Biodesign Related Courses
Since the first offerings of medical device courses at Stanford in 1999 when there was but one such course, Biodesign and biodesign related courses have proliferated across campus and the offerings are sufficient enough for anyone to find a course to his/her liking. From innovation to patenting to regulatory affairs - there's a course for every need. NOTE: this list represents courses that have been offered one or more years. Any one of these courses may or may not be offered in any specific year.
THIS IS A SORTABLE TABLE. Click on the column headings to re-sort.
|Medical Device Innovation||Preference to
sophomores. Survey of innovative technologies and medical devices used in multiple medical specialties. Guest lecturers include Stanford Medical School physicians, entrepreneurs, and venture capitalists. Focus on how to identify clinical needs and design device solutions to address those needs. Fundamentals of starting a company. Field trips to local medical device companies and design house. No previous engineering training required.
Mandato, Joe Pierce, R.
|BioE 371||Global Biodesign||Offered in Spring, this course provides an overview of medical technology development in regions such as Europe, East Asia and South Asia.||Pietzsch, Doshi, Mairal, Shen, Yock|
|BioE 374 A/B||Biodesign Innovation||This two-quarter course provides students with skills essential for the development of new biomedical technologies and enables them to take the critical first steps in invention, patenting, early prototyping and development of new concepts. Includes an introduction to brainstorming development processes and business strategies.||
|CS 223-A||Introduction to Robotics||Robotics foundations in modeling, design, planning, and control. Class covers relevant results from geometry, kinematics, statics, dynamics, motion planning, and control, providing the basic methodologies and tools in robotics research and applications. Concepts and models are illustrated through physical robot platforms, interactive robot simulations, and video segments relevant to historical research developments or to emerging application areas in the field. Recommended: matrix algebra..||Khatib, Oussama|
|CS 225-A||Experimental Robotics||Hands-on laboratory course experience in robotic manipulation. Topics include robot kinematics, dynamics, control, compliance, sensor-based collision avoidance, and human-robot interfaces. Second half of class is devoted to final projects using various robotic platforms to build and demonstrate new robot task capabilities. Previous projects include the development of autonomous robot behaviors of drawing, painting, playing air hocket, yoyo, basketball, ping-pong or xylophone. Prerequisites: 223A or equivalent.||Khatib, Oussama|
|CS 225-B||Robot Programming Laboratory||For robotics and non-robotics students. Students program mobile robots to exhibit increasingly complex behavior (simple dead reckoning and reactivity, goal-directed motion, localization, complex tasks). Topics: motor control and sensor characteristics; sensor fusion, model construction, and robust estimation; control regimes (subsumption, potential fields); probabalistic methods, including Markov localization and particle filters. Student programmed robot contest. Programming is in C++ on Unix machines, done in teams. Prerequisite: programming at the level of 106B, 106X, 205, or equivalent.||Konolige, Kurt|
CS 379L, POLISCI 337T, LAW 498
|Designing Liberation Technologies||
Small project teams will work with selected NGOs to design new technologies for promoting development and democracy. They will conduct observations to identify needs, generate concepts, create prototypes, and test their appropriateness. Some projects may continue past the quarter towards full-scale implementation. Taught through the Hasso Plattner Institute of Design at Stanford (d.school.stanford.edu). Enrollment limited, by consent of instructors (applications will be required).
|EE 202||Electrical Engineering in Biology and Medicine||Electrical engineering has found ubiquitous application from commercial commodities to scientifi measurement equipment. This course aims to provide an overview of electrical engineering in biology and medicine to illustrate the interdisciplinary nature of EE application and research. Topics include biological measurements, medical imaging devices, design of medical devices, neural decoding and drug delivery.||Poon, Ada|
|EE 303||Autonomous Implantable Systems||Implantable systems will revolutionize health care in the coming decades. Potential applications include implantable sensors and monitoring devices for preventive and post-surgery monitoring; drug delivery systems that can be placed closer to cancer cells and are able to administer dosage automatically; medical robots that perform surgery inside patients with greater precision and less pain; and neural implants for brain-machine interface. This class focuses on the analysis and design of remotely-powered, miniature implantable devices for those applications.||Poon, Ada|
|EE 312||Micromachined Sensors and Actuators||Solid-state sensors and actuators, focusing on the use of integrated circuit fabrication technology for their realization. Categories of sensors and actuators include biological, chemical, mechanical, optical, and thermal. Mechanisms of transduction, fabrication techniques, and relative merits of different technologies. Micromachining techniques for monolithic integration of active circuits with sensors or actuators. Directions for future research. Prerequisite: 212 or equivalent.||Giovangrandi, Laurent|
|EE 402S||Topics in International Advanced Technology Research||
Theme for Spring 2011 is "Recent Approaches to Chip-Level Integration." Survey of advanced research into 3D integration, CMOS on encapsulated MEMS, III-V on Si, multi-processor architectures, etc. Distinguished speakers from industry and universities. May be repeated for credit. Recommended: basic electronics.
