestyle.”

As the spring semester shifted into summer, Suarez returned to her love of planting and embarked on an ambitious project to grow a vegetable garden in her backyard. Unlike the smaller herb gardens she had grown as a child, this vegetable garden required deeper horticultural knowledge as well as intense work under the hot sun.

“To begin the garden, I had to clear the land I wanted to use and remove all the grass and stones from the soil,” Suarez shares. “It was the dry season in Costa Rica and the ground was very difficult to work with.”

After clearing the land, Suarez had to bring nutrients back into the soil of her garden plot. Luckily, her family has been maintaining a natural compost pile for many years.

“Basically, the compost pile is a hole in the ground where we put our natural food waste. There are worms and animals there that help us naturally decompose the waste and they produce a very nutrient rich soil.” Suarez explains. “The compost is a five-minute walk from my garden, and I had to take at least ten trips with a wheelbarrow to bring enough back. It was a great arm workout.”

Once the soil was placed and watered, Suarez was finally able to plant her seeds. After a few days, she saw celery and zucchini plants beginning to sprout. Throughout the summer, Suarez’s crops grew well, and she was able to harvest the vegetables and share them with her family.

“It was very fulfilling to see the products of my efforts,” Suarez says.

Read the full story on the Penn Engineering blog.

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Meet Bioengineering Sophomore and SNF Paideia Fellow Catherine Michelutti

Catherine Michelutti (BSE, BS ’23)

Rising Bioengineering Sophomore Catherine Michelluti (BSE 2023) has been featured on Penn’s SNF Paideia Program Instagram which discusses her diverse interests in machine learning in medicine, computer science, playing the violin and more. Catherine is a pre-med student who is pursuing an uncoordinated dual degree between the School of Engineering and Applied Science and the Wharton School of Business (BS in Economics 2023). She is also an incoming fellow in the SNF Paideia Program, which is supported by the Stavros Niarchos Foundation, is an interdisciplinary program which “encourage[s] the free exchange of ideas, civil and robust discussion of divergent views, and the integration of individual and community wellness, service, and citizenship through SNF Paideia designated courses, a fellows program, and campus events” (SNF Paideia website).

Read more about Catherine and other Fellows on the SNF Paideia Instagram.

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Why This Bioengineering Ph.D. Student Pursued Impact Investing

In a Q&A, Bioengineering doctoral candidate Ana P. Peredo explains how the idea of “regeneration” motivated her to join WIVA, Wharton Social Impact’s impact investing program.

Why would you — a bioengineering Ph.D. student — seek to join WIVA?

As a bioengineering Ph.D. student, Ana P. Peredo is currently working on the development of regenerative methods and drug-delivery approaches for musculoskeletal tissue

“As a high school student, I was motivated to study bioengineering because of its potential to generate impact through technical innovation. To me, bioengineering was a way to apply engineering principles to create medical technology in the hopes of devising solutions for global health concerns.

Though I have gained significant understanding of the current pressing healthcare needs, I felt that I was missing a key understanding of how investors think about social impact. To better understand how to apply my science background to the impact space, I joined WIVA. I also wanted to venture outside of healthcare and learn about other important social impact sectors such as education, energy, and environment, all of which WIVA explores in its deal-sourcing process.”

What have you learned through WIVA that you have not been exposed to before?

“I learned how to assess early-stage startups for their impact and return-on-investment potential, as well as how to rigorously analyze company financials and projections.

I also had the opportunity to meet leading social impact professionals through WIVA. I attended a Wharton Social Impact Initiative event with Vincent Stanley, the Director of Philosophy at Patagonia. From this discussion, I learned about how the word ‘sustainable’ continues to be misused by companies and how companies should try to ‘regenerate’ the resources they consume to be truly deemed sustainable.

This conversation brought to mind my research experience with regeneration — could I use my WIVA deal-sourcing techniques to find impactful startups that use this concept?”

Continue reading at Wharton Stories.

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Penn Alumnus Peter Huwe Appointed Assistant Professor at Mercer University

Peter Huwe, Ph.D.

Peter Huwe, a University of Pennsylvania alumnus and graduate of the Radhakrishnan lab, was appointed Assistant Professor of Biomedical Sciences at the Mercer University School of Medicine beginning this summer 2020 semester.

