Category: Undergrads

Student spotlight: Aria Eppinger ’24

The multitalented member of the varsity swim team graduated with her undergraduate degree in computer science and molecular biology in 2024 and will complete her MEng this month.

Jane Halpern | Department of Electrical Engineering and Computer Science
May 9, 2025

This interview is part of a series of short interviews from the MIT Department of Electrical Engineering and Computer Science, called Student Spotlights. Each spotlight features a student answering their choice of questions about themselves and life at MIT. Today’s interviewee, Aria Eppinger ’24, graduated with her undergraduate degree in Course 6-7 (Computer Science and Molecular Biology) last spring. This spring, she will complete her MEng in 6-7. Her thesis, supervised by Ford Professor of Engineering Doug Lauffenburger in the Department of Biological Engineering, investigates the biological underpinnings of adverse pregnancy outcomes, including preterm birth and preeclampsia, by applying polytope-fitting algorithms.

Q: Tell us about one teacher from your past who had an influence on the person you’ve become.

A: There are many teachers who had a large impact on my trajectory. I would first like to thank my elementary and middle school teachers for imbuing in me a love of learning. I would also like to thank my high school teachers for not only teaching me the foundations of writing strong arguments, programming, and designing experiments, but also instilling in me the importance of being a balanced person. It can be tempting to be ruled by studies or work, especially when learning and working are so fun. My high school teachers encouraged me to pursue my hobbies, make memories with friends, and spend time with family. As life continues to be hectic, I’m so grateful for this lesson (even if I’m still working on mastering it).

Q: Describe one conversation that changed the trajectory of your life.

A: A number of years ago, I had the opportunity to chat with Warren Buffett. I was nervous at first, but soon put to ease by his descriptions of his favorite foods — hamburgers, French fries, and ice cream — and his hitchhiking stories. His kindness impressed and inspired me, which is something I carry with me and aim to emulate all these years later.

Q: Do you have any pets?

A: I have one dog who lives at home with my parents. Dodger, named after “Artful Dodger” in Oliver Twist, is as mischievous as beagles tend to be. We adopted him from a rescue shelter when I was in elementary school.

Q: Are you a re-reader or a re-watcher — and if so, what are your comfort books, shows, or movies?

A: I don’t re-read many books or re-watch many movies, but I never tire of Jane Austen’s “Pride and Prejudice.” I bought myself an ornately bound copy when I was interning in New York City last summer. Austen’s other novels, especially “Sense and Sensibility,” “Persuasion,” and “Emma,” are also favorites, and I’ve seen a fair number of their movie and miniseries adaptations. My favorite adaptation is the 1995 BBC production of “Pride and Prejudice” because of the cohesion with the original book and the casting of the leads, as well as the touches and plot derivations added by the producer and director to bring the work to modern audiences. The adaptation is quite long, but I have fond memories of re-watching it with some fellow Austinites at MIT.

Q: If you had to teach a really in-depth class about one niche topic, what would you pick?

A: There are two types of people in the world: those who eat to live, and those who live to eat. As one of the latter, I would have to teach some sort of in-depth class on food. Perhaps I would teach the science behind baking chocolate cake, or churning the perfect ice cream. Or maybe I would teach the biochemistry of digesting. In any case, I would have to have lots of hands-on demos and reserve plenty for taste-testing!

Q: What was the last thing you changed your mind about?

A: Brisket! I never was a big fan of brisket until I went to a Texas BBQ restaurant near campus, The Smoke Shop BBQ. Growing up, I had never had true BBQ, so I was quite skeptical. However, I enjoyed not only the brisket but also the other dishes. The Brussels sprouts with caramelized onions is probably my favorite dish, but it feels like a crime to say that about a BBQ place!

Q: What are you looking forward to about life after graduation? What do you think you’ll miss about MIT?

A: I’m looking forward to new adventures after graduation, including working in New York City and traveling to new places. I cross-registered to take Intensive Italian at Harvard this semester and am planning a trip to Italy to practice my Italian, see the historic sites, visit the Vatican, and taste the food. Non vedo l’ora di viaggiare all’Italia! [I can’t wait to travel to Italy!]

While I’m excited for what lies ahead, I will miss MIT. What a joy it is to spend most of the day learning information from a fire hose, taking a class on a foreign topic because the course catalog description looked fun, talking to people whose viewpoint is very similar or very different from my own, and making friends that will last a lifetime.