|ENGR 110||Perspectives in Assistive Technology||Seminar and student team project. Medical, social, psychological, and technical challenges surrounding the design, development, and use of assistive technologies to improve the lives of people with disabilities. Guest speakers include professionals, clinicians, and individuals with disabilities. 1 unit for seminar attendance only. 3 units for students who pursue a team-based assistive technology project. Projects can be continued in ME113 or CS194 or as independent study in Spring Quarter. See http://www.stanford.edu/class/engr110. Service Learning Course (certified by Haas Center).||Nelson, Drew
|ENGR 341||Micro/Nano Systems Design & Fabrication Laboratory||ENGR 341 fosters invention and innovation utilizing microelectromechanical systems (MEMS) technology especially targeted at real-world applications. This course will strengthen existing programs by creating a multidisciplinary environment for learning and entrepreneurship in the diverse fields of micro/nanotechnology and biomedical engineering. The course will be focused on student teams which provide the opportunity to collaborate with students and faculty members from other disciplines. Students will obtain the knowledge and skills necessary to make the critical first steps to invent, develop, and integrate MEMS technologies in an interdisciplinary team environment.||Pruitt, Beth|
|HRP 351, GSB Gen 351||Health Care Technology: From Innovators to Providers to Patients||How health care businesses use biotechnology, medical technology and information technology to improve patient outcomes and manage costs. New technologies commercialized by innovator biotech and pharmaceutical companies, device manufacturers, diagnostics developers, and health IT companies, and adopted by hospitals and physicians in patient care and paid for by third-party payers. Case studies: how innovators finance and manage new product development; clinical trial management and gaining regulatory approval; strategies to drive product adoption; business models to drive innovation; clinical and business models for adopting new technology; organizational change; criteria for reimbursement and coverage decisions; selective provider network design to manage added costs; and IT-intensive business models. Guest speakers and panelists.||Chess, Zenios|
|GSB: HRP 392||Analysis of Cost, Risks, and Benefits in Healthcare||(Same as MGTECON 332) For graduate students. How to do cost/benefit analysis when the output is difficult or impossible to measure. How do M.B.A. analytic tools apply in health services? Literature on the principles of cost/benefit analysis applied to health care. Critical review of actual studies. Emphasis is on the art of practical application.||Garber, Alan
|Medicine for Innovators and Entrepreneurs||Interdisciplinary, project-based course in which bioscience, bioinformatics, biodesign, bioengineering students learn concepts and principles to understand human disease and work together to propose solutions to medical problems. Diabetes mellitus is used as a paradigm for understanding human disease. Guest medical school and outside faculty. Field trips to Stanford clinics and biotechnology companies. Prequisite: college level biology.||
|MS&E 256||Technology Assessment and Regulation of Medical Devices||Regulatory approval and reimbursement for new medical technologies as a key component of product commercialization. The regulatory and payer environment in the U.S. and abroad, and common methods of health technology assessment. Framework to identify factors relevant to adoption of new medical devices, and the management of those factors in the design and development phases. Case studies; guest speakers from government (FDA) and industry.||Pietzsch, Jan|
|MS&E 270||Strategy in Technology Based Companies||For graduate students only. Introduction to the basic concepts of strategy, with emphasis on high technology firms. Topics: competitive positioning, resource-based perspectives, co-opetition and standards setting, and complexity/evolutionary perspectives. Limited enrollment.||Eisenhardt, Katila|
|MS&E 276||Entrepreneurial Management and Finance||For graduate students only with a preference for engineering and science majors. Emphasis on managing high-growth ventures, especially those based on technology products and services. Students develop a set of skills and approaches to becoming effective entrepreneurial managers. Topics include turning opportunities into reality, raising capital and financial management, venture operations and organizational administration, handling growth and adversity. Limited enrollment. Prerequisites: MS&E 140 and ENGR 60, or equivalents.||Staff|