Huwe earned dual B.S. degrees in Biology and Chemistry in 2009 from Mississippi College, where he was inducted into the Hall of Fame. At Mississippi College, Huwe had his first exposure to computational research in the laboratory of David Magers, Professor of Chemistry and Biochemistry. He went on to earn his Ph.D. in Biochemistry and Molecular Biophysics in 2014 in the laboratory of Ravi Radhakrishnan, Chair of the Bioengineering Department at Penn. As an NSF Graduate Research Fellow in Radhakrishnan’s lab, Huwe focused his research on using computational molecular modeling and simulations to elucidate the functional consequences of protein mutations associated with human diseases. Dr. Huwe then joined the structural bioinformatics laboratory Roland Dunbrack, Jr., Professor at the Fox Chase Cancer Center as a T32 post-doctoral trainee. During his post-doctoral training, Huwe held adjunct teaching appointments at Thomas Jefferson University and at the University of Pennsylvania. In 2017, Huwe became an Assistant Professor of Biology at Temple University, where he taught medical biochemistry, medical genetics, cancer biology, and several other subjects.

During each of his appointments, Huwe became increasingly more passionate about teaching, and he decided to dedicate his career to medical education. Huwe is very excited to be joining Mercer University School of Medicine as an Assistant Professor of Biomedical Sciences this summer. There, he will serve in a medical educator track, primarily teaching first and second year medical students.

“Without Ravi Radhakrishnan and Philip Rea, Professor of Biology in Penn’s School of Arts & Sciences, giving me my first teaching opportunities as a graduate guest lecturer at Penn, I may never have discovered how much I love teaching,” says Huwe. “And without the support and guidance of each of my P.I.’s [Dr.’s Magers, Radhakrishnan, and Dunbrack], I certainly would not be where I am, doing what I love.  I am incredibly thankful for all of the people who helped me in my journey to find my dream job.”

Congratulations and best of luck from everyone in Penn Bioengineering, Dr. Huwe!

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Video Series Explores Penn Bioengineering’s Unique Bio-MakerSpace

A new series of short videos on the BE Labs Youtube Channel highlights the unique and innovative approach to engineering education found in The George H. Stephenson Foundation Educational Laboratory & Bio-MakerSpace, the primary teaching lab for the Department of Bioengineering at Penn Engineering. This video series explores how “engineering is fundamentally interdisciplinary” and demonstrates the ways in which Penn students from Bioengineering and beyond have combined the fields of biology, chemistry, and electrical, mechanical, and materials engineering into one exciting and dynamic “MakerSpace.”

“Our Bio-MakerSpace” takes viewers on a tour inside BE’s one-of-a-kind educational laboratories.

Produced primarily on smart phones and with equipment borrowed from the Penn Libraries, and software provided by Computing and Educational Technology Services, the videos were made by rising Bioengineering junior Nicole Wojnowski (BAS ‘22). Nicole works on staff as a student employee of the BE Labs and as a student researcher in the Gottardi Lab at the Children’s Hospital of Philadelphia (CHOP), helmed by Assistant Professor of Pediatrics Riccardo Gottardi.

Sevile Mannickarottu, Director of the Educational Labs in Bioengineering, says that the philosophy of the Bio-MakerSpace “encourages a free flow of ideas, creativity, and entrepreneurship between Bioengineering students and students throughout Penn. We are the only open Bio-MakerSpace with biological, chemical, electrical, materials, and mechanical testing and fabrication facilities, all in one place, anywhere.”

Previous stories on the BE blog have gone into detail about how BE’s Bio-MakerSpace has become a hub for start-ups in recent years, how students can build their own makerspace for under $1500, and more. Major award-winning start-ups including Strella Biotechnology and InstaHub got their start in the BE Labs.

To learn more about the Bio-MakerSpace, check out the other videos below.

Katherine Sizov (Biology ‘19), founder of the 2019 President’s Innovation Prize (PIP) award-winning company Strella Biotechnology, discusses how the Bio-MakerSpace is a hub for interdisciplinary innovation.

Bioengineering doctoral student Dayo Adewole co-founded the company Instahub, which also took home a PIP award in 2019. Dayo also graduated from the BE undergraduate program in 2014. In this video, he discusses the helpfulness and expertise of the BE Labs staff.