Staff Spotlight: Lighting up biology’s basement lab

Senior Technical Instructor Vanessa Cheung ’02 brings the energy, experience, and excitement needed to educate students in the biology teaching lab.

Samantha Edelen | Department of Biology
April 29, 2025

For more than 30 years, Course 7 (Biology) students have descended to the expansive, windowless basement of Building 68 to learn practical skills that are the centerpiece of undergraduate biology education at the Institute. The lines of benches and cabinets of supplies that make up the underground MIT Biology Teaching Lab could easily feel dark and isolated.

In the corner of this room, however, sits Senior Technical Instructor Vanessa Cheung ’02, who manages to make the space seem sunny and communal.

“We joke that we could rig up a system of mirrors to get just enough daylight to bounce down from the stairwell,” Cheung says with a laugh. “It is a basement, but I am very lucky to have this teaching lab space. It is huge and has everything we need.”

This optimism and gratitude fostered by Cheung is critical, as MIT undergrad students enrolled in classes 7.002 (Fundamentals of Experimental Molecular Biology) and 7.003 (Applied Molecular Biology Laboratory) spend four-hour blocks in the lab each week, learning the foundations of laboratory technique and theory for biological research from Cheung and her colleagues.

Running toward science education

Cheung’s love for biology can be traced back to her high school cross country and track coach, who also served as her second-year biology teacher. The sport and the fundamental biological processes she was learning about in the classroom were, in fact, closely intertwined.

“He told us about how things like ATP [adenosine triphosphate] and the energy cycle would affect our running,” she says. “Being able to see that connection really helped my interest in the subject.”

That inspiration carried her through a move from her hometown of Pittsburgh, Pennsylvania, to Cambridge, Massachusetts, to pursue an undergraduate degree at MIT, and through her thesis work to earn a PhD in genetics at Harvard Medical School. She didn’t leave running behind either: To this day, she can often be found on the Charles River Esplanade, training for her next marathon.

She discovered her love of teaching during her PhD program. She enjoyed guiding students so much that she spent an extra semester as a teaching assistant, outside of the one required for her program.

“I love research, but I also really love telling people about research,” Cheung says.

Cheung herself describes lab instruction as the “best of both worlds,” enabling her to pursue her love of teaching while spending every day at the bench, doing experiments. She emphasizes for students the importance of being able not just to do the hands-on technical lab work, but also to understand the theory behind it.

“The students can tend to get hung up on the physical doing of things — they are really concerned when their experiments don’t work,” she says. “We focus on teaching students how to think about being in a lab — how to design an experiment and how to analyze the data.”

Although her talent for teaching and passion for science led her to the role, Cheung doesn’t hesitate to identify the students as her favorite part of the job.

“It sounds cheesy, but they really do keep the job very exciting,” she says.

Using mind and hand in the lab

Cheung is the type of person who lights up when describing how much she “loves working with yeast.”

“I always tell the students that maybe no one cares about yeast except me and like three other people in the world, but it is a model organism that we can use to apply what we learn to humans,” Cheung explains.

Though mastering basic lab skills can make hands-on laboratory courses feel “a bit cookbook,” Cheung is able to get the students excited with her enthusiasm and clever curriculum design.

“The students like things where they can get their own unique results, and things where they have a little bit of freedom to design their own experiments,” she says. So, the lab curriculum incorporates opportunities for students to do things like identify their own unique yeast mutants and design their own questions to test in a chemical engineering module.

Part of what makes theory as critical as technique is that new tools and discoveries are made frequently in biology, especially at MIT. For example, there has been a shift from a focus on RNAi to CRISPR as a popular lab technique in recent years, and Cheung muses that CRISPR itself may be overshadowed within only a few more years — keeping students learning at the cutting edge of biology is always on Cheung’s mind.

“Vanessa is the heart, soul, and mind of the biology lab courses here at MIT, embodying ‘mens et manus’ [‘mind and hand’],” says technical lab instructor and Biology Teaching Lab Manager Anthony Fuccione.

Support for all students

Cheung’s ability to mentor and guide students earned her a School of Science Dean’s Education and Advising Award in 2012, but her focus isn’t solely on MIT undergraduate students.

In fact, according to Cheung, the earlier students can be exposed to science, the better. In addition to her regular duties, Cheung also designs curriculum and teaches in the LEAH Knox Scholars Program. The two-year program provides lab experience and mentorship for low-income Boston- and Cambridge-area high school students.