|MS&E 273||Technology Venture Formation||Open to graduate students interested in high-technology entrepreneurship. Examines key components of starting a venture-scale high-tech business: Opportunity Assessment, Market Sizing, Go to Market and Distribution Strategy, R&D and Ops Plans, Venture Capital, Legal considerations and Team building. Teaching team includes serial entrepreneurs and venture capitalists. Student teams write and present a business plan to top tier venture capitalists. Enrollment limited. Recommended: 270, 271, or equivalent.||Lyons, Mackenzie
|MS&E 277||Creativity and Innovation||Factors that promote and inhibit creativity of individuals, teams, and organizations. Creativity tools, assessment metrics, and exercises; workshops, field trips, and case studies. Each student completes an individual creativity portfolio and participates in a long-term team project. Enrollment limited to 32. See http://creativity.stanford.edu.||Seelig, Tina Britos, Leticia|
|MED 274/ HRP 274/ BIOE 372/ OIT 344||Design for Service Innovation||Design for service innovation is an experiential course in which students work in multidisciplinary teams to design new services (including but not limited to web services) that will address the needs of an underserved population of users. Through a small number of lectures and guided exercises, but mostly in the context of specific team projects, students will learn to identify the key needs of the target population and to design services that address these needs. Our projects this year will focus on services for young adult survivors of severe childhood diseases. For the first time ever, children who have cystic fibrosis, rheumatoid arthritis, major cardiac repairs, organ transplants, genetic metabolic disorders, and several forms of cancer are surviving. The first wave of these survivors is reaching young adulthood (ages 18-25). Many aspects of the young adult world are not yet user-friendly for them: applying to and then entering college, adherence to required medication and diet, prospects for marriage and parenthood, participation in high school or college sports, driving, drinking, drugs, and more. Our aspiration is to develop services to improve these young adults? options for a fulfilling and satisfying life. The course is open to graduate students from all schools and departments: business (MBA1, MBA2, PhD, Sloan), Medicine (medical students, residents, fellows and postdocs), engineering (MS and PhD), humanities, sociology, psychology, education, and law. Students can find out more about this course at: http://DesignForService.stanford.edu; GSB Winter Elective BBL Jan 10th, 12 noon - 1 pm; D-School Course Exposition Feb 3rd, time TBA. Admission into the course by application only. Applications will be available at http://DesignForService.stanford.edu on Jan 13th. Applications must be submitted by Feb 4th midnight. Students will be notified about acceptance to the course by Feb 7th . Accepted students will need to reserve their slot in the course by completing an online privacy training course. Details about online training will be provide to accepted students. The training is related to the protection of our partners' privacy. Application Deadline: Noon, Feb 4th.||Jim Patell, Stefanos Zenios|
|ME 206AB / OIT 333-334||Entrepreneurial Design For Extreme Affordability||Entrepreneurial Design for Extreme Affordability is a two-quarter project course in which graduate students design comprehensive solutions to challenges faced by the world’s poor. The course is taught at the Stanford d.school, and students learn design thinking and its specific application to problems in the developing world. Students work in multidisciplinary teams at the intersection of business, technology, and human values. Graduate students from all schools and disciplines are encouraged to apply. All projects are done in close partnership with a variety of international organizations. These organizations host student fieldwork, facilitate the design development, and implement ideas after the class ends.|| Patell, James
|ME 208||Patent Law and Strategy for Innovators and Entrepreneurs||The course provides a foundation to understand the patent system and the strategies to build a patent portfolio and avoid patent infringement. Students learn how to conduct their own patent search and file their own provisional patent application on an invention of their choice.||Schox, Jeffrey|
|ME 238||Patent Prosecution||Stages of the patent application process: identifying, capturing, and evaluating inventions; performing a patentability investigation, analyzing the documents, and the scope of the patent protection; composing claims that broadly cover the invention; creating a specification that supports the claims; filing a patent application with the U.S. Patent and Trademark Office; and analyzing an office action and preparing an appropriate response. Current rules and case law. Strategic decisions within each stage, such as: how does a patent application advance the patent portfolio; and in what countries should a patent application be filed?||Schox, Jeffrey|