Senior Associate Dean for Penn Engineering and Solomon R. Pollack Professor in Bioengineering David Meaney discusses how the Bio-MakerSpace is the only educational lab on campus to provide “all of the components that one would need to make the kinds of systems that bioengineers make.”

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What do ‘Bohemian Rhapsody,’ ‘Macbeth,’ and a list of Facebook Friends All Have in Common?

New research finds that works of literature, musical pieces, and social networks have a similar underlying structure that allows them to share large amounts of information efficiently.

Examples of statistical network analysis of characters in two of Shakespeare’s tragedies. Two characters are connected by a line, or edge, if they appear in the same scene. The size of the circles that represent these characters, called nodes, indicate how many other characters one is connected to. The network’s density relates to how complete the graph is, with 100% density meaning that it has all of the characters are connected. (Image: Martin Grandjean)

 

By Erica K. Brockmeier

To an English scholar or avid reader, the Shakespeare Canon represents some of the greatest literary works of the English language. To a network scientist, Shakespeare’s 37 plays and the 884,421 words they contain also represent a massively complex communication network. Network scientists, who employ math, physics, and computer science to study vast and interconnected systems, are tasked with using statistically rigorous approaches to understand how complex networks, like all of Shakespeare, convey information to the human brain.

New research published in Nature Physics uses tools from network science to explain how complex communication networks can efficiently convey large amounts of information to the human brain. Conducted by postdoc Christopher Lynn, graduate students Ari Kahn and Lia Papadopoulos, and professor Danielle S. Bassett, the study found that different types of networks, including those found in works of literature, musical pieces, and social connections, have a similar underlying structure that allows them to share information rapidly and efficiently.

Technically speaking, a network is simply a statistical and graphical representation of connections, known as edges, between different endpoints, called nodes. In pieces of literature, for example, a node can be a word, and an edge can connect words when they appear next to each other (“my” — “kingdom” — “for” — “a” — “horse”) or when they convey similar ideas or concepts (“yellow” — “orange” — “red”).

The advantage of using network science to study things like languages, says Lynn, is that once relationships are defined on a small scale, researchers can use those connections to make inferences about a network’s structure on a much larger scale. “Once you define the nodes and edges, you can zoom out and start to ask about what the structure of this whole object looks like and why it has that specific structure,” says Lynn.

Building on the group’s recent study that models how the brain processes complex information, the researchers developed a new analytical framework for determining how much information a network conveys and how efficient it is in conveying that information. “In order to calculate the efficiency of the communication, you need a model of how humans receive the information,” he says.

Continue reading at Penn Today.

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Bridging the Communication Divide for Deaf and Hard-of-hearing Communities

Clear-fronted face masks, better and more frequent interpreters, and amped up involvement from local organizations have made a big difference during the COVID-19 pandemic.

By Michele Berger

Since April 23, when bioengineering alum Kate Panzer (above) and her partners at the Deaf-Hearing Communication Centre started taking orders for masks with clear fronts, they’ve shipped about 450, with a backlog of requests for hundreds more. (Image: Courtesy Kate Panzer)

Because COVID-19 spreads via respiratory droplets that disperse through sneezes and coughs, shielding the mouth and nose is an important weapon against the virus. But it can also hinder conversations for people who rely on reading lips. “Communication barriers are already difficult sometimes, and this makes it more difficult,” says linguist , director of ’s .

It’s one of the trickiest aspects of this pandemic for those in the Deaf and hard-of-hearing communities, Fisher says. The challenge doesn’t stem just from misunderstandings due to wearing masks. It’s also about the dissemination of accurate and timely information, knowing who to rely on and how to assess what’s being said.

Trusted sources like the Swarthmore, Pennsylvania–based nonprofit Deaf-Hearing Communication Centre (DHCC), a Penn community partner, have filled that gap, frequently updating information on its social media channels and websites. Governors and mayors are more frequently using Certified Deaf Interpreters (CDI) during press briefings, and Penn alum Kate Panzer, who graduated in 2018, started a project with DHCC to sew masks with clear fronts to offer both lip-reading access and protection.