Paloma Sanchez-Jauregui, outreach programs coordinator who works with Cheung on the program, says Cheung has a standout “growth mindset” that students really appreciate.

“Vanessa teaches students that challenges — like unexpected PCR results — are part of the learning process,” Sanchez-Jauregui says. “Students feel comfortable approaching her for help troubleshooting experiments or exploring new topics.”

Cheung’s colleagues report that they admire not only her talents, but also her focus on supporting those around her. Technical Instructor and colleague Eric Chu says Cheung “offers a lot of help to me and others, including those outside of the department, but does not expect reciprocity.”

Professor of biology and co-director of the Department of Biology undergraduate program Adam Martin says he “rarely has to worry about what is going on in the teaching lab.” According to Martin, Cheung is ”flexible, hard-working, dedicated, and resilient, all while being kind and supportive to our students. She is a joy to work with.”

Alumni Profile: Desmond Edwards, SB ’22

An interest in translating medicine for a wider audience

School of Science
February 6, 2025

Growing up hearing both English and Patois in rural Jamaica, he always had an interest in understanding other languages, so he studied French in high school and minored in it at MIT. As a child with persistent illnesses, he was frustrated that doctors couldn’t explain the “how” and “why” of what was happening in his body. “I wanted to understand how an entity so small that we can’t even see it with most microscopes is able to get into a massively intricate human body and completely shut it down in a matter of days,” he says.

Edwards, now an MIT graduate and a PhD candidate in microbiology and immunology at Stanford University—with a deferred MD admission in hand as well—feels closer to understanding things. The financial support he received at MIT from the Class of 1975 Scholarship Fund, he says, was one major reason that he chose MIT.

Support for research and discovery

I took a three-week Independent Activities Period boot camp designed to expose first-years with little or no research background to basic molecular biology and microbiology techniques. We had guidance from the professor and teaching assistants, but it was up to us what path we took. That intellectual freedom was part of what made me fall in love with academic research. The lecturer, Mandana Sassanfar, made it her personal mission to connect interested students to Undergraduate Research Opportunities Program placements, which is how I found myself in Professor Rebecca Lamason’s lab.

At the end of my first year, I debated whether to prioritize my academic research projects or leave for a higher-paying summer internship. My lab helped me apply for the Peter J. Eloranta Summer Undergraduate Research Fellowship, which provided funding that allowed me to stay for the summer, and I ended up staying in the lab for the rest of my time at MIT. One paper I coauthored (about developing new genetic tools to control pathogenic bacteria’s gene expression) was published this year.

French connections

French is one of the working languages of many global health programs, and being able to read documents in their original language has been helpful because many diseases that I care about impact Francophone countries like those in sub-Saharan and west Africa. In one French class, we had to analyze an original primary historical text, so I was able to look at an outbreak of plague in the 18th century and compare their public health response with ours to Covid-19. My MIT French classes have been useful in some very cool ways that I did not anticipate.

Translating medicine for the masses

When I go home and talk about my research, I often adapt folk stories, analogies, and relatable everyday situations to get points across since there might not be exact Patois words or phrases to directly convey what I’m describing. Taking these scientific concepts and breaking them all into bite-size pieces is important for the general American public too. I want to lead a scientific career that not only advances our understanding and treatment of infectious diseases, but also positively impacts policy, education, and outreach. Right now, this looks like a combination of being an academic/medical professor and eventually leading the Centers for Disease Control and Prevention.

The beauty of biology

Senior Hanjun Lee planned to pursue chemistry at MIT. A course in genetics changed that.

Lillian Eden | Department of Biology
May 16, 2024

When Hanjun Lee arrived at MIT, he was set on becoming a Course 5 chemistry student. Based on his experience in high school, biology was all about rote memorization.

That changed when he took course 7.03 (Genetics), taught by then-professor Aviv Regev, now head and executive vice president of research and early development at Genentech, and Peter Reddien, professor of biology and core member and associate director of the Whitehead Institute for Biomedical Research.

He notes that friends from other schools don’t cite a single course that changed their major, but he’s not alone in choosing Course 7 because of 7.03.

“Genetics has this interesting force, especially in MIT biology. The department’s historical — and active — role in genetics research ties directly into the way the course is taught,” Lee says. “Biology is about logic, scientific reasoning, and posing the right questions.”

A few years later, as a teaching assistant for class 7.002 (Fundamentals of Experimental Molecular Biology), he came to value how much care MIT biology professors take in presenting the material for all offered courses.