|ME 281||Biomechanics of Movement||Review of experimental techniques used to study human and animal movement, including motion capture systems, EMG, force plates, medical imaging, and animation. Mechanical properties of muscle and tendon and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopaedics, and rehabilitation.||Delp, Scott|
|ME 284/BIOE 284AB||Cardiovascular Bioengineering||Bioengineering principles applied to the cardiovascular system. Anatomy of human cardiovascular system, comparative anatomy, and allometric scaling principles. Cardiovascular molecular and cell biology. Overview of continuum mechanics. Form and function of blood, blood vessels, and the heart from an engineering perspective. Normal, diseased, and engineered replacement tissues.||Taylor, Charles|
|ME 294||Medical Device Design||Offered in collaboration with the School of Medicine. Introduction to medical device design for undergraduate and graduate engineering students. Significant design and prototyping. Labs expose students to medical device environments.||
|ME 377||Design Thinking Bootcamp: Experiences in Innovation and Design||Immersive experiences in innovation and design thinking, blurring the boundaries among technology, business, and human values. Tenets of design thinking including being human-centered, prototype-driven, and mindful of process. Topics include design processes, innovation methodologies, need finding, human factors, visualization, rapid prototyping, team dynamics, storytelling, and project leadership. Hands-on projects, in-class exercises, and guest lectures. Students and faculty from areas including business, earth sciences, education, engineering, humanities and sciences, law, and medicine. Preparation for advanced d.school courses. Limited enrollment. Application required. See http://dschool.stanford.edu/projects/classes/me377.html.||
Both, Thomas Farhad
|ME 381||Orthopaedic Bioengineering||Engineering approaches applied to the musculoskeletal system in the context of surgical and medical care. Fundamental anatomy and physiology. Material and structural characteristics of hard and soft connective tissues and organ systems, and the role of mechanics in normal development and pathogenesis. Engineering methods used in the evaluation and planning of orthopaedic procedures, surgery, and devices.||Levenston, Marc Elliot|
|ME 382 A/B||Medical Device Design||Real world problems and challenges of biomedical device design and evaluation. Students engage in industry sponsored projects resulting in new designs, physical prototypes, design analyses, computational models, and experimental tests, gaining experience in: the formation of design teams; interdisciplinary communication skills; regulatory issues; biological, anatomical, and physiological considerations; testing standards for medical devices; and intellectual property.||
|ME 393||Topics in Biologically Inspired or Human Interactive Robotics||Application of observations
from human and animal physiology
to robotic systems. Force control of motion including manipulation,
haptics, and locomotion. Weekly literature review forum led by student.
|ME 421||European Entrepreneurship and Innovation||The Monday afternoon lecture series will feature European startup companies from a number of important sectors, including Web2.0, medical devices, robotics, and other areas.||Leifer, Larry; Prinz, Fritz; Lee, Burton|
|ME 484||Computational Methods in Cardiovascular BIoengineering||Lumped parameter, one-dimensional nonlinear and linear wave propagation, and three-dimensional modeling techniques applied to simulate blood flow in the cardiovascular system.||Taylor, Charles|
|Med 217||Medico-Technological Frontiers of Digestive Diseases||Introduces medical, graduate and undergraduate students with engineering and other backgrounds to various digestive diseases including cancer, inflammatory bowel disease, peptic ulcer disease, hepatitis and its sequela, reflux and motility disorders, pancreatitis, and transplantation. Lectures will provide a brief background regarding these diseases, highlight areas of limited understanding, and then emphasize emerging and new technologies and their impact including endoscopic and genomic, clinical research design, transplantation technology, among other timely topics. The course will also familiarize its enrollees with Stanford-based research experiences related to digestive disease. This includes a broad range of ongoing research projects in the Division of Gastroenterology and Hepatology and in the School of Medicine inter-departmental Digestive Disease Research Center.||Lowe, Anson and Friedland, Shai|
|Med 276||Careers in Medical Technology||Career tracks in biomedical technology for medical, life science, engineering, business, and law students of all levels. Industry professionals describe career tracks, current roles, and industry perspectives. 2-unit option, lectures and weekly assignments, MED or S/NC grading only. 3-unit option, including a group project and final presentation, may be taken for a letter grade. May be repeated for credit.