Innovative masks

Like much of the country, Panzer has stayed inside for the past several months. When the pandemic started to worsen, she temporarily left a research position in Michigan and returned to her childhood home in Media, Pennsylvania. And like many people, she wanted to give back.

At Penn, she’d taken several American Sign Language classes through the program Fisher runs, so when she read an article about a student in Kentucky making clear-fronted masks, it piqued her interest. She reached out to Fisher, who connected her with Kyle Rosenberg, DHCC’s community development and outreach coordinator.

As a volunteer, she shared her mask idea with Rosenberg. “Even in normal times, the Deaf community really struggles with clear communication,” says Rosenberg, who is himself deaf. “ASL is very visual. It relies on body language. Covering up the mouth with a mask makes communication 10 times harder.”

Rosenberg helped Panzer tweak a design and create a process to reach the community, and they took their first order on April 23. Since then, they’ve shipped about 450 masks, with a backlog of requests for hundreds more.

Though the response has been overwhelmingly positive, when constructive feedback comes in, they do take it to heart, Panzer says. For example, when mask-wearers told them that the elastic bands they’d been using rubbed uncomfortably against hearing aids, they switched to fabric ties that go around the back of the head. The masks are not medical grade, so they can’t be used in a hospital setting, but Panzer says her goal was to improve everyday interactions.

“When you can only see the eyes, it takes a lot out of expressive communication for Deaf people,” says Fisher, whose parents and one brother are deaf. “It’s really important that they be able to more fully convey facial expressions and mouth movements that influence meaning.” Masks with clear fronts help.

Continue reading at .

Kate Panzer earned her bachelor’s degree in 2018 from the Department of Bioengineering in the School of Engineering and Applied Science at the University of Pennsylvania. She is currently a disability health and family medicine research assistant at Michigan Medicine at the University of Michigan. 

NB: Kate has done prior work with ASL during her time at Penn Bioengineering. Kate’s 2018 Senior Design team created a two-way interface to help communication between deaf patients and hearing medical professionals called MEDISIGN. Fellow team members included fellow BE alumni Jackie Valeri, Nick Stiansen, and Karol Szymula. Watch their presentation on the Penn Engineering youtube channel.

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President’s Innovation Prize Winner Strella Biotechnology Raises $3.3 Million in Seed Funding

Alumni Malika Shukurova (left) and Katherine Sizov, Strella Biotechnology

Last year, Katherine Sizov (BIO ’19) and Malika Shukurova (BE ’19) earned the 2019 President’s Innovation Prize for their plan to use Internet-of-Things technology to monitor fruit ripeness and reduce waste in produce supply chains. Their company, Strella Biotechnology, received $100,000 of financial support, a $50,000 living stipend for both awardees, and a year of dedicated co-working and lab space at the Pennovation Center.

Now, it has $3.3 million on hand as it attempts to take its technology into retail stores.

As reported in Technically Philly and the Philadelphia Business Journal, the “fruit hacking” company’s seed round funding comes from several venture capital firms, including Pennovation’s Red & Blue Ventures, as well as celebrity investor Mark Cuban.

Strella’s ethylene sensors are already being used by fruit packers in order to more precisely time shipments as their produce ripens. The Penn start-up company thinks retailers could similarly benefit when it comes to deciding when to put their stock out for sale.

Read more at Technically Philly and the Philadelphia Business Journal.

Originally posted on the Penn Engineering Blog.

NB: The initial work for Strella Biotechnology was done by Sizov in Penn Bioengineering’s  George H. Stephenson Foundation Educational Laboratory and Bio-MakerSpace. Read more about how BE’s Bio-MakerSpace has become a hub for start-ups here.

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How Penn’s Medical Device Development Course Adapted to the COVID-19 Pandemic

Though BE 472 was able to quickly pivot to an entirely online curriculum, some in-person aspects of the course were unfortunately lost. Pictured: BE 472’s Spring 2019 MedTech panel discussion with industry leaders Katherine High, MD (President of Spark Therapeutics), Lucas Rodriguez, PhD (CEO of CerSci Therapeutics), and Penn BE alumnus Brianna Wronko (CEO of Group K Diagnostics) (credit: Lauren McLeod BE 2020).

by Sophie Burkholder

Given the closing of schools in response to the coronavirus pandemic, professors teaching lab-based courses were forced to make some changes. One such course, the Department of Bioengineering’s Medical Device Development (BE 472) taught by Matthew R. Maltese, Ph.D., usually requires students to develop a medical device and learn how to lead a startup venture for it. Over the semester, students design prototypes for unmet needs in the medical device community, and then go on to learn about business-related aspects of the project, like fundraising, regulations, teamwork, and leadership. Maltese often encourages junior engineering students to take the course, in the hopes that their projects might become launchpads for their senior design projects the following year.

