Growing up in Columbia, I equated MIT with the joy of learning I had cultivated all throughout high school. I love finding out how the world works, not only as a biologist but also through the social sciences. MIT allowed me to explore all these interests; every semester I chose my classes based on what I thought was interesting — not because I had to, but because I wanted to. I came here because I thought MIT would foster that kind of interdisciplinary learning, and it has.
I’ve always seen MIT as a place of opportunity. The research environment is extremely collaborative and welcoming towards undergraduates. The curriculum, based in the scientific literature, emphasizes problem solving and encourages us to put theory into practice. Our professors especially push us to think about research in ways we might not otherwise consider, which augments our work in the lab. Most importantly, MIT biology has an unparalleled sense of community, which I highly value.
I began doing research in Professor Matthew Vander Heiden’s lab during my first semester at MIT, and I’ve been there ever since. For almost two years, I’ve been working in a mouse model to determine the role that PKM2, a glycolytic enzyme, plays in pancreatic cancer. Professor Vander Heiden does an excellent job of tailoring the research project to the individual, and I am very friendly with the grad students and postdocs. There is no hierarchy among lab members, and I definitely feel like part of the team.
I’ve always had a dual-interest in the sciences and humanities, which I’ve cultivated at MIT as a 6-7 (Computer Science and Molecular Biology) major with a concentration in Philosophy. I’ve also always enjoyed writing. The scientific communications portion of the curriculum has helped me explain my work more clearly, and I’ve honed this skill as part of Phil Sharp’s lab studying miRNAs. Looking back, my communications classes have definitely made me both a better writer and a better scientist.
The research environment here at MIT is incredibly collaborative. You come into the lab as an undergraduate, and everything is set up so you can find out what you’re interested in and what will advance your scientific curiosity. You are truly recognized for your potential, and not just given busy work. And it goes both ways: undergrads here can contribute in meaningful ways; not just grad students and postdocs.
My favorite biology class was 7.06 (Cell Biology), with Professors Cheeseman and Orr-Weaver. Prof Cheeseman broke our recitation into four Hogwarts Houses, and held an inter-recitation House Cup. (Our team was Hufflepuff, which I found quite fitting.) He’d show us slides and we’d have to work together to figure out what was being shown in order to earn House points. It was a great learning experience and a super creative way to get us all engaged in the subject matter.
The critical thinking and problem solving I learned at MIT — combined with real-life experiences — has inspired me to think of my education as a gift I should put to use. Whereas fermentation engineers worry more about physical variables like oxygen transfer and think of organisms as black boxes, MIT gave me an empathy for microbes. It’s an approach that has been key to my success. When I walk through campus, I still get goosebumps from all the memories. It is such an amazing place.
M. Eugene Sherman SB ’66
Course 7 ● Fellow of the American College of Cardiology
I entered MIT in 1962, and quickly found a comfortable home in “Life Sciences” at MIT (it was not Biology back then). By the time I graduated, I fully appreciated the many giants of the department, but my fondest memories are of Cy Leventhal and Sal Luria for their dedication to teaching and genuine warmth. Just three years after I left MIT, Dr. Luria won his Nobel Prize. I remember shedding a few tears remembering how much fun it was to sit in the front row of his small classroom and listen to him talk, making his science into a story.
Madeleine Duran SB ’17
Course 6-7 ● Broad Institute Data Science Platform
My department at the Broad develops open-source software products for the analysis of genomic and clinical data at a large scale. It’s perfect for someone with a 6-7 (Computer Science and Molecular Biology) degree, as it applies computational data analysis strategies to biological problems. Looking back, participating in multiple different UROP experiences — four in total — helped me figure out what types of research problems and work styles I most enjoyed, and which weren’t right for me.
Stephanie Willerth SB ’03
7, 10 double major ● Tenured Associate Professor and Canada Research Chair in Biomedical Engineering, University of Victoria
MIT Biology trained me as a scientist and exposed me to a wide variety of cutting edge techniques. This has been extremely helpful in developing my own research on engineering neural tissue and understanding stem cell behavior. I would highly recommend doing UROPs and becoming involved in the research while at MIT. You will be exposed to a variety of labs and see how differently they are run, which will teach you an array of lab skills.