|Rad 220||Introduction to Imaging and Image-based Human Anatomy||Fundamentals of medical imaging and image-based human anatomy. Emphasis is on contrast mechanisms and the relative strengths of each imaging modality. Laboratory component shows imaging and anatomy in real time.||
|STRAMGT 356/366||Creating a Startup||
Creating a Startup I: This course focuses on the creation of a new venture by providing frameworks and applying them to the identification and pursuit of a business opportunity. Concepts include the new venture formation process, opportunity identification, evaluation and analysis, customer development, business models, market research, design thinking, team formation, team dynamics, leadership, venture viability research and managing intellectual property. Part of the course is partitioned by vertical market to reflect vertical-specific topics and issues. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams then present to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
The second quarter course, Creating a Startup II, students work in teams to continue to develop the new ventures identified in Creating a Startup I. Each team works with a Silicon Valley mentor to develop its new venture. In addition, the course covers topics such as partnering, operational staging, human resource development, leadership, financing, equity arrangements, term sheets, and customer acquisition and go-to-market strategies. Students develop a business plan for pursuing the opportunity based on their field work and research and present it to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
OPEN TO ALL STUDENTS
|Entrepreneurship: Formation of New Ventures||In the winter
quarter 2010, the Business School will offer its foundational
entrepreneurship course to non-GSB graduate students. The
T/Th 10:00 – 11:45
AM section will allow for 20 graduate students from non-business
disciplines at Stanford.
S353 is for students who would like to understand what is involved in starting a new business and pursuing an entrepreneurial career. Topics include: how to identify and evolve a business idea; elements of a viable business model; staffing, financing and managing a new business; managing intellectual property; scaling a business; dealing with failure; gaining sales and distribution traction; and harvesting value. The course is taught primarily by the case method; visitors also will contribute to class discussions.
The classes will be taught from an entrepreneur’s point of view rather than that of a passive investor or employee. The instructors and class examples will emphasize business issues faced by consumer facing business, but will also touch on businesses from other industries. Students interested in attending should have an interest in founding, working in, or advising an early stage business at some point in their careers. Students must also be willing to take an active part in class discussions and projects. A prior business background is not essential.
Jim Ellis/George Foster (WIN)
OPEN ONLY TO GSB STUDENTS
|Entrepreneurship and VC||Many of America's most successful entrepreneurial companies have been substantially influenced by professionally managed venture capital. This relationship is examined from both the entrepreneur's and the venture capitalist's perspective. From the point of view of the entrepreneur, the course considers how significant business opportunities are identified, planned, and built into real companies; how resources are matched with opportunity; and how, within this framework, entrepreneurs seek capital and other assistance from venture capitalists or other sources. From the point of view of the venture capitalist, the course considers how potential entrepreneurial investments are evaluated, valued, structured, and enhanced; how different venture capital strategies are deployed; and how venture capitalists raise and manage their own funds. The course includes a term-long project where students work in teams (3-4 students per team) to write a business plan for a venture of the team's choosing. The course is team taught by a faculty member with substantial venture capital experience and a second faculty member with substantial entrepreneurial experience.||
OPEN ONLY TO GSB STUDENTS
|Strategic Management of Technology & Innovation||This course focuses on the strategic management of technology-based innovation in the firm. The purpose is to provide students with concepts, frameworks, and experiences that are useful for taking part in the management of innovative processes in the firm. The course examines how such processes may change the strategic direction of the firm and how they can be managed effectively. Specific topics include assessing the innovative capabilities of the firm, managing the corporate R&D function, managing the interfaces between functional groups in the development process, managing the new business development function in the firm, understanding and managing technical entrepreneurs, building technology-based distinctive competencies and competitive advantages, technological leadership versus followership in competitive strategy, institutionalizing innovation, and attracting and keeping corporate entrepreneurs.||Burgelman|