“I really appreciate how much effort MIT professors put into their teaching,” Lee says. “As a TA, you realize the beauty of how the professors organize these things — because they’re teaching you in a specific way, and you can grasp the beauty of it — there’s a beauty in studying and finding the patterns in nature.”

An undertaking to apply

To attend MIT at all hadn’t exactly been a lifelong dream. In fact, it didn’t occur to Lee that he could or should apply until he represented South Korea at the 49th International Chemistry Olympiad, where he won a Gold Medal in 2017. There, he had the chance to speak with MIT alumni, as well as current and aspiring students. More than half of those aspiring students eventually enrolled, Lee among them.

“Before that, MIT was this nearly mythical institution, so that experience really changed my life,” Lee recalls. “I heard so many different stories from people with so many different backgrounds — all converging towards the same enthusiasm towards science.”

At the time, Lee was already attending medical school — a six-year undergraduate program in Korea — that would lead to a stable career in medicine. Attending MIT would involve both changing his career plans and uprooting his life, leaving all his friends and family behind.

His parents weren’t especially enthusiastic about his desire to study at MIT, so it was up to Lee to meet the application requirements. He woke up at 3 a.m. to find his own way to the only SAT testing site in South Korea — an undertaking he now recalls with a laugh. In just three months, he had gathered everything he needed; MIT was the only institution in the United States Lee applied to.

He arrived in Cambridge, Massachusetts, in 2018 but attended MIT only for a semester before returning to Korea for his two years of mandatory military service.

“During military service, my goal was to read as many papers as possible, because I wondered what topic of science I’m drawn to — and many of the papers I was reading were authored by people I recognized, people who taught biology at MIT,” Lee says. “I became really interested in cancer biology.”

Return to MIT

When he returned to campus, Lee pledged to do everything he could to meet with faculty and discuss their work. To that end, he joined the MIT Undergraduate Research Journal, allowing him to interview professors. He notes that most MIT faculty are enthusiastic about being contacted by undergraduate students.

Stateside, Lee also reached out to Michael Lawrence, an assistant professor of pathology at Harvard Medical School and assistant geneticist at Mass General Cancer Center, about a preprint concerning APOBEC, an enzyme Lee had studied at Seoul National University. Lawrence’s lab was looking into APOBEC and cancer evolution — and the idea that the enzyme might drive drug resistance to cancer treatment.

“Since he joined my lab, I’ve been absolutely amazed by his scientific talents,” Lawrence says. “Hanjun’s scientific maturity and achievements are extremely rare, especially in an undergraduate student.”

Lee has made new discoveries from genomic data and was involved in publishing a paper in Molecular Cell and a paper in Nature Genetics. In the latter, the lab identified the source of background noise in chromosome conformation capture experiments, a technique for analyzing chromatin in cells.

Lawrence thinks Lee “is destined for great leadership in science.” In the meantime, Lee has gained valuable insights into how much work these types of achievements require.

“Doing research has been rewarding, but it also taught me to appreciate that science is almost 100 percent about failures,” Lee says. “It is those failures that end up leading you to the path of success.”

Widening the scope

Lee’s personal motto is that to excel in a specific field, one must have a broad sense of what the entire field looks like, and suggests other budding scientists enroll in courses distant from their research area. He also says it was key to see his peers as collaborators rather than competitors, and that each student will excel in their own unique way.

“Your MIT experience is defined by interactions with others,” Lee says. “They will help identify and shape your path.”

For his accomplishments, Lee was recently named an American Association for Cancer Research Undergraduate Scholar. Last year, he also spoke at the Gordon Research Conference on Cell Growth and Proliferation about his work on the retinoblastoma gene product RB.

Encouraged by positive course evaluations during his time as a TA, Lee hopes to inspire other students in the future through teaching. Lee has recently decided to pursue a PhD in cancer biology at Harvard Medical School, although his interests remain broad.

“I want to explore other fields of biology as well,” he says. “I have so many questions that I want to answer.”

Although initially resistant, Lee’s mother and father are now “immensely proud to be MIT parents” and will be coming to Cambridge in May to celebrate Lee’s graduation.

“Throughout my years here, they’ve been able to see how I’ve changed,” he says. “I don’t think I’m a great scientist, yet, but I now have some sense of how to become one.”

Student spotlight: Victory Yinka-Banjo (6-7)

The junior, who is majoring in computer science and molecular biology, wants to “make it a norm to lift others as I continue to climb.”

March 27, 2024