But with the pandemic’s interruptions to education restricting access to the lab, or even to some of the schematics for their earlier designs, Maltese’s Spring 2020 students had to re-focus on the business side of their projects.

Fortunately, the shift to online learning came late enough in the semester that most students had already come up with solid project ideas. Maltese then shifted gears to the less hands-on parts of the course. “There’s lots of elements to this course that are not focused on putting hands on hardware,” he says. “They’re focused on distilling and disseminating information about your endeavor to people that are interested.”

While some of those more hands-off assignments originally had some face-to-face aspects, like the final pitch competition, they’re also easy to transition to an online format. Maltese had students record videos of their pitches, which he notes is perhaps more akin to what they might have to do for external pitch competitions. And even though students couldn’t make their physical prototypes, Maltese says that they were all able to make virtual prototypes through CAD or other modeling software.

In his opinion, this renewed focus on out-of-lab prototype models might be a good thing for real-world experience. Investors and stakeholders often want the full picture of a device or startup before they even have to start working with physical material, for the sake of cost efficiency.

Students had already been working on their projects for a couple of months before the pandemic started to affect classes, so most of them stuck to their original ideas instead of adapting them to meet the needs of the current medical crisis. “Next year, I think we’re going to focus the class on COVID-19 ideas though,” says Maltese.

In fact, Medical Device Development will likely be one of many Penn Bioengineering courses that adapts its curriculum to the challenges the pandemic presented. “As a medical device community, a pharmaceutical community, a healthcare community, we were not ready for this,” Maltese notes, “but history teaches us that some of our greatest innovations emerge from our greatest trials.”  He is excited for the future.

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A Message to the Penn Bioengineering Community

A message to the Penn Bioengineering community from BE leadership:

Dear BE Nation,

We wanted you to know that we in BE fully stand behind and reiterate the message from President Gutmann in full support of our Black students, postdocs, staff, colleagues, and friends.

As noted by President Gutmann, we all are feeling outrage, anger, grief, and myriad other emotions. We are at a loss to comprehend and to process the magnitude and implications of the brutality, oppression, and injustice that have come to light once again following the horrific event of George Floyd’s murder.

Several students and colleagues have reached out expressing their desires to contribute actively to effect a positive and progressive change. Our President Gutmann and Provost Pritchett have summarized some of the Penn initiatives towards our local communities in their message linked above. Numerous others are proactively contributing large and small. While we may not agree on many things, we can all agree that a lot remains to be done, and it will take time and sustained effort and commitment on our part. We are committed to the cause: to effect continual and progressive change for nurturing equality and cultural sensitivity as we build a diverse academic ecosystem, and this includes BE, Penn, and our surrounding community. It is our commitment to our Black friends and colleagues.

We take this opportunity to share this article sent by Denise Lay: Answering the Question, ‘What Can I Do?’ and this document compiled by BE Ph.D. student Lasya Sreepada created to share resources and opportunities for members of the University of Pennsylvania community to help their local communities.

Also, here are a  few resources to help cope:

Racial Justice and Equity (from Bucketlisters): A listing of resources, organizations and actions, including Philadelphia specific organizations.

Coping with Racial Trauma (recommended by Penn’s Counseling and Psychological Services [CAPS]): A mental, emotional, physical and spiritual toolkit for coping with racial trauma which provides a window into the personal cost of systemic racism, discrimination and inequality.

Mostly and immediately, we write this note to reiterate that we stand with and support our Black students, postdocs, staff, colleagues, and friends in this difficult period.

Sincerely yours,

Undergraduate Chair Andrew Tsourkas
Graduate Chair Yale Cohen
Department Chair Ravi Radhakrishnan